DAVID AUSEBEL MEANINGFUL OR SUBSUMPTION THEORY

20問 • 1年前

問題一覧

He viewed learning as an active process not simple responding to your environment. Must integrating knowledge with what they have already learned.

David Ausubel

Present an overview of information and meaningful learning can occur through:

Advance Organizer

New learning connected with what already learned

Derivational Subsumption

Alter or expand your concept. You apply different Learning

Correlative

You already knew a lot of examples of the concept but you did not know the concept itself until it was thought u.

Superordinate Learning

New idea is derived from another idea that comes from previous knowledge (DIFFERENT BRANCH BUT RELATED) could think of this learning by Analogy. You borrow from the idea pf other para mapasayon

Combinatorial Learning

Information story that holds an exact copy of stimuli for very SHORT PERIOD OF TIME. (Color, shape, blowing of horn)

Sensory Memory

The information store that retains the information as we consciously work on it. Strategies apply to further retain information

Short-Term Memory

Information story that is permanent. Minutes to lifetime but if not reheated can be forgotten.

Long term Memory

The inability to recall previously known to the mind

Forgetting

Forgetting is due to inability to recall information

Retrieval Failure

Information stored in LTM gradually fades when not in used

Decay theory

Forgetting LTM is due to the influece of other learning

Interference Theory

Inability to recall or recognize what has been learned or experienced

Retention

The act of hindering, obstructing or impeding

Interference

When something previously learned influences the new materials

Transfer

Occurs when individual is able to perform a new task about the same level

Lateral Transfer

Occurs when individual is able to learn more advanced or complex skills

Vertical Transfer

When specific skills or rule is appliad in similar situation

Specific Transfer

Applying principles previously learned to dissimilar situations

General transfer

Growth and Development

ユーザ名非公開 · 37問 · 1年前

Growth and Development

37問 • 1年前

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Erik Erikson’s Psychosocial Theory

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Erik Erikson’s Psychosocial Theory

15問 • 1年前

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FREUD’S PSYCHOANALYTIC THEORY

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FREUD’S PSYCHOANALYTIC THEORY

12問 • 1年前

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FREUD PERSONALITY COMPONENTS

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FREUD PERSONALITY COMPONENTS

7問 • 1年前

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JEAN PIAGET Cognitive Development Theory

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JEAN PIAGET Cognitive Development Theory

22問 • 1年前

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LEV VYGOTSKY Socio-Cultural Theory

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LEV VYGOTSKY Socio-Cultural Theory

6問 • 1年前

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KOHLBERG Moral Development Theory

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KOHLBERG Moral Development Theory

15問 • 1年前

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WATSON Behaviorism & PAVLOV CONDITIONING

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WATSON Behaviorism & PAVLOV CONDITIONING

14問 • 1年前

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SKINNER OPERANT CONDITIONING & BANDURA SOCIAL COGNITIVE

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SKINNER OPERANT CONDITIONING & BANDURA SOCIAL COGNITIVE

14問 • 1年前

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BRONFENBRENNER’S ECOLOGICAL THEORY

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BRONFENBRENNER’S ECOLOGICAL THEORY

5問 • 1年前

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GAGNE,S EVENT OF INSTRUCTION AND MASLOW HIERARCHY OF NEEDS

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GAGNE,S EVENT OF INSTRUCTION AND MASLOW HIERARCHY OF NEEDS

7問 • 1年前

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ASSESSMENT OF LEARNING

ユーザ名非公開 · 44問 · 1年前

ASSESSMENT OF LEARNING

44問 • 1年前

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ASSESSMENT OF LEARNING/NUMBERS

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ASSESSMENT OF LEARNING/NUMBERS

ENGLISH

ENGLISH

PURPOSIVE COMMUNICATION

ユーザ名非公開 · 40問 · 1年前

PURPOSIVE COMMUNICATION

PURPOSIVE FTRC

PURPOSIVE FTRC

TEACHING INTERNSHIP

TEACHING INTERNSHIP

K-12 Curriculum

K-12 Curriculum

BUILDING AND ENHANCING NEW LITERACIES

ユーザ名非公開 · 22問 · 1年前

BUILDING AND ENHANCING NEW LITERACIES

22問 • 1年前

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THE TEACHER AND THE SCHOOL CURRICULUM

ユーザ名非公開 · 35問 · 1年前

THE TEACHER AND THE SCHOOL CURRICULUM

35問 • 1年前

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Growth and Development

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Growth and Development

STYLISTICS

STYLISTICS

LITERATURE FIRST AND LAST

ユーザ名非公開 · 21問 · 1年前

LITERATURE FIRST AND LAST

21問 • 1年前

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問題一覧

He viewed learning as an active process not simple responding to your environment. Must integrating knowledge with what they have already learned.

David Ausubel

Present an overview of information and meaningful learning can occur through:

Advance Organizer

New learning connected with what already learned

Derivational Subsumption

Alter or expand your concept. You apply different Learning

Correlative

You already knew a lot of examples of the concept but you did not know the concept itself until it was thought u.

Superordinate Learning

New idea is derived from another idea that comes from previous knowledge (DIFFERENT BRANCH BUT RELATED) could think of this learning by Analogy. You borrow from the idea pf other para mapasayon

Combinatorial Learning

Information story that holds an exact copy of stimuli for very SHORT PERIOD OF TIME. (Color, shape, blowing of horn)

Sensory Memory

The information store that retains the information as we consciously work on it. Strategies apply to further retain information

Short-Term Memory

Information story that is permanent. Minutes to lifetime but if not reheated can be forgotten.

Long term Memory

The inability to recall previously known to the mind

Forgetting

Forgetting is due to inability to recall information

Retrieval Failure

Information stored in LTM gradually fades when not in used

Decay theory

Forgetting LTM is due to the influece of other learning

Interference Theory

Inability to recall or recognize what has been learned or experienced

Retention

The act of hindering, obstructing or impeding

Interference

When something previously learned influences the new materials

Transfer

Occurs when individual is able to perform a new task about the same level

Lateral Transfer

Occurs when individual is able to learn more advanced or complex skills

Vertical Transfer

When specific skills or rule is appliad in similar situation

Specific Transfer

Applying principles previously learned to dissimilar situations

General transfer