The Use of Advance Organizers in the Learning and Retention of Logical Operations and Social Studies Concepts
Bibliographic Data
| ID | 8222825 |
|---|---|
| Authors | Joseph T Lawton (University of Wisconsin–Madison, corresponding author) |
| Year | 1977 |
| Volume | 14 |
| Issue | 1 |
| Pages | 25-43 |
| Publication date | 1977-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312014001025 |
| OpenAlex | W1972138760 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
Ausubel predicts that prior learning of subject-matter concepts, at a higher level of abstraction than subsequent experienced materials, facilitates meaningful learning. He recommends that higher-order concepts be presented in “advance organizer” lessons with the emphasis on meaningful reception learning. Ausubel does not clearly distinguish between subject-matter and process concepts. In this study, process concepts are identified in terms of those logical operations involved in hierarchical classification as described by Piaget. It was predicted that the acquisition of prior high-order rules for hierarchical classification (process concepts) and high-order social studies subject-matter concepts would facilitate the learning and retention of subsequently presented logical operations and the conceptual structure of selected social studies learning materials. Both 6 year olds (N = 60) and 10 year olds (N = 60) were randomly assigned to experimental and control groups. In two related phases of this experiment the E groups were taught high-order rules of classification and high-order subject matter concepts. C groups were taught detailed factual information. A pretest-posttest, retention and “far distant” test assessment indicated that experimental groups learned both types of concepts when compared to equivalent control groups. Accelerated use of logical operations by 6 year olds proceeded beyond the “stage” expected for this age group. Comparing phase 2 with phase 1, it was found that sequential transfer occurred between like subject-matter concepts and logical operations. Performance appeared to improve with age. A task complexity factor appeared to affect performance seriously
Abstraction · Cognitive science · Concept learning · Control (management · Epistemology · Mathematics education · Process (computing · Social studies · Subject (documents · Transfer of learning · Artificial Intelligence · Child and Animal Learning Development · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychological and Educational Research Studies · Psychology
Nonparametric statistics for the behavioral sciences
The use of advance organizers in the learning and retention of meaningful verbal material.
Perceptual and logical factors in the development of multiplicative classification
An analysis of two proposed sources of children's class inclusion errors
Stimulus preference and multiplicative classification in children
Children's ability to operate within a matrix
An Experimental Study of the Growth of Some Logical Structures
An Experimental Study of Piaget's Theory of the Development of Number in Children
| Unique citing works | 2 |
|---|---|
| Citations per year | 0.04 |
| Citation span | 1979 - 2023 (45) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |