Cognitivism

In the late 1950s, learning theory shifted away from the use of behavioral models to an approach derived from the cognitive sciences.  Psychologists and educators began to investigate complex cognitive processes such as problem-solving, concept formation, and information processing that could not be evaluated with overt, observable "output" behavior. They believed that internal mental learning processes can indeed be understood scientifically.

Cognitivism emphasizes the learner's thought process of acquiring new knowledge and produces original thought not directly connected to any "inputs." Curious? Let's dive into what's happening in our learning brain.

Motivations

Learners' motivation is intrinsic, and they are intellectually curious. They set their own goals and seek what makes them tick. They surround themselves with like-minded learners and equip themselves with self-regulation and locus of control. Bandura described intrinsic reinforcement as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment (Cherry, 2021). 

Possible applications and strategies

Classrooms / Workplace / Professional development / Internship / Apprenticeship / Reasoning / Intuitive and analytical problem-solving / Retrieving information to apply for the new situation / Analyzing / Annotating / Classifying / Summarizing / Paraphrasing / Evaluating 

Cognitive overload stems from the Cognitive Load Theory attributed to John Sweller. The human mind can only absorb a limited amount of information in working memory. According to 7 plus or minus 2 rule in Miller's 1956 article, we can only process 5 to 9 pieces of information at a time. If this limit is exceeded or not given enough time to process information, you run the risk of overloading the learner's mental pathways. The information simply overflows and never be encoded into the long-term memory (Pappas, 2016).

Then, how to prevent cognitive overload? 

1. Use assessments to determine preexisting knowledge.

2. Focused lessons, short and sweet.

3. Chunking: Break complex problems into smaller, bite-sized steps. Allow learners to control the speed of learning.

4. Clean, clutter-free layout. Include white space, creating a sense of harmony.

5. Spread the load between verbal and visual channels.

6. A Proper balance of text, audio, and visuals. Place the text close to the corresponding visuals.

7. Don't narrate on-screen text word-for-word. Make the on-screen text a summary.

8. Include the necessary resources in the course.

9. Make space to reflect and assimilate. For example, an image or presentation that sums up the subject matter can take the place of a paragraph.

✔️Understand that individuals bring various learning experiences to the learning situation which can impact learning outcomes.

✔️ Determine the most effective manner in which to organize and structure new information to tap the learners’ previously acquired knowledge, abilities, and experiences.

✔️ Arrange practice with feedback so that the new information is effectively and efficiently assimilated and/or accommodated within the learners’ cognitive structure.

✔️ Use techniques such as advance organizers, analogies, metaphors, hierarchical relationships, and matrices to help learners relate new information to prior knowledge.

✔️ Present the information that is “sized” and “chunked” in such a way that they can assimilate and/or accommodate the new information as quickly and as easily as possible.

✔️ Emphasize the active involvement of the learner in the learning process. [learner control, metacognitive training (e.g., self-planning, monitoring, and revising techniques)]

✔️ Use of hierarchical analyses to identify and illustrate prerequisite relationships. [cognitive task analysis procedures]

✔️ Emphasize structuring, organizing, and sequencing information to facilitate optimal processing. [use of cognitive strategies such as outlining, summaries, synthesizers, advance organizers, etc.]

✔️ Create learning environments that allow and encourage students to make connections with previously learned material. [recall of prerequisite skills; use of relevant examples, analogies]

Cognitivism has a wide range of uses in many settings, reaching a large number of learners. Because of that, when we design instructions, we want to be mindful of the accessibility and neurodiversity of learners. A structured curriculum and assessment may not capture all learnings or non-learnings in measurable ways.