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By D.P. Ausubel

In 1963 an preliminary try was once made in my The Psychology of significant Verbal studying to give a cognitive idea of significant in preference to rote verbal studying. It was once in line with the proposition that the purchase and retention of knowl­ area (particularly of verbal wisdom as, for instance, at school, or subject-matter studying) is the manufactured from an energetic, integrative, interactional strategy among educational fabric (subject subject) and appropriate rules within the leamer's cognitive constitution to which the hot principles are relatable specifically methods. This publication is a full-scale revision of my 1963 monograph, The Psychology of significant Verbal studying, within the experience that it addresses the most important aforementioned and hitherto unmet pursuits via supplying for a diffusion, explanation, differentiation, and sharper focusing of the primary mental variables and tactics serious about significant studying and retention, i.e., for his or her interrelationships and interactions resulting in the new release of recent meanings within the person learner. The education of this new monograph was once mostly necessitated via the digital cave in of the neobe­ havioristic theoretical orientation to studying through the prior 40 years; and via the meteoric upward push within the seventies and past of constructivist ways to studying theory.

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Extra resources for The Acquisition and Retention of Knowledge: A Cognitive View

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Thus, although the use of nonsense syllables or paired adjectives adds undoubted methodological rigor to the study of learning, the very nature of this material limits the applicability of the findings in such experiments to a type of short-term, rote learning that is rare in everyday situations and even rarer in the classroom. Nevertheless, even though there are no a priori grounds for supposing that learning and retention occur in the same way for potentially meaningful and for relatively meaningless learning, the findings from rote learning experiments have been commonly extrapolated to potentially meaningful learning situations.

Harvard Educational Review, 1959,29: 96-106. W. The relation of learning theory to the technology of education. Harvard Educational Review, 1959,29: 96-106. J. Verbal learning in the educative process. Harvard Educational Review, 1959,29: 107-117. e. of Assimilation Theory and its application to the acquisition and retention of knowledge in classroom-like situations. These principles will be presented largely at a descriptive level, with relatively little accompanying detail or supportive evidence; at this point in theoretical and research development explanatory aspects of the theory are still necessarily rudimentary and hypothetical.

Lawrence Erlbaum & Associates, 1977. Ashcraft, M. H. ). New York: Harper Collins College Publishers, 1994. Ausubel, D. P. The psychology of meaningful verbal learning. New York: Grune & Stratton, 1963. Baddeley, A. D. Working memory. Oxford: Oxford University Press, 1986. Bower, G. Human memory: Basic processes. New York: Academic Press, 1977. Broadbent, D. E. Perception and communication. New York: Pergamon, 1958. Brown, J. A. Some tests of the decay theory of immediate memory. Journal of Experimental Psychology, 1958,10, 12-21.

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