Basic Principales, Embedded Theories and Principal Theorists of Cognitivism - Dr. Nada Dabbagh - Graduate School of Education, George Mason University, 2012
Basic Principles |
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Objectivism/Behaviorism |
Cognitivism/Pragmatism |
Constructivism/Interpretivism |
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Learning happens when a correct response is demonstrated following the presentation of a specific environmental stimulus
Learning can be detected by observing an organism over a period of time
Emphasis is on observable and measurable behaviors
Uses a "black box" metaphor - the learner is a black box, what happens inside is unknown
Emphasis is on relationships between environmental variables and behavior Instruction utilizes consequences and reinforcement of learned behaviors Believes behavior is guided by purpose
Cues are antecedents to behavior and set the conditions for its occurence
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Learning is a change of knowledge state Knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner
Learner is viewed as an active participant in the learning process
Emphasis is on the building blocks of knowledge (e.g. identifying prerequisite relationships of content)
Emphasis on structuring, organizing and sequencing information to facilitate optimal processing
Focus is on how learners remember, retrieve, and store information in memory
Examines the mental structure and processes related to learning
Learning is viewed as an active process that occurs within the learner and which can be influenced by the learner
The outcome of learning is not only dependent on what the teacher presents but also on what the learner does to process this information. |
Learners build personal interpretation of the world based on experiences and interactions Knowledge is embedded in the context in which it is used (authentic tasks in meaningful realistic settings)
Create novel and situation-specific understandings by "assembling" knowledge from diverse sources appropriate to the problem at hand (flexible use of knowledge)
Believes that there are many ways (multiple perspectives) of structuring the world and its entities
Believes that meaning is imposed by the individual rather than existing in the world independently |
Embedded Theories |
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Objectivism/Behaviorism |
Cognitivism/Pragmatism |
Constructivism/Interpretivism |
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Pavlov's Classical Conditioning Skinner's Operant Conditioning Stimulus-Response Theory Thorndike's Laws and Connectionism Information Processing |
Component Display Theory Dual Coding Theory Elaboration Theory Gestalt Theory Mental Models Schema Theory Subsumption Theory |
Cognitive Flexibility Theory Generative Learning Theory Knowledge as Tools Situated Cognition Social-Cultural Learning |
Principal Theorists |
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Objectivism/Behaviorism |
Cognitivism/Pragmatism |
Constructivism/Interpretivism |
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Bandura Pavlov Skinner Thorndike
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Anderson Ausubel Gardner Gagné Merrill Norman Novak Reigeluth Rummelhart |
Bransford and the CTGV Bruner Dewey Grabinger Lave & Wenger Papert Piaget Spiro and colleagues Vygotsky |
Goals of Teaching/Learning |
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Objectivism/Behaviorism |
Cognitivism/Pragmatism |
Constructivism/Interpretivism |
| Communicate or transfer behaviors representing knowledge and skills to the learner (does not consider mental processing)
Instruction is to elicit the desired response from the learner who is presented with a target stimulus Learner must know how to execute the proper response as well as the conditions under which the response is made Learner acquires skills of discrimination (recalling facts), generalization (defining and illustrating concepts), association (applying explanations), and chaining (automatically performing a specified procedure).
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Communicate or transfer knowledge in the most efficient, effective manner (mind-independent, can be mapped onto learners)
Focus of instruction is to create learning or change by encouraging the learner to use appropriate learning strategies Learning results when information is stored in memory in an organized, meaningful way. Teachers/designers are responsible for assisting learners in organizing information in an optimal way so that it can be readily assimilated |
Build personal interpretations of the world based on individual experiences and interactions (constantly open to change, cannot achieve a predetermined, "correct" meaning, knowledge emerges in relevant contexts)
Learning is an active process of constructing rather than acquiring knowledge Instruction is a process of supporting knowledge construction rather than communicating knowledge Do not structure learning for the task, but engage learner in the actual use of the tools in real world situations Learning activities should be authentic and should center around the “problematic” or “puzzlement” as perceived by the learner The focus is on the process not the product Role of teacher is a mentor not a “teller” Encourage reflective thinking, higher-order learning skills Encourage testing viability of ideas and seeking alternative views |
Instructional Models |
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Objectivism/Behaviorism |
Cognitivism/Pragmatism |
Constructivism/Interpretivism |
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Computer-Based Instruction Contract Learning Individualized Instruction Programmed Instruction Information Processing Model Systems Approach |
Collins & Stevens Inquiry Teaching Model Keller's ARCS Model of Motivation Merrill’s Component Display Model |
Anchored Instruction Authentic Learning Case-Based Learning Cognitive Apprenticeship Cognitive Flexibility Hypertext Collaborative Learning Communities of Practice Computer-Supported Intentional Learning Environments (CSILEs) Discovery Learning Distributed Learning Epistemic Games Generative learning Goal-Based Scenarios (GBSs) Inquiry-Based Learning Microworlds/Simulations MOOs and MUDs Problem-Based Learning (PBL) REALs Reciprocal Teaching Situated Learning WebQuest(s) |
Implications for Instructional Design |
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Objectivism/Behaviorism |
Cognitivism/Pragmatism |
Constructivism/Interpretivism |
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Behavioral objectives Dick & Carey instructional design model Performance-based assessment Systems models Events of Instruction |
Cognitive objectives >Learning strategies Learning taxonomies (Gagné's intellectual skills) Prerequisite skills Task analysis |
Authentic assessment methods Learning through exploration Problem-oriented activities "Rich" environments Visual formats and mental models |
Source: http://classweb.gmu.edu/
Interrelations among university students’ approaches to learning, regulation of learning, and cognitive and attributional strategies: a person oriented approach - Annamari Heikkila , Markku Niemivirta , Juha Nieminen and Kirsti Lonka - Higher Education (2011) 61:513–529
Abstract: This study investigated the relationships among approaches to learning, regulation of learning, cognitive and attributional strategies, stress, exhaustion, and study success. University students (N = 437) from three faculties filled in a questionnaire concerning their self-reported study behaviour, cognitive strategies, and well-being. Their interrelations were examined in a variable- and a person-oriented way. Latent class clustering was used for clustering students into homogeneous groups. Three groups of students were identified: non-academic, self-directed, and helpless students. Helpless students reported higher levels of stress and exhaustion than non-academic or self-directed students. Self-directed students had the highest GPA. Our findings demonstrate the usefulness of combining cognitive and emotional aspects for investigations of students’ learning.
Keywords: Approaches to learning ! Regulation of learning ! Cognitive and attributional strategies ! Latent class clustering ! Study success
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Learning Theories: Introduction to Cognitive Learning Theories - Asia e-University, 2009
Learning Outcomes: After studying this chapter, you should be able to:
1. Explain what is cognitive revolution and the cognitive perspective on learning and how it differs from other theoretical perspective;
2. Discuss the origins of the contemporary cognitive perspective including the Gestalt psychology and the role of perception;
3. Describe the Information processing model to learning and distinguish the features of ‘Multistore model’;
4. Explain what is schema theory;
5. Link schema theory to cognitive structuralism and examine the role of insightful learning and meaningful learning; and
6. Discuss application of cognitive theories in the classroom.
Full text: PDF