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Cognitivism, unlike behaviorism, assumes that humans are not merely animals who respond to stimuli. Cognitive theorists believe that internal mental processes can indeed be understood scientifically and are an important part of learning. Not only do learners take in information and add to their already developed beliefs and schemata, but in the process of taking in new knowledge learners also produce original thoughts not directly connected to any “inputs.” Cognitivists emphasize the significance of the thought processes (and aspects of the mind, including attention, memory, problem-solving, etc.) at work during a learning experience, not simply the “output” or observable behavior (for example, performance on a test) which results from a learning experience. Now, you will be reading a nice overview of cognitivism by Michela, E. (2020). Cognitivism. In R. Kimmons & scaskurlu (Eds.), The Students' Guide to Learning Design and Research. EdTech Books. https://edtechbooks.org/studentguide/cognitivism. Click here to read the overview of Cognitivism.
Cognitive Learning Theory
Cognitive learning theory looks at the way people think. Mental processes are an important part in understanding how we learn. The cognitive theory understands that learners can be influenced by both internal and external elements.
Plato and Descartes are two of the first philosophers that focused on cognition and how we as human beings think. Many other researchers looked deeper into the idea of how we think, spurring more research. Jean Piaget is a highly important figure in the field of cognitive psychology, and his work focuses on environments and internal structures and how they impact learning.
Cognitive theory has developed over time, breaking off into sub-theories that focus on unique elements of learning and understanding. At the most basic level, the cognitive theory suggests that internal thoughts and external forces are both an important part of the cognitive process. And as students understand how their thinking impacts their learning and behavior, they are able to have more control over it.
Cognitive learning theory impacts students because their understanding of their thought process can help them learn. Teachers can give students opportunities to ask questions, to fail, and think out loud. These strategies can help students understand how their thought process works, and utilize this knowledge to construct better learning opportunities.
教育工作者可以利用五种主要的教育学习理论来帮助他们改善课堂并为所有学生创造更好的学习环境。
五种主要教育学习理论是什么？
认知学习理论
认知学习理论着眼于人们的思维方式。心理过程是理解我们如何学习的重要组成部分。认知理论认为学习者会受到内部和外部因素的影响。
柏拉图和笛卡尔是最早关注认知和人类思维方式的两位哲学家。许多其他研究人员更深入地研究了我们的思维方式，从而激发了更多的研究。让·皮亚杰（Jean Piaget）是认知心理学领域的一位非常重要的人物，他的工作重点是环境和内部结构以及它们如何影响学习。
认知理论随着时间的推移而发展，分为专注于学习和理解的独特要素的子理论。在最基本的层面上，认知理论认为内部思想和外部力量都是认知过程的重要组成部分。当学生了解他们的思维如何影响他们的学习和行为时，他们就能够更好地控制它。
认知学习理论影响学生，因为他们对思维过程的理解可以帮助他们学习。教师可以为学生提供提问、失败和大声思考的机会。这些策略可以帮助学生了解他们的思维过程是如何运作的，并利用这些知识来构建更好的学习机会。
Bruner's Work Related to Cognitivism.
Bruner's Work Related to Cognitivism.
While Bruner is well known for his contributions to constructivist learning theory, his work also influenced cognitivist learning theory. Bruner believed that an important aspect of learning is the ability to not only take in, process, and respond to information, but also the ability to make predictions, create, and invent things. Jerome Bruner's career lasted over 60 years, and a brief summary gives a nice introduction by Smith, M.K. (2002). "Jerome S. Bruner and the process of education". The Encyclopedia of Informal Education. Click here to reach the summary.
While Bruner is well known for his contributions to constructivist learning theory, his work also influenced cognitivist learning theory. Bruner believed that an important aspect of learning is the ability to not only take in, process, and respond to information, but also the ability to make predictions, create, and invent things. Jerome Bruner's career lasted over 60 years, and a brief summary gives a nice introduction by Smith, M.K. (2002). "Jerome S. Bruner and the process of education". The Encyclopedia of Informal Education. Click here to reach the summary.
One of Bruner's first studies showed that mental processes are shaped by past experiences, and that cognition changes (for example, slows) when information is presented in a manner which is different than the our prior perceptual training. Jerome Bruner and Leo Postman (1949). "On the Perception of Incongruity: A Paradigm." Journal of Personality, 18, 206-223 showed that social environment shapes perceptions. Click here to read the study.
Social Cognitivism
Social Cognitivism
Albert Bandura's social cognitive theory combines an interest in cognition with recognition of the way learning is not purely a solitary, internal matter but rather takes place interpersonally. Click here to read more about Social Cognitive Theory.
Bandura argued that much learning comes through observation and imitation, but psychological concepts like agency also play a key role.
Agency is the sense that you are a do-er, not just a static thing. The idea of agency implies that you are constantly monitoring and adjusting your behavior based on outcomes, and that you have some sense of mastery over what you do and what the results are.
Bandura argued that one key pre-condition for learning is self-efficacy: your belief you are able to so or capable of doing something.
Self-efficacy can be increased by various means, but significant experiences of master are particularly important. This means you didn't just master something trivial: you mastered something challenging--usually supported by others.
The concept of self-efficacy is also a bridge between learning theory and theories of behavior change used in psychotherapy and counseling.
Bandura himself lays out the history of the development of his theories in a summary of the topic. Click here to read the summary.
He explains how self-efficacy supports a unified theory of behavior change in a 1977 article. Click here to read the article.
As you can imagine, the idea of agency and being a 'do-er' ties in well with being an active participant in the learning process. Can you identify connections to constructivism and behaviorism? Thinking about your own learning experiences, identify 2 or 3 examples of social cognitivism in practice?.
Connectivism
Connectivism
Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves. Below, you are provided with list of readings.
Siemens, George. Jan, 2005. Connectivism: A Learning Theory for the Digital Age. Click here to access the article.
AlDadouh, A. A., Osório, A. J., & Portugal, S. C. (2015). Understanding knowledge network, learning and connectivism. International Journal of Instructional Technology and Distance Learning,12(10), 3-21. Retrieved November 11, 2018, from https://files.eric.ed.gov/fulltext/ED572896.pdf Click here to access the article.
Clarà, M. & Barberà, E. (2013): Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129-136. Click here to read the article.
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Cognitive Load
Cognitive Load
Cognitive psychologists have identified working memory as a sort of bottleneck which reduces our ability to learn. Working memory is a sort of processing space where we mentally 'work over' or manipulate whatever it is we're thinking about.
Let’s revisit what we discussed in this week’s introduction about staying focused while someone reads from PowerPoint slides. Each source of information (text on PowerPoint slides, images or videos on PowerPoint slides, speaker’s voice, background music or transition sounds) requires part of your working memory; unfortunately, there is a limit to how much information your working memory can hold at any given moment.
The concept of cognitive load has been especially important for the study of multimedia learning: learning from computer-based media, including videos and educational games. On a single screen of an eLearning environment, there is a plethora of information a learner must take in -- buttons, links, background color/patterns, images, videos, charts… Cognitive Load Theory proposes that the human mind can only focus on or hold a limited amount of the this information at once; thus, it’s extremely important as an instructional designer to eliminate extraneous elements (on a page, in a presentation or recording, in a PDF document). Below you will find list readings on Cognitive Load Theory.
Emory, B. (2019). Cognitive load theory and instructional message design. In M. Ramlatchan (Ed.), Instructional Message Design: Theory, Research, and Practice, 1. Norfolk, VA: Kindle Direct Publishing. Click here to access the article.
Mayer is one of the most prominent researchers in this area. He summarizes his research in a mere 12 principles. Click here to read a summary of 12 Principles of Multimedia Learning.
Sorden, S. (2005). A Cognitive Approach to Instructional Design for Multimedia Learning, Informing Science Journal, 8. Click here to access the article.
Review the following two articles on approaches to minimize cognitive load for learners. As you do, think about how these tips and ideas connect with the other learning theories and ideas presented so far. After reading the articles, be sure you can identify three methods or approaches you would use during a learning experience to prevent overloading students:
5 Ways to Limit Cognitive Load in Online Students. Click here to access the article.
7 Tips to Reduce Cognitive Overload in Elearning. Click here to access the article.
Cognitive Load Example : Capstone Interactive Ebooks website.
Click to visit website : https://www.capstonepub.com/librarians/ebooks/interactive-ebooks
It is interactive eBooks website for every student in your school. Capstone is the nation’s leading educational publisher for digital solutions, children’s books, and literacy programs for school libraries and classrooms. With over 5,000 Interactive eBooks, Capstone has more content than any other publisher. With the access students want and the content educators can trust, Capstone Interactive eBooks have many unique features:
Capstone is passionate about inclusivity, equity, and accessibility for the benefit of all children. There should be no barriers to reading. Kids should be able to access books that speak to their curiosity, their experiences, their imagination, and of course, their heart. Reading is incredibly important for early age and childhood development, and every day we commit to that.
Refer to Cognitive Load.
Cognitive Load occurs when the learners are learning or being presented with new information. The major factor that contributes to cognitive load is the complexity of the information, number of elements and the presented media that need to be attended to. If cognitive load is too high or overload while learning, it will result in failure to learn.
Therefore, the main factors to reduce the cognitive load are the design of learning media and how to present it. With today’s sophisticated digital technology, there are new popular media such as Augmented Reality Augmented Books and Interactive eBooks which are the effective teaching materials that are attractive and can reduce cognitive load. The learners are able to comprehend the difficult contents easily and rapidly.
Cognitivism是一种心理学理论，强调人类思维和知识处理的过程。在中国的基础教育中，Cognitivism有着重要的意义和影响。
首先，Cognitivism关注学生的思维和学习过程。这就意味着教育者需要了解学生的思维方式和学习策略，以便更好地设计教学活动和课程。通过应用Cognitivism原则，教师可以更好地理解学生的认知能力和学习风格，从而帮助学生更高效地学习和掌握知识。
其次，Cognitivism强调学习者的主动参与和自主学习。相比于传统的教师中心教学模式，Cognitivism鼓励学生积极参与学习过程，提供机会让学生自己发现和解决问题，培养学生的自主学习和解决问题的能力。这种教学方式促进了学生的思维发展和知识构建。
另外，Cognitivism还强调学习者的前置知识和学习背景。在中国的基础教育中，学生的学习背景和前置知识差异较大。应用Cognitivism原则可以帮助教育者更好地识别学生的学习需求，并根据学生的不同需求进行个性化的教学设计。这能够更好地满足学生的学习需求，提高教学效果。
然而，Cognitivism在中国基础教育中的应用仍然面临一些挑战。首先，基础教育普遍存在课程负担重、应试教育倾向等问题，这导致学生学习过程中缺乏主动性和自主性。其次，教师的教育理念和教学方法相对保守，创新和变革的意识还较弱。因此，在推动Cognitivism在中国基础教育中的应用过程中，需要有系统地进行教师培训和教育体制改革，以为教育者提供更好的支持和鼓励。
总的来说，Cognitivism在中国基础教育中的应用具有重要的意义和影响。它促进了学生的思维发展和知识构建，鼓励学生的自主学习和解决问题能力，并帮助教育者更好地满足学生的学习需求。然而，推动Cognitivism在中国基础教育中的应用仍然需要克服一些挑战，需要有全面的改革和支持机制来促进这一进程。
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