Proactive Inhibition in the Forgetting of Meaningful School Material

Ausubel, David P.; Blake, Elias

doi:10.1080/00220671.1958.10882556

Cited by 23 publications

(6 citation statements)

References 2 publications

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“…An important question is whether contradictory information will be more poorly acquired and retained by experts because of the proactive interference caused by the large amounts of knowledge they already have (Ausubel and Blake, 1958;Smith, Adams and Schorr, 1978;Underwood, 1957). On the other hand, it may be that experts will remember related but contradictory information better than nonexperts, because experts have a well-organized knowledge structure to which this information can be both associated yet tagged as anomalous (Bellezza, 1982b(Bellezza, , 1986Graesser and Nakamura, 1982).…”

Section: Methodsmentioning

confidence: 99%

Expert knowledge as mnemonic cues

Bellezza

Buck

1988

Applied Cognitive Psychology

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It is proposed that expert knowledge can operate as a cognitive cueing structure for the acquisition and retention of new information in memory. Two experiments are reported which demonstrate that expert knowledge about football and clothing can act as mnemonic cues for the recall of information newly associated with that knowledge. In Experiment 1 expert terms from the domains of football and clothing and those neutral nouns paired with them were both better recalled by experts than by non-experts. In Experiment 2 passages containing information contrary to factual knowledge about football and clothing were recalled better by experts than by non-experts, in spite of the fact that information in the passages contradicted what the experts already knew. The results of the two experiments were interpreted as showing that expert knowledge provides mental cues that have desirable mnemonic properties such as constructibility , associability, discriminability and invertibility. Also, the interpretation of expert knowledge as a cognitive cueing structure is compared to Ausubel's ideas regarding advance organizers. Bellezza (1986Bellezza ( , 1987 has proposed that various kinds of declarative knowledge structures in memory can act as sets of mnemonic cues and thereby support the learning and retention of new information. These sets of mnemonic cues have been labelled cognitive cueing structures (Bellezza, 1981) and can be considered as organized knowledge structures in memory that can function as sets of mental cues for the learning of new information. The cues themselves consist of verbal representations and visual images that are components of knowledge structures. These mental cues can be activated automatically by perceiving information simiiar in meaning to the content of the knowledge structure, as in the case of memory schemas. Mental cues can also be strategically activated by the learner himself, as when using a mnemonic device. In either case the mental cues can become associated with the new information. Later, when recall of the new information is necessary, the same cognitive cueing structure active during learning can be reactivated, and its components act as recall cues for the new information that had previously been associated with the cues.The process of mental cueing is easily demonstrated using a mnemonic device such as the rhyming-pegword mnemonic 'One is a bun, two is a shoe, three is a tree', and so on (Miller, Galanter and Pribram, 1960). When using this mnemonic 0888-4080/88/020 147-1 6$08 .OO 0 1988

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Section: Methodsmentioning

confidence: 99%

Expert knowledge as mnemonic cues

Bellezza

Buck

1988

Applied Cognitive Psychology

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“…In the late 1950s, David Ausubel argued that learning is a process of expanding and refining cognitive structures, not simply accumulating information (Ausubel and Blake 1958;Ausubel and Fitzgerald 1961). Today, it is commonplace to decry rote learning, but it is less widely understood what is meant to replace it.…”

Section: The Ausubel Theory Of Learningmentioning

confidence: 97%

“…First, students lack recall of foundational material presented at the beginning of the semester when they deal with more complex material presented at the end of the semester. Second, the forgotten material interferes with new learning through "proactive inhibition" (Ausubel and Blake 1958), wherein the unorganized fragments of previously encountered material are confused with current teaching. Across a program of study, the effect is compounded.…”

Section: The Ausubel Theory Of Learningmentioning

confidence: 99%

Using Concept Maps in Political Science

Chamberlain¹

2015

Journal of Political Science Education

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“…Ausubel, Robbins, and Blake (1) found that proactive inhibition and not retroactive inhibition was important in the forgetting of the content of meaningful material. Further, Ausubel and Blake (2) found that under certain conditions, a written passage which explicitly compared and contrasted Buddhism with Christianity was effective in reducing proactive inhibition. Ausubel et al (1) present a model for thelearning and forgetting of complex, verbal material.…”

Section: Set To Learn and Proactive Inhibitionmentioning

confidence: 98%

Set to Learn and Proactive Inhibition

Wittrock

1963

The Journal of Educational Research

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Proactive Inhibition in the Forgetting of Meaningful School Material

Cited by 23 publications

References 2 publications

Expert knowledge as mnemonic cues

Expert knowledge as mnemonic cues

Using Concept Maps in Political Science

Set to Learn and Proactive Inhibition

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