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Cited by 84Memory Processes and InfluencesNeuroscience, Education and Cognitive FunctionVisual and Cognitive Learning Processes

Ausubel’s meaningful learning re-visited

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Bryce, T. G. K., Blown, E. J.·2024·Current Psychology
DOI 10.1007/s12144-023-04440-4PMC PMC10130311
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Abstract

This review provides a critique of David Ausubel’s theory of meaningful learning and the use of advance organizers in teaching. It takes into account the developments in cognition and neuroscience which have taken place in the 50 or so years since he advanced his ideas, developments which challenge our understanding of cognitive structure and the recall of prior learning. These include (i) how effective questioning to ascertain previous knowledge necessitates in-depth Socratic dialogue; (ii) how many findings in cognition and neuroscience indicate that memory may be non-representational, thereby affecting our interpretation of student recollections; (iii) the now recognised dynamism of memory; (iv) usefully regarding concepts as abilities or simulators and skills; (v) acknowledging conscious and unconscious memory and imagery; (vi) how conceptual change involves conceptual coexistence and revision; (vii) noting linguistic and neural pathways as a result of experience and neural selection; and (viii) recommending that wider concepts of scaffolding should be adopted, particularly given the increasing focus on collaborative learning in a technological world.

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Related

Authors
Bryce, T. G. K., & Blown, E. J.
Affiliations
University of Strathclyde (GB)
Corresponding author
  • Bryce, T. G. K.
  • Blown, E. J.
ORCID
Bryce, T. G. K.
Venue
Current Psychology
Publisher
Springer Science and Business Media LLC
Published
2023-04-26
Volume
43
Issue
5
Pages
4579-4598
ISSN
  • 1046-1310 (ISSN-L)
  • 1936-4733
DOI
10.1007/s12144-023-04440-4
PMC
PMC10130311
OpenAlex
W4367053945
Cited by
84
References
120
Citations by year
2026: 39 · 2025: 28 · 2024: 13 · 2023: 4
FWCI
12.53
Type
journal article
Language
en
Open access
Licence
Locations
  • Current Psychology (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Strathprints: The University of Strathclyde institutional repository (University of Strathclyde) (acceptedVersion, cc-by)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience, Education and Cognitive Function
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
Ausubel, meaningful learning, advance organizers, prior knowledge, Socratic questioning, dynamic memory, conceptual change, scaffolding, cooperative learning, cognitive structure, neuroscience of learning

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