GRETINGS

from
GROUP 9
Mark Joseph Placido
Kyle Terrence Poscablo
Here starts the Angeline Mae Reyes
lesson!
 OBJECTIVES
After the discussion, the learners must be able to:

• define what Cognitive Learning Theory is;

• name theorist that contributed to the theory, and;
• identify different models made by the theorists.
OBSERVE!
OBSERVE!
 Let’s
begin!
Introduction

 Explains why the brain is

WHAT IS the most incredible network
of information processing
COGNITIVE and interpretation in the
body as we learn things.
LEARNING
THEORY?
“Cognitive learning
theories are based on
how people think.”

—Ormrod, 2008
2
itle. P5
Book T
But…how is that
connected to Super
Mario and the goat?
• ‘to think using the brain’
• active mental process to
receive, store and apply
LEARNING! knowledge.

Learning takes place when

new knowledge is gained or
modified through
experience.
“Learning is a cognitive
process to choose, focus,
ignore, reflect and make
decision on changes in
environment .”

—Woolfolk, 1998
2
itle. P5
Book T
Learning takes place when new
knowledge is gained or modified through
experience.

2
itle. P5
Book T
Definition of
Exam
Concepts conten
t

Metacognition
Understanding or way of
thinking. Cognitive Load
Failure to pace the amount of
information.
Mnemonic Devices
To aid learning at the input
stage.
Who are these
people?
Jerome Bruner
Jean Piaget

Benjamin Bloom David Ausubel

And who are the
Three MAIN
Gestalt Theorist?
 Who is Jean
Piaget? ● Best known of the Cognitive
Developmental Theorist.

● Constructed models of child

development and the learning
process.

● Identified 4 developmental stages

and the cognitive processes
associated with each of them.

What are his contributions to

Cognitive Learning Theory?
PIAGET’S THEORY OF COGNITIVE
LEARNING
Children take in or incorporate information as they
interact with people and the environment.
 DEVELOPMENTAL
• STAGES
Sensory-motor - understands his environment
through the basic senses.

• Intuitive /Pre-operational - Thoughts more

flexible, memory and imagination begin to play a part
in learning, capable of more creativity.
 DEVELOPMENTAL
• STAGES
Concrete Operational – can go beyond the basic
information given, but still dependent on concrete
material and examples to support reasoning.

• Formal Operational – abstract reasoning becomes

increasingly possible
• Accommodation – process by which we modify what we
already know to take into account the new information.

• Assimilation – process by which new knowledge is

changed, modified or merged in our minds to fit into what we
already know.

• Equilibration – balance between what is known and what

is currently being processed, mastery of the new material.
 Who is Benjamin
Bloom?
● Developed the “Taxonomy of
Cognitive Objectives”.

● Bloom’s Taxonomy was developed

during 1950s.

What are his contributions to

Cognitive Learning Theory?
What is Bloom’s
Taxonomy?
 BLOOM’S TAXONOMY
• Identifies and describes, in hierarchical order, the cognitive
processes involved in learning.

• The original taxonomy has now been revised to make provision

for the new knowledge and skills that now exist as a result of
the integration of web 2.0 tools in teaching.
BLOOM’S TAXONOMY
BLOOM’S TAXONOMY
 Who is Jerome
Bruner?
● Focus on development of conceptual
understanding, cognitive skills and
learning strategies rather than the
acquisition of knowledge.

What are his contributions to

Cognitive Learning Theory?
WHAT IS  Extended aspects of
BRUNER’S Piaget’s theory. He
identified three ways in
“MODES OF which learners process
information.
THINKING”?
BRUNER’S MODES OF
THINKING
• Enactive Level – learning takes place via direct manipulation of
objects and materials

• Iconic Level – Objects are represented by visual images and are

recognized for what they represent

• Symbolic Level – Learning can take place using symbols,

objects and mental images. Language is used to represent thoughts
and experiences
 Who is David
Ausubel?
• Stressed the importance of active mental
participation in meaningful learning tasks

• Learning must be meaningful to be

effective and permanent

• Made a distinction between meaningful

learning and rote learning

What are his contributions to

Cognitive Learning Theory?
• Meaningful Learning – relatable to what one already
knows so it can be easily integrated in one’s existing cognitive
structure.

• Rote Learning – the material to be learnt is not integrated /

subsumed into an existing cognitive structure but learnt as isolated
pieces of information.
 GESTALT
LEARNING
MODEL
 Who are the
Three MAIN
Gestalt Theorist?
 They are…
Kurt Koffka Exam
t
conten
(1887 - 1941)
Max Wertheimer There is no such thing as a
completely meaningless
(1880 - 1943) learning.
His ideas featured the view that
thinking proceeds from the whole to
the parts, treating a problem as a
Wolfgang Kohler
whole (1887 - 1967)
Köhler emphasized that one
must examine the whole to
discover what its natural parts
are.
WHAT DO YOU
SEE?
WHAT IS GESTALT A Basic Gestalt
PERSPECTIVE? Principle

Psychological organization is directed

toward simplicity, equilibrium, and
regularity.

One of the
elde
psychologic st
Another Central
al t
which emph heories Gestalt Principle
asizes the
importance
of perceptio
in learning. n Perception is selective.
6 PRICINPLES OF Similarity
GESTALT The notion that we place objects
Figure Ground with similar characteristics in a
group.
The thought that when we look at a
scene, we separate objects from the
background.
6 PRINCIPLES OF Closure
GESTALT The idea that our mind close objects that
Proximity are not necessarily together or complete
in order to create a whole
Belief that we group together
objects that are close to each other.
6 PRINCIPLES OF Order & Symmetry
GESTALT Belief that alignment and symmetry are
Continuity attractive and essential elements for
design.
The theory that we continue to follow
objects that are visually aligned until
they are interrupted.
WHY AND • Fail to pay adequate attention to
information during the sensory
register & short-term memory
HOW (STM) stages.

LEARNERS • STM has limited capacity, thus

leading to us not remembering
FORGET? everything.

• Long-term memory (LTM) decays.

• Interference occurs – new memories interfere with
LTMs, thus making the retrieval of information
difficult.

• We do not use the right cues to retrieve info (cue-

dependent forgetting)
WHAT IS A cognitive
perspective that

INFORMAT emphasizes thinking

processes: thought,

ION reasoning, the way

information is

PROCESSIN encountered and

stored, and memory

G? functioning.
STAGES OF MEMORY PROCESS
Action
Processing

First Second Third Fourth

Stage Stage Stage Stage

Attention Memory Storage

 What is
CONSTRUCTIVSM?
CONSTRUCTIV
ISM • Psychological Constructivism — focuses on
individual learners and on how they construct
their own knowledge, beliefs and identity.

a t io n o f learning • Social constructivism – acknowledges the

Explan as a self- role of social and cultural factors in shaping
v i e w s i t
that learning.
ul a t e d p r ocess that
reg
u i l d s o n learners’
b ledge.
in g k n o w
exist
 4 Key Principle of Constructivism
Encouraged to make sense of
Learners are self-
information for themselves
regulated

First Second Third Fourth

Learners are active Social interaction is necessary

participants for effective learning
 ADVANTAGES DISADVANTAGES
• Acknowledges learners as active
‘constructors’ of their own meaning. • Time consuming.

• Attaches importance to prior learning • Teachers face pressure regarding

and background knowledge.
• Encourages social networks in learning
environments Provides practical
guidelines for educators who want to
encourage student interaction and group
work in their classrooms.
curriculum coverage.
• Daunted by classroom-
management concerns when
managing group work.
 Refers to the
WHAT IS ability to infer

COGNITIVE thoughts or
emotions to
EMOTIONA another person’s
point of view and
L feelings.
PERSPECTI
VE?
Several slightly different cognitive orientation to
emotions have been proposed and are briefly
summarized here:

• Empathy and the moral emotions

• Memory storage and retrieval

• Emotional Intelligence

• Self- Regulation
SUMMARY
REFERENCES:
https://www.slideshare.net
/Kholekha/cognitive-learn
ing-theory-5953309

https://
www.slideshare.net/
crystallulong94/cognitive-
learning-theory-34853938
 THANK
YOU FOR
LISTENIN
G
!
ANY QUESTIONS?