Cognitive Learning Theory Overview

Key Assumptions of Cognitive Learning Theory

• Learning Process:

  • Involves encoding, organizing, and retrieving information.

  • Emphasizes internal mental processes over observable behaviors.

• Mental Representations:

  • Help structure and interpret new information.

  • Influence how learners understand and store knowledge.

• Prior Knowledge:

  • Impacts learning outcomes and mental readiness, which affects the assimilation of new information.

Overview of Cognitive Learning Theory

• Emphasis on Mental Processes:

  • Focuses on perception, memory, and reasoning in the learning process.

  • Learners are seen as active agents who transform and process information.

• Contrast to Behaviorism:

  • Developed in response to behaviorism's focus on external stimuli, neglecting internal cognitive functions.

Information Processing Model

• Comparison to Computers:

  • Learning is likened to how computers process information.

• Stages of Processing:

  • Sensory Memory:

  • Briefly holds raw sensory input; unattended information is lost quickly.

  • Working Memory:

  • Temporarily stores and manipulates information, typically managing 7±2 items (the "magic number").

  • Long-Term Memory:

  • Stores information indefinitely if it is effectively encoded.

Role of Attention and Perception

• Attention:

  • Acts as a filter for sensory input; only selected information is processed.

• Perception:

  • Interprets stimuli based on existing knowledge and significance.

  • Novel, emotional, or relevant stimuli are more likely to be retained in memory.

Schema Concept

• Definition of Schema:

  • Mental frameworks that organize knowledge and guide interpretation.

• Modifying Schemas:

  • Learning modifies schemas via assimilation (incorporating new information) and accommodation (changing schemas to fit new information).

• Benefits of Schemas:

  • Aids in comprehension and memory retention by providing structure to experiences.

Cognitive Strategies for Learning

• Rehearsal:

  • Maintains information in working memory and promotes long-term encoding.

• Elaboration:

  • Connects new material to pre-existing knowledge, enhancing understanding.

• Organization:

  • Reduces cognitive load utilizing techniques like chunking or hierarchical structuring.

Metacognition in Learning

• Definition:

  • The ability to think and manage your own thinking.

• Components of Metacognition:

  • Involves planning, monitoring, and regulating cognition.

  • Essential for evaluating understanding and selecting effective learning strategies.

  • Key to achieving academic success and fostering lifelong learning independence.

Educational Applications

• Advance Organizers:

  • Tools that activate prior knowledge to aid new learning.

• Scaffolding:

  • Provides temporary support to enable learners to gain independence in their learning.

• Promoting Active Learning:

  • Includes inquiry-based learning, concept mapping, and problem-solving to cultivate deep understanding.

Summary and Reflections

• Core Focus:

  • Addresses internal mechanisms for knowledge acquisition and utilization.

• Active Learners:

  • Emphasizes that learners are active constructors of their own knowledge.

• Impact on Teaching:

  • Informs teaching practices designed to enhance engagement and cognitive development.