SUBSUMPTION THEORY

Reported by: Matth N. Erejer

I. Introduction

Have you ever stopped to think about how our brains take in new information and add
it to what we already know? It's like when we learn something new, our brains
automatically connect it to what we already understand, creating a bigger picture.

This is a really amazing thing that our brains can do! It's kind of like building a tapestry
or a puzzle. Each new piece of information we learn gets added to what we already know,
making our understanding of the world even bigger and more complete.

David Ausubel had a theory that explains how this all works. He said that when we
learn something new, it's important to connect it to what we already know in a meaningful
way. That way, we're more likely to remember it and understand it better.

Lesson Objectives:
In this module the reporter should :

a. Explain Ausubel’s subsumption theory;

b. Determine the uses of graphic organizers; and
c. Use advance graphic organizers for a topic presentation.

II. Motivation

Before going to discuss the topic, I am going to present an exciting activity where I’m
going to divide the students into small groups or have them work individually. I’m going
to present a table that is divided into three categories: Known, Related, and New, which
there’s some picture cards representing various concepts, and the students' task is to
examine each picture card and determine where it belongs on the table based on their
existing knowledge. This activity is called “LINK YOUR MIND! ”

III. Key Concepts

Subsumption theory - is a cognitive learning theory developed by educational

psychologist David Paul Ausubel in the 1960s. This theory focuses on how individuals
acquire and organize new inform ation in their cognitive structure.

Subsumption - Is the process of integrating new information into existing cognitive

structures.

Derivative subsumption - This describes the situation in which the new information you
learn is an example of a concept that you have already learned.

Correlative subsumption - It enriches the higher-level of concept through expanding or

changing the concept given to include the possibility of idea.

Superordinate learning - A learning by which we already knew a lot of examples of

concept, but did not know the concept itself until it was taught to us.

Combinatorial learning - This is when newly acquired knowledge combines with prior
knowledge to enrich the understanding of both concepts.
Advance Organizer -Is a text or presentation at a higher level of generality,
inclusiveness and abstraction presented before the learning event and which forms a
conceptual framework for learning the new information.

Expository - Describes the new concept.

Narrative - Presents the new information in the form of a story to students.

Skimming - is done by looking over a new material to gain a basic overview.

Graphic Organizer - visuals to set up or outline the new information. This may include
pictographs, descriptive patterns, concept patterns and concept maps.

IV. Discussion

DAVID PAUL AUSUBEL (1918-2008)

Ausubel was born on October 25, 1918 and grew up in

Brooklyn, New York. He studied psychology at the University of
Pennsylvania, where he graduated in 1939. He then studied
medicine at Middlesex University, where he completed his degree
in 1943. During his military service with the US Public Health
Service, Ausubel was assigned to the United Nations Relief and
Rehabilitation Administration in Stuttgart, Germany, where he
worked with displaced persons. Afterward he worked with the US
Public Health Service in Kentucky, the Buffalo Psychiatric Center,
and Bronx Psychiatric Center. Following his military service he earned a PhD in
Developmental Psychology from Columbia University in 1950. Then he served as
professor for educational psychology at the University of Illinois, the University of Toronto,
and in Europe at the University of Berne (Switzerland), as well as at the Salesian
University at Rome and the Federal Armed Forces University at Munich, Germany.

THE SUBSUMPTION THEORY

Ausubel's theory is concerned with how individuals learn large amounts of

meaningful material from verbal/textual presentations in a school setting (in contrast to
theories developed in the context of laboratory experiments). According to Ausubel,
learning is based upon the kinds of superordinate, representational, and combinatorial
processes that occur during the reception of information. A primary process in learning is
subsumption in which new material is related to relevant ideas in the existing cognitive
structure on a substantive, non-verbatim basis. Cognitive structures represent the residue
of all learning experiences; forgetting occurs because certain details get integrated and
lose their individual identity.
Focus of Ausubel’s Subsumption Theory

1. The most important factor influencing learning is the quantity, clarity, sand
organization of the learner’s present knowledge. This present knowledge consists
of facts, concepts, propositions, theories, and new perceptual data that the learner has
available to him/her at any point in time. This comprises his/her cognitive structure.

2. Meaningful takes place when an idea to be learned is related in some sensible way
to ideas that the learner already possesses. Ausubel believed that before new material
can be presented effectively, the student’s cognitive structure should be strengthened.
When this is done, acquisition and retention of new information is facilitated. The way to
strengthen the student’s cognitive structure is by using advance organizers that allow
students to already have a bird’s eye view or to see the “big picture” of the topic to be
learned even before going to the details.

According to many educational psychology theories often criticize the expository

or presentational manner of teaching. They say that teachers assume such a major role
in learning as a provider of information, while student remain as a passive receivers of
information. David Ausubel, instead of criticing this manner of teaching, he proposed
ways of improving it. He suggested to used the advance organizer.
An advance organizer, according to Ausubel, is a text or presentation at a higher
level of generality, inclusiveness and abstraction presented before the learning event and
which forms a conceptual framework for learning the new information.

Meaningful Reception of Information

According to David Ausubel, knowledge is hierarchically organized, and new
information can be attached/anchored to what is already known. Once a learner
successfully attached this new information to their existing knowledge, this is where
Meaningful Reception of Information takes place.

Learner’s Cognitive Structure

Learner’s Cognitive Structure is the most important factor influencing learning. It
pertains to the learner’s present knowledge including facts, concepts, propositions,
theories and raw perceptual data that the learner has available at any point in time.

Use of Advance Graphic Organizer

Since the learner’s cognitive structure is the most important factor influencing the
learning, this should be strengthened. Ausubel proposed the use of advance organizers
to allow students to already have a bird’s eye view or to see the “big picture” of the topic
to be learned.
Advanced Organizers are valuable tools that mentally help learners learn and retain
knowledge, enabling them to combine new with already known information. This leads to
the so called “meaningful learning”, which is the complete opposite of the “parrot-like”
technique of memorization. Thus, this tool prepares the cognitive structure of learners for
the learning session which is about to occur, through schemas and conceptual patterns,
so that new information can be seamlessly subsumed into the existing cognitive
structures.
Subsumption
Whenever the learner’s cognitive structure is successfully strengthened, acquisition
and retention of new information is facilitated. This process is called “subsumption”, in
which new material is related to relevant ideas in the existing cognitive structure.

Four Processes for Meaningful Learning/ Subsumption theory

1, The Derivative Subsumption

This describes the situation in which the new information you learn is an example of a
concept you already learned.

Example 1:
let’s say you have acquired a basic concept such as
“bird”. You know that a bird has feathers, a beak, lays egg.
Now you learn about a kind of bird that you have never seen
before, let’s say a blue jay, that conforms to your previous
understanding of bird. Your new knowledge of blue jays is
attached to your concept of bird, without substantially altering
that concept in any way. So, an in Ausubel’s theory, you had
learned about blue jays through the process of derivative
subsumption.

Example 2:
Imagine you know how to ride a bicycle. One day, you come across a motorbike.
The motorbike has similarities to the bicycle, such as two wheels and handlebars, but it
also has additional features like an engine. In this case, the motorbike is an example of
derivative subsumption because it builds upon your existing knowledge of riding a bicycle.

In everyday life, derivative subsumption often happens when we encounter new

versions or variations of things we already know. It allows us to build upon our existing
knowledge and adapt to new situations more easily. By recognizing the similarities and
differences between what we already know and what is new, we can understand and
incorporate the new information more effectively.

2. Correlative Subsumption
This describes the accommodation of new information by changing or expanding the
concept.

Example 1:
Let’s say you see a new kind of bird that has a really
big body and long strong legs. It doesn’t fly but it can run
fast. In order to accommodate this new information, you
have to change or expand your concept of bird to include the
possibility of being big and having long legs. You now
include your of an ostrich to your precious concept of what a
bird is. You have learned about this new kind of bird through
the process of correlative subsumption. In a sense, you
might say that this “valuable” learning than that of derivative
subsumption, since it enriches the higher-level concept
Example 2:
Imagine you have a favorite pizza place that only offers traditional flavors like
cheese,ham, and pepperoni, . One day, you discover a new pizza joint that specializes in
unique and unconventional toppings like pineapple and bacon. You decide to try it and
realize that you actually enjoy the combination.

In this case, correlative subsumption happens when you expand your concept of
pizza toppings to include the unconventional ones. Your understanding of what makes a
delicious pizza evolves and becomes more inclusive.

In everyday life, correlative subsumption often happens when we encounter new

ideas, perspectives, or experiences that challenge or expand our existing knowledge

3. Superordinate Learning
Superordinate learning is when you knew a lot of examples of the concept, but did not
know the concept itself until it was taught to you.

Example 1:

Imagine that a child was well acquainted with

banana, mango and a like, but the child did not know, until
she was taught that these were all examples of fruits. In this
case, the child already knew a lot of examples of the
concept, but did not know the concept itself until it was
taught to her. This is superordinate learning.

Example 2:
Let's say you're a photography enthusiast and have taken many photos in different
settings, from landscapes to portraits. You have a good eye for composition and lighting,
and you know how to use your camera effectively. However, it's not until you take a
photography class or watch a tutorial that explains the concept of "exposure triangle" (the
relationship between aperture, shutter speed, and ISO) that you truly grasp how these
elements work together to create a well-exposed photograph.

In this example, superordinate learning happens when you acquire a broader

understanding of photography beyond the individual photos you've taken.

In daily life situations, superordinate learning can occur when we already have
some knowledge or familiarity with a topic but lack a comprehensive understanding of the
underlying concepts. It is only through explicit teaching, formal education, or self-directed
learning that we gain a deeper appreciation of the overall concept that unifies the
examples we already know.

4. Combinatorial Learning
This is when newly acquired knowledge combines with prior knowledge to enrich the
understanding of both concepts. The first three learning processes all included new
information that relates to a hierarchy at a level that is either below or above previously
acquired knowledge. Combinatorial learning is different; it describes a process by which
the new idea is derived from another idea that is neither higher nor lower in the hierarchy,
but at the same level (in a different, but related, “branch”). It is a lot like as learning by
analogy
Example 1:
To teach someone about how plants “breathe” you
might relate it to previously acquired knowledge of human
respiration where man inhales oxygen and exhales carbon
dioxide

Example 2:
Imagine you have a passion for photography and you're proficient in taking
landscape photos. However, you also have an interest in painting and want to try your
hand at creating artwork.

In this case, combinatorial learning comes into play. You can combine your
knowledge and skills in photography, such as understanding composition, color balance,
and lighting, with the techniques used in painting.

Combinatorial learning in everyday life means using what you already know in one
area to learn something new in a different area. It's like blending two things you're familiar
with to create a whole new experience or skill. By combining your existing knowledge and
applying it to a new domain, you can grow, learn, and explore new possibilities.

Advance Organizers
The advance organizer is a major instructional tool proposed by Ausubel.Two Benefits
of Advance Organizers:

1. You will find it easier to connect new information with what you already know about
the topic; and
2. You can readily see how the concepts in a certain topic are related to each other

As you go about learning about the topic and go through the four learning
processes, the advance organizer helps you link the new learning of your existing
scheme. As such, advance organizers facilitate learning by helping you organize and
strengthen your cognitive structure..

Types of advanced organizers

1. Expository
- Describes the new content in a descriptive manner. It provides information and
explanations to help learners understand the topic better. It can be in the form of written
text, charts, diagrams, or any other medium that provides detailed descriptions.
2. Narrative
- Present the new information in the form of a story to students. For instance, when
introducing a historical event, a teacher might present the information as a narrative with
characters, settings, and a plot to engage students and aid in comprehension.
3. Skimming
- Is done by looking over the new material to gain a basic overview.This can be
done by scanning headings, subheadings, and the first and last sentences of paragraphs.
Skimming can help to get a sense of the main ideas and structure of the content.
 4. Graphic organizer
- visual to set up or outline the new information. This may includes pictographs,
descriptive patterns, concepts patterns, concept maps. Examples of graphic organizers
include concept maps, which visually depict the relationships between concepts, or
pictographs and descriptive patterns that use images or symbols to represent ideas.

V. Applications

The field of education continuously seeks effective teaching and learning approaches
to promote meaningful understanding among students. One such approach is Ausubel's
Meaningful Verbal Learning/Subsumption Theory, developed by psychologist David
Ausubel. This theory emphasizes connecting new information to students' existing
knowledge structures to enhance learning outcomes

One of the primary applications of Ausubel's theory is in curriculum design. According

to the theory, new information should be integrated into students' existing knowledge.
Curriculum designers can apply this principle by structuring lessons and materials in a
way that connects new concepts to what students already know. By building upon prior
knowledge, educators make learning more engaging, relevant, and meaningful.

Ausubel's theory supports the use of concept mapping as a powerful learning tool.
Concept maps visually represent the relationships between different concepts, facilitating
understanding of how they are related and how they fit into the larger knowledge
framework. By organizing and consolidating knowledge in this way, concept mapping aids
in meaningful learning. Students can construct a mental map if their understanding,
making connections between different ideas and promoting deeper comprehension and
retention.

Another practical application of Ausubel's theory is the use of advance organizers.

These organizers provide an overview of upcoming material and establish connections
with students' prior knowledge. By activating their prior knowledge, these organizers help
students form a mental framework and prepare them for new learning experiences. This
preparation enhances students' ability to make connections between old and new
information, increasing their understanding and retention.

Ausubel's theory suggests that learning should be anchored in real-life examples and
problem-solving tasks. By presenting practical situations that students can relate to,
educators make the learning experience more meaningful and relevant. Through real-life
examples, students connect abstract concepts to their everyday experiences, enabling
them to understand the practical applications of the knowledge they are acquiring.
Furthermore, problem-solving tasks encourage students to apply their existing knowledge
to solve new problems, strengthening their conceptual understanding and problem-
solving skills.

Ausubel's theory emphasizes the importance of active learning and engagement.

Educators can promote meaningful verbal learning by incorporating interactive teaching
strategies such as discussions, debates, and hands-on activities. These approaches
encourage students to actively participate, express their thoughts, and apply their existing
knowledge. By engaging in meaningful interactions with peers and the subject matter,
students construct deeper understandings and develop critical thinking skills.
VI. Conclusion

The Subsumption Theory proposed by David Ausubel sheds light on the process of
learning and the crucial role of prior knowledge in acquiring new information. According
to Ausubel, learning becomes meaningful when we connect new concepts to what we
already know. This means that our existing knowledge acts as a foundation upon which
new knowledge can be built, leading to better understanding and retention.

Ausubel emphasizes the significance of prior knowledge in the learning journey. When
we relate new information to what we already know and have experienced, it becomes
easier for us to grasp and remember it. This highlights the importance for educators to
tap into our prior knowledge and connect it with new concepts, creating meaningful
associations that enhance our learning outcomes.

In addition, Ausubel highlights the importance of organizing knowledge. He suggests

that knowledge is organized in a hierarchical manner, with related concepts forming a
coherent cognitive structure. When we can organize new information within this existing
structure, it facilitates better comprehension and retention of the material.

Anchoring ideas play a crucial role in Ausubel's theory. These are the overarching and
inclusive concepts within a specific domain. By starting with these fundamental ideas, we
can establish a solid foundation and make meaningful connections with new information.
This approach helps us develop a more comprehensive understanding of the subject
matter.

Active involvement is another key aspect promoted by Ausubel. He believes that

active engagement in the learning process is vital. This can be achieved through activities
like discussions, problem-solving, and creating concept maps. When we are actively
involved, we construct our knowledge and deepen our understanding of the concepts.

By applying Ausubel's Subsumption Theory, educators can create effective learning

environments. They can tap into our prior knowledge, foster meaningful connections, and
encourage active participation. This ultimately leads to deeper understanding and long-
term retention of new information. Ausubel's theory provides valuable guidance for
educators seeking to optimize the learning experience and promote overall academic
development.

VII. References

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Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. New York, NY: Holt, Rinehart
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Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions
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VIII. Appendices