The Effects of Different Types of Advance Organizers on Classification Learning

1979 ◽  
Vol 16 (3) ◽  
pp. 223-239 ◽  
Author(s):  
Joseph T. Lawton ◽  
Susan K. Wanska
Keyword(s):  
Social Studies ◽  
Hierarchical Classification ◽  
High Order ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Rural Children ◽  
Classification Learning ◽  
Different Types ◽  
Transfer Tasks ◽  
Order Of Training

The effects of three types of advance organizer lessons containing high-order social studies concept (AO1), high-order rules for hierarchical classification (AO2), or both (AO3), on the learning of social studies concepts and hierarchical classification (as defined by Piaget) were evaluated for a sample of 237 rural children in kindergarten, third, and fifth grades. The overall order of training effect was AO3 → AO2 → AO1 → C. Effects on delayed posttests and or transfer tasks are also presented.

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

1977 ◽  
Vol 14 (1) ◽  
pp. 25-43 ◽  
Author(s):  
Joseph T. Lawton
Keyword(s):  
Social Studies ◽  
Subject Matter ◽  
Task Complexity ◽  
Phase 1 ◽  
Hierarchical Classification ◽  
High Order ◽  
Advance Organizer ◽  
Control Groups ◽  
Prior Learning ◽  
Logical Operations

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.

scholarly journals The Provision and Accessibility to Parks in Ho Chi Minh City: Disparities along the Urban Core—Periphery Axis

Urban Science ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 37 ◽  
Author(s):  
Anh Hoang ◽  
Philippe Apparicio ◽  
Thi-Thanh-Hien Pham
Keyword(s):  
Geographical Information Systems ◽  
Hierarchical Classification ◽  
Spatial Accessibility ◽  
Geographical Information ◽  
Ho Chi Minh City ◽  
Urban Core ◽  
Different Types ◽  
Ascending Hierarchical Classification ◽  
The City

In Ho Chi Minh City (HCMC, Vietnam), there is now an urgent need for evaluating access to parks in an effort to ensure better planning within the context of rapid and increasingly privatized urbanization. In this article, we analyze the provision and accessibility to parks in HCMC. To achieve this, the information gathered was then integrated into the geographical information systems (GISs). Based on an Ascending Hierarchical Classification, we were able to identify five different types ranging in their intrinsic characteristics. The accessibility measurements calculated in the GISs show that communities are located an average of at least 879 meters away from parks, which is a relatively short distance. Children have a level of accessibility comparable to that of the overall population. Accessibility also seems to vary greatly throughout the City—populations residing in central districts (planned before 1996) enjoy better accessibility compared to those in peripheral neighborhoods (planned after 1996). Parks located in areas planned between 1996 and 2002 are the least accessible, followed by parks in areas planned after 2003. Our findings suggest possible approaches that could be used to help ensure the quality of parks and their spatial accessibility.

Instructional Treatments, Advance Organizers and Novice Performance on a Telecommunications Network

1998 ◽  
Vol 42 (20) ◽  
pp. 1462-1465
Author(s):  
Janice Langan-Fox ◽  
Jennifer Waycott
Keyword(s):  
Mobile Phone ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Control Group ◽  
Experimental Conditions ◽  
Video Recorder ◽  
Ability Groups ◽  
Telecommunications Network ◽  
Better Than ◽  
Low Ability

Recent advances in technologies designed for general population use (eg. autobank, mobile phone, video recorder) necessitate users to acquire information quickly and easily, about how a particular device should be oeprated. However it is often the case that technological devices and accompanying instructions, are not ‘user-friendly’, and are difficult to operate for ‘lay learners’, since learning must often occur individually, without verbal instruction, or assistance from experts or teachers. The current study set out to investigate the usability of a mobile phone network in an experiment lasting 4 hours with 94 student participants. It aimed to investigate (a) how advance organizers might affect performance and (b) the interaction between cognitive ability and effects of advance organizers. Participants were allocated to three experimental conditions: control, ‘text’ advance organizer, and ‘graphic’ advance organizer. Results showed that the ‘text’ group performed better than the ‘graphic’ group, and that as predicted, both advance organizer groups performed better than the control group. Further, low ability groups (associative memory and verbal reasoning) performed better in advance organizer groups, especially the text condition, than the control group suggesting that the effect of an advance organizer can ameliorate the influence of low ability, on performance. High ability groups were relatively unaffected by the influence of advance organizers. Further research is needed with common technological devices, into the effects of advance organizers on different ability groups amongst the population at large.

Using Anticipation Guides to Support Comprehension of Science Informational Text

2018 ◽  
Vol 54 (3) ◽  
pp. 141-148
Author(s):  
Nicole S. Fenty
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Informational Text ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Informational Texts ◽  
Students With Learning Disabilities ◽  
Text Types ◽  
Students With Ld

Students with learning disabilities (LD) in reading often struggle to succeed due to difficulties with reading comprehension. Comprehension difficulties can impact access to a variety of text types, including informational texts. Researchers suggest that students with LD in reading require explicit comprehension supports before, during, and after reading. This article outlines the use of a comprehension tool, anticipation guides (AGs), a type of advance organizer especially suited for use with informational text. A brief summary of the literature surrounding the use of advance organizers in elementary settings is provided. General steps for planning and adapting instruction using AGs are also included. In addition, planning and instructional steps are contextualized using a science illustration. Finally, conclusions are offered.

Effective Learning and Retention Through Advance Organizer Model

2015 ◽  
Vol 2 (2) ◽  
pp. 46-50
Author(s):  
Anbazhaugan. T.A ◽  
Tessy Joseph Kallarackal
Keyword(s):  
Secondary School ◽  
Conventional Method ◽  
Instructional Strategy ◽  
Secondary School Students ◽  
Advance Organizers ◽  
Advance Organizer ◽  
School Students ◽  
Effective Learning ◽  
New Material ◽  
Independent Variable

Effective classroom teaching in science requires advance thinking and proper planning. Advance organizers are information the teacher presents, at the onset of a deductive lesson, used by students to help them mentally organize new material. In the present study, the investigator has made an attempt to find out the effectiveness of Advance Organizer Model on achievement in physics with respect to (a) Knowledge (b) Comprehension (c) Application (d) Analysis (d) Synthesis and (e) Evaluation of secondary school students. For the present study, the Equivalent group Experimental method was adopted. Two hundred and forty students were selected from three types of Higher Secondary Schools in equal strength of both control groups and experimental groups in the study and two levels of treatments of the instructional strategy (independent variable) namely Advance Organizer Model, and Conventional Method are selected. The dependent variable is the achievement in physics as determined by the achievement test scores. The major conclusions based on the statistical analysis of data is that the advance organizer model is more effective than conventional method on the achievement in physics with respect to (a) Knowledge (b) Comprehension (c) Application (d) Analysis (d) Synthesis and (e) Evaluation and is useful to improve retention ability of secondary school students.

FSI Based on Bidirectional Coupling of High Order Solids to a Lattice-Boltzmann Method

2006 ◽  
Author(s):  
Stefan Kollmannsberger ◽  
Dominik Scholz ◽  
Alexander Du¨ster ◽  
Ernst Rank
Keyword(s):  
Lattice Boltzmann ◽  
Solution Procedure ◽  
High Order ◽  
Joint Effort ◽  
Paper Briefly ◽  
Efficient Calculation ◽  
German Research ◽  
Different Types ◽  
Boltzmann Method ◽  
Interaction Problem

Currently, a joint effort is made by German research groups to establish a benchmark for a bidirectional Fluid-Structure-Interaction problem: a geometrically non-linear vibrating structure being agitated by a laminar flow of an incompressible Newtonian fluid. Among other approaches, a partitioned solution procedure has been developed in this framework using a high order FEM code for the structural side of the solution coupled to a Lattice-Boltzmann solver discretizing the fluid. The explicit coupling of these two completely different types of discretizations gives promising results also in terms of an efficient calculation. This paper briefly introduces the benchmark, presents the procedure used and gives some results obtained by the application of the method.

A Meta-analysis of the Effects of Advance Organizers on Learning and Retention

1980 ◽  
Vol 17 (2) ◽  
pp. 211-218 ◽  
Author(s):  
John Luiten ◽  
Wilbur Ames ◽  
Gary Ackerson
Keyword(s):  
Grade Level ◽  
Meta Analysis ◽  
Presentation Mode ◽  
Subject Area ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Ability Level ◽  
Facilitative Effect ◽  
Unpublished Studies

Published and unpublished studies (N = 135) of the facilitative effect of advance organizers on learning and retention were examined. Possible influencing variables such as grade level, subject area studied, organizer presentation mode, and subject ability level were also examined in relation to advance organizer effect. Advance organizers were shown to have a facilitative effect on both learning and retention.

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