explain Ausubel’s subsumption theory.
1. explain Ausubel’s subsumption theory.
According to Ausubel’s Subsumption Theory, a learner absorbs new information by tying it to existing concepts and ideas that they have already acquired. Rather than building an entirely new cognitive structure, they are able to relate it to information that is already present within their minds.
When an idea is forgotten, it is simply because the specific details and associated thoughts get lost in the crowd and can no longer be differentiated from other pieces of information. Based upon this theory, meaningful learning can only occur once the subsumed cognitive structures have been fully developed.
2. according to aisubel's subsumption theory
Answer:
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3. Who is the proponent of the subsumption theory?
David Ausubel
The Subsumption Learning Theory was developed in 1963 by the American psychologist David Ausubel. The theory focuses on how individuals acquire and learn large chunks of information through visual means or text materials.
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Answer:
David AusubelExplanation:
Siya ang Ang Teoryang Pag-aaral ng Subscription na itinatag noong 1963 ng American psychologist na si David Ausubel. ang teorya niya ay nakatuon sa kung paano nakakakuha at natututo ang mga indibidwal ng malalaking tipak ng impormasyon sa pamamagitan ng visual na paraan o mga materyal sa teksto.
#CarryOnLearning#BetterWithBrainly4. 7. These are the explanations or descriptions of the words in a book or adocument.a. Textual Aidsb. Advance Organizerc. Graphic Organizer8. These Textual aids was popularized by David Ausubel in 1936.a. Textual Aidsb. Advance Organizerc. Graphic Organizer9. These are the visual displays that have key content information.a. Textual Aidsb. Advance Organizerc. Graphic Organizer
Answer:
7. A. 9C.
8. C.
Explanation:
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5. The learner and the learning context An important issue in relation to the benefits of focused instruction is whether al1 learners can equally benefit from it. Individual factors such as learner's age and cognitive characteristics, as well as proficiency level can be seen to play a big role. As for age, while adult learners will be able to draw on their cognitive resources to engage in explicit learning, young learners are less likely to benefit from focus on form instruction that places too high cognitive demands on them. Another important individual difference is the learner's (verbal) analytical abilities, which have been found to be a good predictor of proficiency in both formal and informal settings (Harley & Hart, 1997; see also DeKeyser, 2003). Research has pointed out that learners with higher levels of grammatical sensitivity (a component of language analytic ability) find it easier to notice formal details of the L2 during second language acquisition (Ranta, 1998). Hence, Sawyer and Ranta (2001) suggest that an important function of form-focused instruction may be to compensate for learners' deficiencies in certain components of language aptitude, for example. grammatical sensitivity. Learners' proficiency level is also an important factor to take into consideration when plaming focused instruction. Because research seems to show that beginning learners find it difficult to focus on meaning and form at once (Celce-Murcia, 1991 ; Van Patten, 1990), the latter may need to be applied with caution in the case of learners who have to struggle with basic comprehension problems. A not less important issue is the learning context. As Fotos (2002) argues, implicit approaches to grammar instruction may be less appropriate in foreign language settings, where class-time is limited and there is not enough externa1 communicative input to support continued awareness, than in second language settings with abundant communicative input inside and outside the classroom. In such contexts a combination of implicit and explicit approaches may be more adequate. For example, this author (2002) proposes to incorporate implicit approaches in lessons in which explicit instruction precedes communicative task performance. The explanation aims at activating previously developed knowledge (Ausubel, Novak, & Hanesian, 1978) and facilitating the establishment of form-meaning relationships. Provision of subsequent communicative input containing the target structure is recommended to facilitate continued awareness of its use in context. It is to be noted, however, that purely communicative methodology has had only marginal impact on foreign language teaching settings, where the dominant pedagogy continues to involve a structural syllabus or, even, grammar translation (Skehan, 1998). In such contexts, the recent emphasis on focus on form may mislead teachers into believing that their explicit instructional practices and analytic syllabuses is al1 learners require. Hence, the need to emphasize the necessity to incorporate form-focused activities in communicative contexts in the foreign language class. PAH EXPLAIN ITONG ARTICLE ANO POH NAINTINDIHAN NIYO BASE IN YOUR UNDERSTANDING.
Answer:
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6. what is the main emphasis of the subsumption Theory?
Answer:
The Subsumption Learning Theory was developed in 1963 by the American psychologist David Ausubel. The theory focuses on how individuals acquire and learn large chunks of information through visual means or text materials
7. Jean Piaget’s Assimilation: David Ausubel’s
Answer:
Ausubel's assimilation theory
Explanation:
In accordance with the assimilation theory of learning, Ausubel argues that it is economical to assimilate or subsume new information into already organized cognitive structures because it facilitates the retainment of stable and anchored concepts rather than isolated facts and events.
8. The learner and the learning context An important issue in relation to the benefits of focused instruction is whether al1 learners can equally benefit from it. Individual factors such as learner's age and cognitive characteristics, as well as proficiency level can be seen to play a big role. As for age, while adult learners will be able to draw on their cognitive resources to engage in explicit learning, young learners are less likely to benefit from focus on form instruction that places too high cognitive demands on them. Another important individual difference is the learner's (verbal) analytical abilities, which have been found to be a good predictor of proficiency in both formal and informal settings (Harley & Hart, 1997; see also DeKeyser, 2003). Research has pointed out that learners with higher levels of grammatical sensitivity (a component of language analytic ability) find it easier to notice formal details of the L2 during second language acquisition (Ranta, 1998). Hence, Sawyer and Ranta (2001) suggest that an important function of form-focused instruction may be to compensate for learners' deficiencies in certain components of language aptitude, for example. grammatical sensitivity. Learners' proficiency level is also an important factor to take into consideration when plaming focused instruction. Because research seems to show that beginning learners find it difficult to focus on meaning and form at once (Celce-Murcia, 1991 ; Van Patten, 1990), the latter may need to be applied with caution in the case of learners who have to struggle with basic comprehension problems. A not less important issue is the learning context. As Fotos (2002) argues, implicit approaches to grammar instruction may be less appropriate in foreign language settings, where class-time is limited and there is not enough externa1 communicative input to support continued awareness, than in second language settings with abundant communicative input inside and outside the classroom. In such contexts a combination of implicit and explicit approaches may be more adequate. For example, this author (2002) proposes to incorporate implicit approaches in lessons in which explicit instruction precedes communicative task performance. The explanation aims at activating previously developed knowledge (Ausubel, Novak, & Hanesian, 1978) and facilitating the establishment of form-meaning relationships. Provision of subsequent communicative input containing the target structure is recommended to facilitate continued awareness of its use in context. It is to be noted, however, that purely communicative methodology has had only marginal impact on foreign language teaching settings, where the dominant pedagogy continues to involve a structural syllabus or, even, grammar translation (Skehan, 1998). In such contexts, the recent emphasis on focus on form may mislead teachers into believing that their explicit instructional practices and analytic syllabuses is al1 learners require. Hence, the need to emphasize the necessity to incorporate form-focused activities in communicative contexts in the foreign language class. PAH EXPLAIN ITONG ARTICLE ANO POH NAINTINDIHAN NIYO BASE IN YOUR UNDERSTANDING. PAH SUMMARIZE POH
Answer:
high cognitive demands on them.
Another important individual difference is the learner's (verbal) analytical abilities, which have
been found to be a good predictor of proficiency in both formal and informal settings.
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9. “A whole is more than its parts.” This is the major emphasis of what theory? a. Gestalt theory c. Bruner’s constructivist theory b. Subsumption theory d. Experiential learning theory
a. Gestalt theoryhope it helpsCary on learningpa heart and rate thanks
10. according to ausubele _____is relevant introductory material presented in advance in many format of texts, graphics, or hypermedia. what is it?
Answer:
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Explanation:
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An advance organizer (AO) is relevant introductory materials presented in advance in any format of text, graphics, or hypermedia (Ausubel, 1968).
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11. Correlative subsumption in classroom application? explain
Correlative subsumption refers to the elaboration, extension, or modification of the previously learned concept or propositions by the subsumptions of the incoming idea
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12. if you are given a chance to choice one out of four type of ausubel's organizer which one will you choice ? why?
Answer:
if you are given a chance to choice one out of four type of ausubel's organizer which one will you choice ? why?
Explanation:
why
