What is the Learning theory of Cognitivism?

The Learning Theory of Cognitivism:

-Is the internal mental processes that are responsible for learning taking
place, such as receiving, organizing, storing, and retrieval of information.
-Concentrates on how a person's mind receives, organizes, saves
and retrieves information.

-Focuses on the internal processes surrounding information and memory,

is one of the most adaptable of the five major learning theories.

(Cognitive learning has applications for teaching students as young as

infants, all the way up to adult learners picking up new skills on the job. For
educators, understanding cognitive learning can help them develop
effective lesson plans. For everyone else, the theory’s principles are helpful
for understanding how the mind works and how to learn more effectively.)

-Cognitivism focuses on how individuals learn based on mental processes

and structures

-Believes that the human mind functions like an information processor or

computer.
(Therefore, the cognitivist approach looks beyond noticeable behaviour,
considering learning as an internal mental process.)
-It uses the concept that our mind is like a computer and explains how it
accesses schema and then uses the stored information to create new
learning and store it in a practical place.
(If the new information is stored properly and permanently, then learning
has taken place.)
(In a classroom, cognitivism)
-It offers Advantageous Learning Environments that evolve through
interactive mental activities that stimulate the thinking ability of students.
(For instance, when learners listen to thought-provoking questions, it tutors
their brains to move further from their current knowledge to get solutions.)
-It is based on the idea that knowledge acquisition occurs when learners
actively engage in problem-solving activities.

(CLT assumes that students learn better when they use their own thinking
skills rather than being taught facts and procedures.)
(It emphasizes active learning over passive learning.)

Active learning- involves students engaging in meaningful tasks that

require them to apply their own thinking skills.
Passive learning- involves students simply memorizing information.

Cognitivists:
-They believe that humans learn from thinking.
-They also believe that we learn from our experiences and that we can
change our behaviors based on new information. Knowledge is considered
an internal process rather than a product.

Psychologist Jean Piaget:

- developed the first cognitive psychology theories in the 1930s from his
work with infants and young children.
-Sheidentified stages of cognition that all children pass through universally
based on their age and stage of mental development.
-He focused on the growth of human intelligence in his theory of cognitive
development.
(Through his research, Piaget uncovered insights into the essence of
knowledge and how individuals acquire and apply it. He challenged the
notion that children are merely miniature versions of adults, instead
emphasizing that children possess distinct thinking and communication
styles.)

Main principles of Cognitivism:

Cognitivism principles- intend to optimize how adult learners can
understand, think about, integrate and process new information.
(The new knowledge adds to the familiar knowledge in the memory of adult
learners. The following are the main principles of cognitivism for more
effective human learning in Educational Settings)

1. Learning must be purposeful and focused.

2. Learning must be self-directed;
3. Learning must come from Analysis to Discovery.
4. Organizing information into Schemas helps students build conceptual
models.
5. Long-term memory is enhanced by enabling students to organize and
encode learning material.
6. Curriculum content must be well-sequenced and understood in the
context of the bigger picture.

Cognitive strategies:

-Cognitive learning strategies are all about helping learners dive deep into the
information they encounter.
(By really grasping the concepts, learners become more adept at transferring and
applying that knowledge to new and different scenarios.
It goes beyond just skimming the surface and relying on short-term memory.
Instead, cognitive learning strategies foster a deeper understanding that sticks
around in a learner’s long-term memory, ensuring that the concepts become
firmly ingrained.)

-It makes easier for the students to connect new information with current
understanding, thus aggravating their retention and memory capacity.
(Embracing a 'thinking approach' to learning promotes Cognitive
Development of students and prepares them to use their brains more
effectively)

-Are useful for children because these address issues that allow students
to gain Academic Achievement through learning effectively and ensuring
that the concepts learned in class are not just memorized, but also well-
understood.

The following are some critical features of cognitive learning strategies:

 Applying visualizations to enhance students' recall and basic

understanding of the concepts taught in the classroom;
 Asking learners to show active participation in explaining and justifying
their thinking;
  Asking learners to reflect on knowledge in memory of students;
 Offers opportunities for Learners and students to find new answers to
problems.

Other strategies that mentors and trainers can use to help their
learners retain knowledge more easily:

 Repetition- Repetition, though simple, is an incredibly effective technique for

retaining information in our long-term memory with precision.

(Whether it's revisiting our notes, rewatching a seminar, or practicing an

exercise repeatedly, each repetition solidifies the information in our
memory. But, it's crucial to spread out the repetitions across multiple
sessions over different days or months, as cramming everything into a single
session won't result in long-term retention. )

 Real-world examples- It can be helpful to place information within a

relatable scenario or example to make it more understandable.

(Without a specific context in which we can apply the knowledge, learning

information can feel quite abstract. When teaching about Math, you can
show its real-life applications by giving examples like managing personal
finances, calculating grades, and measuring ingredients when cooking.)

 Quizzes, assessments, and flashcards

(These are simple yet highly effective learning methods that you can easily
employ)

- They can also help learners in various scenarios, including exam preparation,
speaking practice, identifying knowledge gaps, and boosting confidence in their
level of understanding.
The cognitive process- does not involve repetition or memorization.
(It is related to meaningful learning how to learn and creating true
understanding.)

Main goal of instruction in Cognitivism?

(Cognitivist learning theories explain that the primary goal of instruction
is to)
-achieve academic achievement through the Acquisition of Knowledge in
the most effective way.
(To achieve the main goal of instruction students are encouraged to use
the most beneficial cognitive strategies to gain knowledge.)

Self-regulated learning:
-Is the process of monitoring, controlling and managing student behaviours,
thoughts, emotions, and interactions with the environment, including social
interactions and task performance.
(Due to its large scope, self-regulated learning gives opportunities for
learners to know how responses can be organized across a wide range of
coping strategies and skills.)
-It enables an individual to explain the loss of control which may occur due
to engaging in a wide range of less desirable behaviours such as excessive
drinking.
How is cognitivism used in the classroom?
Social learning theory:
-It concentrates on the conceptions of learning and reinforcement,
whereas, Cognitivist Theories focus on the cognitive processes and their
role in the learning outcomes of the students.
(By bringing our conscious attention to the nuts and bolts of how we think
and learn, we begin to see learning as a science that all of us can master.)
-It makes learning meaningful and permanent for students.
(Educators can use a variety of strategies in the beginning, middle, and
conclusion of a learning cycle so that connections are made in the brains of
the learners.)