ArticleCurrent psychology (New Brunswick, N.J.)2023
Ausubel's
Article in Current psychology (New Brunswick, N.J.), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed, 49 citations in OpenAlex.
- Cooperative learning in anatomy: Comparing virtual avatars and human specimens.Anatomical sciences education · 2026Trial
- The effect of concept mapping-based self-care education on quality of life in patients with rheumatoid arthritis: a non-randomized quasi-experimental study.BMC research notes · 2026Trial
- Attendance and Academic Performance in Neurophysiology: Engaging Dental Students Through Active Learning.Cureus · 2026Article
- Effectiveness of a Gamified Educational Intervention on Palliative Care Knowledge Among Nursing Students: A Single-Group Pre-Post Intervention Study.Nursing reports (Pavia, Italy) · 2026Article
- Dance with plants: Taylor Swift's music videos as advance organizers for meaningful learning in botany.Annals of botany · 2025Article
- Pre-Lecture Lesson Plans and Learning: insights from Undergraduate Medical Students (PLP-UMS).BMC medical education · 2025Article
- Studying the effect of self-care education based on conceptual mapping on the pain severity of patients with rheumatoid arthritis: A non-randomized quasi-experimental study.BMC rheumatology · 2025Article
- Pop Culture in the Classroom: Associations with Student Learning Outcomes and the Underlying Psychological Mechanisms.Behavioral sciences (Basel, Switzerland) · 2025Article
- A teaching tool for tic disorders: using "disinhibition" to unify the spectrum.Frontiers in psychiatry · 2025Article
- Article
- Mind mapping to enhance critical thinking skills in respiratory therapy education.Journal of education and health promotion · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This review provides a critique of David Ausubel's theory of meaningful learning and the use of advance organizers in teaching. It takes into account the developments in cognition and neuroscience which have taken place in the 50 or so years since he advanced his ideas, developments which challenge our understanding of cognitive structure and the recall of prior learning. These include (i) how effective questioning to ascertain previous knowledge necessitates in-depth Socratic dialogue; (ii) how many findings in cognition and neuroscience indicate that memory may be non-representational, thereby affecting our interpretation of student recollections; (iii) the now recognised dynamism of memory; (iv) usefully regarding concepts as abilities or simulators and skills; (v) acknowledging conscious and unconscious memory and imagery; (vi) how conceptual change involves conceptual coexistence and revision; (vii) noting linguistic and neural pathways as a result of experience and neural selection; and (viii) recommending that wider concepts of scaffolding should be adopted, particularly given the increasing focus on collaborative learning in a technological world.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.