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Cognitive Learning Theories

The document discusses Jerome Bruner and David Ausubel, two influential psychologists. Bruner focused on active learning, inductive reasoning, and understanding subject structure. Ausubel emphasized reception learning over discovery, meaningful learning over rote, and deductive reasoning. Both contributed theories about how to effectively organize and present new information to students.

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Julieta Baillo de Horta
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40 views18 pages

Cognitive Learning Theories

The document discusses Jerome Bruner and David Ausubel, two influential psychologists. Bruner focused on active learning, inductive reasoning, and understanding subject structure. Ausubel emphasized reception learning over discovery, meaningful learning over rote, and deductive reasoning. Both contributed theories about how to effectively organize and present new information to students.

Uploaded by

Julieta Baillo de Horta
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Bruner and Ausubel

He was born in 1915 in New York. He received a bachelor's degree in psychology, in 1937 from Duke University. Bruner went on to earn a master's degree in psychology in 1939 and then a Phd in 1941 from Harvard University.

Bruner is currently a senior research fellow at the new York University School of Law

The importance of understanding the structure of a subject being studied. The need of active learning The value of inductive reasoning in learning

Understanding the structure of a subject being studied. a+b=b+a

Useful
Meaningful

Memorable

Students MUST be active. Identify key concepts for themselves rather than accepting teachers explanations.

Examples are presented by the teacher

Students work with examples

Discover the interrelationships (subject structure)

Inductive Reasoning
Using specific examples to formulate a general principle.
Example:

100% of biological life forms that we know of depend on liquid water to exist.
Therefore, if we discover a new biological life form it will probably depend on liquid water to exist.

An inductive approach requires

intuitive thinking

Punishing wrong guesses

Rewarding safe ..

but uncreative answers.

Also a distintion is made between Pure discovery learning, in which the students work on their own to a very great extent. Guided discovery in which the teacher provides some direction.

Instead of explaining how to solve the problem, the teacher provides the appropiate materials and encourages students to make observations, form hypothesis and test solutions.

David Ausubel
Ausubel was born on October 25, 1918 and grew up in Brooklyn, New York. He studied at the University of Pennsylvania where he graduated in 1939, receiving a bachelor's degree majoring in Psychology. Ausubel later graduated from medical school in 1943 at Middlesex University. Ausubel earned his M.A. and Ph.D. in Developmental Psychology from Columbia University in 1950

The importance of reception rather than discovery learning. Meaningful rather than rote learning. The value of deductive reasoning

He didnt say, however, that discovery learning doesnt work; but that it was not efficient.

Reception Concepts, principles and ideas are presented and understood by deductive reasoning.

General Ideas

Specific cases

According to his theory, to learn meaningfully, individuals must relate new knowledge to relevant concepts they already know. New knowledge must interact with the learners knowledge structure.
It contrasts with rote learning. Rote memory is used to recall sequences of objects. However, it is of no use to the learner in understanding the relationships between the objects.

it has the privilege of being transferred to long-term memory.

His strategy begins with an introductory statement broad enough to encompass all information that follows.

Three Purposes
Direct attention to what is important in the coming material.
Highlight relationships between ideas that are going to be presented. Remainders of information already known.

Must be understood by the students. Paraphrase. It must really be an organizer. It must indicate relations among the basic concepts and new terms that will be used.

Comparative organizers activate already existing schemas. Reminds us already existing knowledge that we may not realize it is relevant Expository Organizers provide new knowledge unfamiliar to the student that needs to be understood.

In this method teachers present material in complete, organized form, moving from broadest to more specific concepts

The next step is to present content in terms of similarities and differences using specific examples. Ask to compare, this connects with student prior knowledge. Ask to expand the original advance organizer.

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