Cognitivism in Learning Theory

Cognitivism

Introduction

  • Cognitivism focuses on the learner's mental processes, contrasting with:
    • Behaviorism: Shaping behavior through environmental conditions.
    • Humanism: Development of the whole person.
  • Cognitivists view behaviorism as overly simplistic, arguing that thinking and processing occur between stimulus (input) and behavior (output).
  • Louis Gifford's Mature Organism Model illustrates cognitivist views, emphasizing that pain is not solely a product of tissue input but involves cognitive and emotional processing within the central nervous system.

Mature Organism Model

  • Input: Information from the environment.
  • Processing: Input is transmitted through the central nervous system (spinal cord and brain) into a "blender" of:
    • Cognitive and emotional processing.
    • Prior experiences, beliefs, and knowledge.
    • Situational context.
    • Body image.
    • Cultural influences.
    • Motor patterns.
  • Output: Response, including human behavior and physiological processes, which affects the environment and subsequent stimuli.

Implications for Physical Therapists

  • Cognitivism helps physical therapists understand individual learning challenges and facilitate different outputs by addressing:
    • Facilitators.
    • Barriers.
    • Unique contexts affecting cognitive processing.

Cognitive Load Theory

  • Defines the processes of learning:
    1. Input: Information perceived through the senses, influenced by attention (Aristotle).
    2. Processing: Information is processed.
    3. Storage: Information is stored in memory.
    4. Output: Learned capability.
  • Cognitive load: The amount of information that can be taken in and used within working memory at one time.
    • Optimal intake: 2-3 bits of information at a time.
    • Maximum capacity: typically 7 ± 2 bits.
    • Chunking: Minds group information to manage cognitive load effectively.

Examples of Cognitive Load

  • Phone Number:
    • Seven digits.
    • Recited in chunks (e.g., 3-4).
    • Area code adds another 3-digit chunk.
  • 16 Numbers vs. Historical Dates:
    • 1776: US Independence
    • 1863: Emancipation Proclamation
    • 1945: End of WWII
    • 2001: 9/11 Attacks

Attention vs. Learning

  • "Learning styles" (visual, auditory, kinesthetic) are better termed "attention strategies".
  • Attention is necessary for processing information, but the method of intake is less critical than what is done with the information.
  • Information is better processed when taken in multiple ways (visually, auditorily, kinesthetically).

Chunking Information

  • Find meaningful relationships within the information.
    • Example: Grouping muscles by function (flexors of the shoulder) or innervation (spinal nerve root).
  • Avoid overwhelming patients with too much information.
    • Strategies:
      • "Here are the three most important things you need to know about your diagnosis."
      • "I'm going to teach you two exercises that I want you to do three times a day."
  • Frequent use of chunks increases the likelihood of conversion to long-term memory.

Dual Processing Theory

  • Fits within the "processing" stage between input and output.
  • Explains how we use two systems of thinking:
    • System 1: Nonanalytical, fast thinking.
    • System 2: Analytical, slow thinking.
  • These systems operate simultaneously.

Application in Patient Education

  • Evaluate patient understanding using both systems:
    • System 1: Recognizing patterns of understanding (nodding, paraphrasing).
    • System 2: Analyzing gaps in understanding by asking questions and adjusting explanations.
  • Patients also use both systems when faced with uncertainty about their diagnosis or interventions.

Strategies for Addressing Uncertainty

  • Help patients:
    • Inductively recognize patterns in behavior contributing to their condition.
    • Deductively think through problems to discover solutions collaboratively.

Conclusion

  • Understanding cognitive processes allows us to tailor education for better patient comprehension.
  • Enables patients to make sense of their clinical problems and learn effective strategies.