COGNITVE

PSYCHOLOGY &
HUMANISTIC
PSYCHOLOGY

ANNA MARIE C. ESPINA

 COGNITVE The science of how we think
PSYCHOLOGY
 is the scientific investigation of human cognition, that
is, all our mental abilities – perceiving, learning,
remembering, thinking, reasoning, and understanding.

The term “cognition” stems from the Latin word

“ cognoscere” or "to know".

cognitive processes

Perception

is the sensory experience of the world.

A process where we take in sensory

information from our environment and use that
information in order to interact with our
environment
cognitive processes

Attention

 refers to the process by which organisms

select a subset of available information upon
which to focus for enhanced processing and
integration.
cognitive processes
Memory

 is the record of experience represented in the

brain

 Encoding
 Storage Memory Processes
 Retrieval

 Sensory memory
 Short term memory
Stages of Memory
 Long term memory
cognitive processes

Thinking and Problem Solving

 refers to the ability to use knowledge, facts,

and data to effectively solve problems.
 Psychologist focus their attention on how individuals process
information and how they monitor and manage thinking.

 Cognitivist felt that it was necessary to investigate how

learners make sense of what they learn, even though such
mental events are difficult to observe and measure objectively.
 Advocates
Cognitive Development Theory
 Jean Piaget, a Swiss psychologist was particularly concerned with the
way thinking develops in children from birth till they become young
adults.

 believed that humans also adapt to their physical and social

environments in which they live

 process of adaptation begins since birth

Jean Piaget
 Assimilation

 Accomodation
 Advocates Jean Piaget
Four Stages Stage Age Goal
Sensorimotor Birth to 18-24 months Object permanence
Preoperational 2 to 7 years old Symbolic thought
Concrete operational Ages 7 to 11 years Logical thought
Formal operational Adolescence to adulthood Scientific reasoning

Educational Implications
 Most of the teachers are now in agreement with him that it is waste of time to take those
things to children which cannot be experienced through sense organs.
 When the children form many direct experiences then only they are in a position to
understand the abstract ideas and concept.
 The most important function of school is to provide good stimulating environment within
the school for the proper development of their mental abilities.
 Advocates

Social Constructivism
 Knowledge is a product of human interaction
 Knowledge is socially and culturally constructed that is influenced
by the group and its environment
 Learning is a social activity
“What a child can do in cooperation today, he can do alone tomorrow”

Lev Vygotsky
 Advocates
Multiple Intelligences
 Was first proposed by Howard Gardner in his 1983 book “Frames
of Mind”, where he broadens the definition of intelligence and
outlines several distinct types of intellectual competencies.

 Proposes that people are not born with all of the intelligence they
will ever have.

Howard Gardner  This theory challenged the traditional notion that there is one
single type of intelligence, sometimes known as “g” for general
intelligence, that only focuses on cognitive abilities.
 Advocates Howard Gardner
 According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom.  If a
child's intelligence can be identified, then teachers can accommodate different children more successfully
according to their orientation to learning.
 Advocates
Learning Styles
 This model is designed to help both students and teachers.

 The Felder-Silverman model is based on the notion that students have preferences
in terms of the way they receive and process information.

Felder & Silverman

To the cognitive theorists,

 Learning constitutes a logical method for organizing

and interpreting learning.

 Teachers use a lot of problem and thinking skills in

teaching and learning.
 Humanistic Psychology
 is a perspective that emphasizes looking at
the whole individual and stresses concepts
such as free will, self-efficacy, and self-
actualization.
 Believes people are innately good and that
mental and social problems result from
conflicts within the self.
 Humanistic Psychology
 Is built on Gestalt psychology where learning
can be explained in term of the wholeness of
the problem and where the environment is
changing and the learner is continuously
reorganizing his/her perceptions.
 Basic Assumptions
 Begins with the existential assumption that
people have free will.
 All individuals are unique and are motivated
to achieve their potential.
 A proper understanding of human behavior
can only be achieved by studying humans –
not animals.
 Humanistic Psychologist
 Concerned with how learners can develop
their human potential.

 Focus on the ability of human beings to think

consciously and rationally and achieve their
full potential.
 Famous Humanistic Psychologist
 Abraham Maslow(1908-1970)

 Developed a pyramid of
physical/emotion needs on the
way to self-actualization
 Famous Humanistic Psychologist
 Carl Rogers(1902-1987)

 Developed client-centered
therapy based on improving
the self.
 Curriculum is concerned with the
process not the products, personal
needs not subject matter;
psychological meaning and
environmental situations.
Humanistic teachers
 believe that knowledge and feelings go hand-in-hand
in the learning process. Cognitive and affective
learning are both important to humanistic learning.
 Lessons and activities should focus on the whole
student and their intellect and feelings, not one or the
other.
Humanistic classroom
 provides a holistic approach to learning by keeping
the focus on the child. The student is respected as an
individual and is responsible for making decisions
about his learning. 

 Humanistic lessons are not rigidly prescribed, but

flow according to the needs and inquiries of the
student.
 Psychology has a great influence in the curriculum.
 Learners are not machines and the mind is not a
computer.
 Humans are biological beings affected by their
biology and their cultures.

 The Psychological foundations will help curriculum

makers in nurturing a more advanced, more
comprehensive and complete human learning.
References:
https://imotions.com/blog/cognitive-psychology/
http://www.scholarpedia.org/article/Cognitive_psycholo
gy
https://www.simplypsychology.org/humanistic.html
https://web.cortland.edu/andersmd/human/what.html
 Thank
you!
Anna Marie Casas Espina