The Use of Advance Organizers in the Learning and Retention of Logical Operations and Social Studies Concepts

Abstract

Ausubel predicts that prior learning of subject-matter concepts, at a higher level of abstraction than subsequent experienced materials, facilitates meaningful learning. He recommends that higher-order concepts be presented in “advance organizer” lessons with the emphasis on meaningful reception learning. Ausubel does not clearly distinguish between subject-matter and process concepts . In this study, process concepts are identified in terms of those logical operations involved in hierarchical classification as described by Piaget. It was predicted that the acquisition of prior high-order rules for hierarchical classification (process concepts) and high-order social studies subject-matter concepts would facilitate the learning and retention of subsequently presented logical operations and the conceptual structure of selected social studies learning materials. Both 6 year olds (N = 60) and 10 year olds (N = 60) were randomly assigned to experimental and control groups. In two related phases of this experiment the E groups were taught high-order rules of classification and high-order subject matter concepts. C groups were taught detailed factual information. A pretest-posttest, retention and “far distant” test assessment indicated that experimental groups learned both types of concepts when compared to equivalent control groups. Accelerated use of logical operations by 6 year olds proceeded beyond the “stage” expected for this age group. Comparing phase 2 with phase 1, it was found that sequential transfer occurred between like subject-matter concepts and logical operations. Performance appeared to improve with age. A task complexity factor appeared to affect performance seriously.