ERIC Number: ED195230
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Relating What Is To Be Learned To What Is Known: Subsumptive Sequencing, Co-ordination and Cognitive Skills Activation.
Stein, Faith S.; And Others
Recent advances have been made in facilitating implementation of Ausubel's advance organizer strategy. One reason Ausubel's approach has not been widely adopted is its lack of specificity about how to relate what is to be learned to what has already been assimilated within the cognitive structure. The use of subsumptive sequencing, coordinate linkages, and the activation of appropriate generic or cognitive skills are three approaches for providing anchorage for the assimilation of new knowledge. Subsumptive sequencing has to do with arranging material to be taught in a hierarchical relationship, coordinate linkage has to do with arranging material to be taught in a co-ordinate relationship, and activating appropriate cognitive skills has to do with arranging material to be taught in an analogic relationship. Instantiation and elaboration are strategies for emphasizing hierarchical relationships, while comparison/contrast and synthesis emphasize co-ordinate relationships, and the use of analogies and metaphor emphasize analogic relationships. Specific procedures have been developed for implementing each of these strategies. (LLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Syracuse Univ., NY. School of Education.
Note: Paper presented at the Annual Convention of the Association for Educational Communications and Technology, (Denver, CO, April 21-24, 1980). For complete proceedings of the Research and Theory Division, see ED 194 061.