The Acquisition and Retention of Knowledge: A Cognitive View

By D. Ausubel. 2000

1,096 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/447eeb4c8bf1eda7becc579b8de5591b5db0b71f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

The Effect of Group Projects on Content-Related Learning (2005, background): “The student-as-teacher must extend his or her own understanding beyond superficial memorization to comprehension (Bloom, 1956) and meaningful learning (Ausubel, 2000).”
From design experiments to formative interventions (2008, background): “This is the phenomenon of instantaneous recollection or reconstruction of a complex meaningful pattern with the help of a good ‘advance organizer’ (Ausubel, 2000), ‘orientation basis’ (Haenen, 1995, Talyzina, 1981), or ‘germ cell model’ (Davydov, 1990).”
Academic self‐beliefs and prior knowledge as predictors of student achievement in Mathematics: a structural model (2008, background): “Almost all educational studies have acknowledged the significant and positive influence of prior knowledge on learning (eg, Ausubel, 1968 , 2000 ; Bloom, 1976 ; Dochy, 1992 ; Dochy et al, 2002 ; Dochy & Alexander, 1995 ; Thompson & Zamboanga, 2004 ).”
Learning and Expanding with Activity Theory: The Future of Activity Theory: A Rough Draft (2009, neutral): “This is the phenomenon of instantaneous recollection or reconstruction of a complex meaningful pattern with the help of a good 'advance organizer' (Ausubel, 2000), 'orientation basis' (Haenen, 1995, Talyzina, 1981), or 'germ cell model' (Davydov, 1990).”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “However, whether stated implicitly or explicitly, across the disciplines DBER is heavily influenced by constructivist ideas of learning, which propose that students generate understanding and meaning through experience (Ausubel, 2000; Dewey, 1916).”
Universities as centres of non-learning (2008, methodology): “This in turn provides the theoretical foundations for concept mapping techniques (Novak 1998; Novak and Canas 2006), both drawing heavily from Ausubel’s assimilation theory of learning (Ausubel 2000).”
The Cambridge Companion to Vygotsky (2007, neutral): “This is the phenomenon of instantaneous recollection or reconstruction of a complex meaningful pattern with the help of a good “advance organizer” (Ausubel, Novak, & Hanesian, 1978; Ausubel, 2000), “orientation basis” (Haenen, 1995; Talyzina, 1981), or “germ cell model” (Davydov, 1990).”
Promoting creativity and innovation in engineering education. (2015, background): “Citing Ausubel and Paul (2000) he links this failure to negative outcomes in creativity and creative problem-solving because of the key role that cognitive flexibility plays as a core mental executive function in creative problem solving.”
How Fast Do Students Forget What They Learn in Consumer Behavior? A Longitudinal Study (2006, background): “Ausubel (2000) advised teachers to help the learner establish a “stable trace” in memory.”
Investigating students' beliefs about their preferred role as learners (2004, background): “Such recognition of the students’ starting-point reflects an Ausubelian view of learning in which the students’ existing knowledge framework is seen as the only point from which meaningful learning may progress (see Ausubel, 2000, for a recent review and update of this position).”
Using Concept Mapping to Enhance the Research Interview (2010, methodology): “Concept mapping builds explicitly on Ausubel’s (2000) assimilation theory of meaningful learning and fits well with constructivist learning perspectives (Trowbridge & Wandersee, 1998).”
Learning at the Symbolic Level (2009, background): “For learning to be meaningful, the learner has to associate new information with existing knowledge ( Ausubel, 2000 ).”
Development of two-tier diagnostic instrument and assess students' understanding in chemistry (2009, background): “Many researchers agreed that students bring their preconceptions to class in science education ( Ausubel, 2000; Driver and Oldham, 1986).”