What school does Ausubel belong to and what is the difference between Ausubel and Piaget s assimila

Ausubel belongs to the school of cognition. Ausubel is a famous American educational psychologist and a typical representative of the cognitive school. His main interest is the study of school learning theory, but also in the fields of theoretical medicine and developmental psychology.

At the heart of his theory of learning is the theory of meaningful learning and assimilation.

Ausubel Theory Cognition.

Classification of learning.

Ausubel classifies learning in the cognitive domain from two dimensions: the nature and form of learning.

1.According to the way in which learning is conducted, it is divided into receptive learning and discovery learning. Receptive learning refers to the direct presentation of knowledge in front of students in the form of conclusions, which can be taught by teachers and accepted by students; Discovery learning refers to the fact that knowledge conclusions are not directly presented, but need to be acquired by students through independent thinking, exploration, and discovery.

2.According to the relationship between the learning materials and the learner's original knowledge, it is divided into mechanical learning and meaning learning. Mechanical learning is when current learning does not establish a meaningful connection to existing knowledge; Meaningful learning is when current learning makes meaningful connections to existing knowledge.

Meaningful Learning Theory.

1.The essence of meaningful learning is to establish a non-artificial (internal) and substantive (non-literal) connection between new knowledge and existing knowledge.

2.Conditions for meaningful learning: first, new knowledge should have logical significance; Second, learners must have appropriate knowledge in their cognitive structure; Third, learners must have the desire to learn meaningfully.

3.Types of Meaningful Learning:

1) Representation learning refers to learning the meaning of a symbol or a group of symbols.

2) Concept learning refers to mastering the common key characteristics and essential characteristics of similar things.

3) Propositional learning refers to learning the relationship between several concepts.

4.Advance organizer strategy: The so-called "advance organizer" is a kind of guiding material presented before the learning task itself, its level of abstraction and generalization is higher than that of the learning task, and it is associated with the original concept and the new learning task in the cognitive structure, and its purpose is to provide a conceptual anchor point for the new learning task.

5.Receptive Learning: Ausubel believes that student learning is primarily about receptive learning, especially meaningful receptive learning.

Types of achievement motivations.

According to Ausubel, achievement motivation in school contexts consists of at least three intrinsic drives:

1.Cognitive internal drive, that is, a tendency of students to desire to know and understand, to acquire knowledge, and to systematically articulate and solve problems, belongs to internal motivation. In meaningful learning, cognitive intrinsic drive is the most important and stable motivation.

2.The internal drive for self-improvement is an individual's desire to win the corresponding status by virtue of his or her ability and work achievements to do the job, which is an external motivation.

3.Ancillary internal motivation is a need for students to study hard in order to maintain the approval or approval of parents and teachers, etc., and it is an external motivation.

Theory of Cognitive Structure Transfer.

Ausubel argues that all meaningful learning is based on the original cognitive structure, and that meaningful learning that is not affected by the original cognitive structure does not exist. All meaningful learning necessarily involves transfer.

Ausubel. It belongs to the school of cognition.

Ausubel is an American psychologist, MD and psychology major.

Ph.D., in Developmental Psychology and Educational Psychology.

Outstanding contributions. For his significant contributions to educational psychology, Ausubel received a Thorndike award from the American Psychological Association in 1976.

Educational Psychology Award.

Emphasizing the importance of the original cognitive structure, it is believed that the new knowledge is built on the basis of the original cognitive structure.

In terms of learning methods, they all agree with meaning learning and oppose mechanical learning. They all emphasized that the newly learned knowledge should be incorporated into the original understanding.

Knowledge structure, strengthen the understanding of knowledge.

It is believed that assimilation and adaptation to the learning mechanism are important learning methods, and it is advocated that new knowledge should be incorporated into the original cognitive structure, which will cause quantitative changes and qualitative changes in the understanding of new knowledge.

Ausubel emphasizes the procedural nature of learning, advocating from shallow to deep, from easy to easy.

Difficult gradual process.

His views are: (1) meaningful learning, (2) forgetting theory – cognitive assimilation, and (3) precursor organizers.

(4) Migration Theory-Reflective Cognitive Theory, and (5) Classification of Achievement Motivation.

His representative works include: "Self-Development and Personality Disorders" (1952), "Theories and Problems of Child Development" (1958), "The Psychology of Meaning Speech Learning" (1963), "Educational Psychology: A Cognitive View" (1968), etc.

Piaget's assimilation refers to the integration of environmental factors into the existing schema or structure of the organism in the development of the child, in order to strengthen and enrich the movements of the subject. That is, when children encounter experiences that coincide with their original schema throughout the process of psychological development, they will assimilate them. Otherwise, it will break the original schema to adapt to the new environment.

Ausubel's theories are more applicable to educational psychology. And his idea of assimilation is at the heart of his theory of the reception of meaningful speech. It means that the learner's new learning material has a logical relationship with the original knowledge in his brain and interacts with it, so that learning is the most effective.

It can be said that it is a method of learning, and he also proposed three modes of classroom assimilation and so on.

In general, Ausubel's ideas may be the same as Piaget's, because they are both figures of the cognitive school, but Piaget is an early one and belongs to the classical cognitive school. And Piaget's theory is not only used in the psychology of education, but also in the psychology of child development.

My personal feeling: Piaget wanted to express the objective cognitive laws, which you can understand as the laws that occur with unconscious participation; Ausubel speaks of a conscious method or proposition that has a facilitating effect.

The former belongs to a concept in the cognitive theory of learning, and the latter belongs to a concept in Piaget's theory of cognitive development. According to the definition in the book and my personal understanding, Ausurpor's "assimilation" emphasizes the result of the interaction between old and new knowledge through meaningful learning, that is, "assimilation of meaning"; Piaget's "assimilation" is to incorporate environmental factors into the existing schema of the organism in order to strengthen and enrich the subject's movements, and conform to form two forms of adaptation. The former emphasizes the outcome, while the latter emphasizes the process.

Ausubel's meaningful learning emphasizes the connection between the new knowledge learned and the old knowledge, for example: middle school students memorize the natural constant e= by "riding an umbrella";

Rogers' meaningful learning emphasizes that learning is an informed and unified process, and learning not only requires knowledge changes, but also emotional participation, for example: primary school students learn the word hot, tell students that hot means hot, and then let students put their hands into the hot water to feel, so that students not only understand the meaning of hot in terms of knowledge, but also participate in it.

To put it simply, Ausubel meaningful learning is the change of knowledge; Rogers Meaningful Learning isInformed unity

To put it simply, Ausubel only emphasizes "knowing" Rogers is talking about being a whole person, in addition to "knowing" there are also aspects such as "feelings", so Rogers' meaning is the whole aspect.

The representative figures of cognitive psychology include Jean Piaget of the Geneva School, Vygotsky of the former Soviet School, Kelly, Witkin, Ausubel, Gagne, Bruner, Gardner, Sternberg and so on in the United States.

Cognitive psychology is divided into broad and narrow senses, and cognitive psychology in a broad sense refers to all those who study the cognitive process of people, which belong to cognitive psychology.

At present, the cognitive psychology usually referred to by the Western psychological community refers to cognitive psychology in the narrow sense, that is, the so-called information processing psychology, which refers to the use of information processing views and terminology to study the human cognitive process through analogy with computers, simulation, verification and other methods, and believes that the human cognitive process is the process of information acceptance, encoding, storage, exchange, operation, retrieval, extraction and use.

Relevant science

Cognitive psychology is also a product of the cross-penetration of psychology and neighboring disciplines. First of all, linguistics has had a great influence on the development of cognitive psychology. Psycholinguistics, founded by Chomsky's combination of linguistics and psychology, can be said to be a branch of cognitive psychology.

Cybernetics, information theory, and computer science have had a profound impact on the development of cognitive psychology. Computer science combined with psychology has resulted in a marginal discipline, artificial intelligence. Artificial intelligence is extremely closely related to cognitive psychology, and the advent of computers has allowed people to find new ways to analyze people's internal mental processes and states.

The mentalistic direction of early experimental psychology was cut off by behaviorism for almost half a century, and today, cognitive psychology continues this direction, while maintaining the strict hypothetical deductive approach of neo-behaviorism and adding the machine simulation method. This expands the research ground in terms of the analysis of cognitive processes.

Turing's publication in the 30s of the mathematical system later called the "Turing machine" also had an impact on psychology. Quantitative logic and Turing machines lead people to think that the human cognitive system can also be seen as a system of symbolic use. Some of the ideas of human beings can be represented by symbols, and these symbols can be transformed by a definite process of symbolic operations.

These ideas play an important role in cognitive psychology not only theoretically but also in concrete research.

These include behaviorist theory, cognitivist theory, and constructivist theory.

Cognitivist learning theorists believe that learning lies in the change of internal cognition, and that learning is a much more complex process than the S-R connection. They focus on explaining the intermediate processes of learning behavior, i.e., purpose, meaning, etc., and believe that these processes are the variable factors that control learning.

Constructivism derives from theories about children's cognitive development, as an individual's cognitive development is closely related to the learning process.

Therefore, the use of constructivism can better explain the cognitive laws of the human learning process, that is, it can better explain how learning occurs, how meaning is constructed, how concepts are formed, and what are the main factors that should be included in the ideal learning environment.