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Assimilation Theory in Meaningful Learning and Retention Processes

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The Acquisition and Retention of Knowledge: A Cognitive View

Abstract

Having already described the nature of meaning and the kinds of conditions and processes involved in the meaningful learning of words, concepts, and propositions, we shall want to explore in greater detail the psychological mechanisms whereby large quantities of subject-matter knowledge are retained in cognitive structure over extended periods of time. How is such knowledge assimilated and organized in cognitive structure, and why is it subsequently forgotten? Is there more than one valid explanation for the discrepancy between learned and remembered content, that is, are there different kinds of forgetting? Lastly, how does meaningful learning as a process differ from rote learning, and why does it yield superior learning and retention outcomes?

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Authors and Affiliations

  1. Graduate School, The City University of New York, USA

    David P. Ausubel (Distinguished Professor Emeritus)

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  1. David P. Ausubel
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© 2000 Springer Science+Business Media Dordrecht

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Ausubel, D.P. (2000). Assimilation Theory in Meaningful Learning and Retention Processes. In: The Acquisition and Retention of Knowledge: A Cognitive View. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-9454-7_5

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  • DOI: https://doi.org/10.1007/978-94-015-9454-7_5

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-90-481-5536-1

  • Online ISBN: 978-94-015-9454-7

  • eBook Packages: Springer Book Archive

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