Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Purposive Learning01:22

Purposive Learning

153
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
153
Cognitive Learning01:21

Cognitive Learning

438
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
438
Associative Learning01:27

Associative Learning

461
Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
461
Observational Learning01:12

Observational Learning

222
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
222
Introduction to Learning01:18

Introduction to Learning

478
Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
478
Avoidance Learning and Learned Helplessness01:14

Avoidance Learning and Learned Helplessness

1.8K
Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...
1.8K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

When Is an Interview an Inter View? The Historical and Recent Development of Methodologies Used to Investigate Children's Astronomy Knowledge.

Research in science education·2022
See all related articles

Related Experiment Video

Updated: Jul 25, 2025

Replication of the Ordered, Nonredundant Library of Pseudomonas aeruginosa strain PA14 Transposon Insertion Mutants
11:35

Replication of the Ordered, Nonredundant Library of Pseudomonas aeruginosa strain PA14 Transposon Insertion Mutants

Published on: May 4, 2018

8.2K

Ausubel's meaningful learning re-visited.

T G K Bryce1, E J Blown1

  • 1University of Strathclyde, Glasgow, UK.

Current Psychology (New Brunswick, N.J.)
|June 26, 2023
PubMed
Summary

This review critiques David Ausubel's meaningful learning theory, incorporating modern cognition and neuroscience. It suggests updated pedagogical approaches for effective learning and memory recall in students.

Keywords:
Advance organizersAusubel’s meaningful learningConceptual changeRepresentational and non-representational memorySocratic dialogue

Related Experiment Videos

Last Updated: Jul 25, 2025

Replication of the Ordered, Nonredundant Library of Pseudomonas aeruginosa strain PA14 Transposon Insertion Mutants
11:35

Replication of the Ordered, Nonredundant Library of Pseudomonas aeruginosa strain PA14 Transposon Insertion Mutants

Published on: May 4, 2018

8.2K

Area of Science:

  • Cognitive Science
  • Neuroscience
  • Educational Psychology

Background:

  • Critiques David Ausubel's theory of meaningful learning and advance organizers.
  • Considers 50 years of developments in cognition and neuroscience.
  • Challenges traditional understanding of cognitive structure and prior learning recall.

Purpose of the Study:

  • To re-evaluate Ausubel's theory in light of contemporary research.
  • To explore implications of new findings for educational practices.
  • To propose updated pedagogical strategies.

Main Methods:

  • Literature review and theoretical analysis.
  • Integration of findings from cognitive psychology and neuroscience.
  • Comparative analysis of historical and current learning theories.

Main Results:

  • Effective questioning requires Socratic dialogue.
  • Memory may be non-representational, impacting recall interpretation.
  • Memory is dynamic, concepts can be viewed as abilities, and both conscious/unconscious memory exist.
  • Conceptual change involves coexistence and revision.
  • Linguistic/neural pathways are shaped by experience.
  • Wider scaffolding concepts are recommended for collaborative learning.

Conclusions:

  • Ausubel's theory requires significant revision based on modern research.
  • Pedagogical approaches must adapt to the dynamic and complex nature of memory and learning.
  • Embracing updated scaffolding and collaborative learning is crucial for contemporary education.