People are able to learn in a variety of ways. In order to design effective learning events, consider four approaches that have had a considerable effect on instructional design: behaviouris…Full description
behavior
KML 6023 Psychology of Learning for Instruction Learning Theories: Cognitivism
Norehan Zulkiply
Cognitivism...at a glance
Learning = process of knowledge acquisition (i.e. information is transmitted) transmitted)
Learning Theories Cognitivism Information Processing
Constructivism
Major Cognitive Theorists •
Gestalt Psychologists
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Jean Piaget
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Information Processing Theory
Acknowledges role of mental process in learning
Gestalt Theory •
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Configuration/ pattern
If the eye sees stimuli in a certain way, they give illusion of motion = phi phenomenon Sensation of motion cannot be explained by analyzing each light flashing on/off –
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Max Wertheimer
We adds something to experience that is NOT contained in sensory data = organization Experience of motion emerges from combination of elements
We do not see the stimuli as isolated or separated (such as the ‘on’ and ‘off’ lights), but instead as combined together into meaningful configuration The whole is different from the sum of its parts
Gestalt theory (the whole is different than the sum of its parts) •
Learners are rather active, not passive –
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Configuration/pattern
Do not simply record data, rather actively gather & restructure data in order to make sense of it But how data are restructured influenced by previous experience & current states During perception, the mind groups patterns according to rules they called the laws of perceptual organization
Gestalt laws of perceptual organization •
Law of Pragnanz (Good form)
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Law of Closure
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Law of Similarity
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Law of Good Continuation
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Law of Proximity (or nearness)
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Law of Figure/Ground
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Law of Familiarity
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Law of Pragnanz (Good form) –
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A stimulus will be organized into as good a figure as possible
Law of Closure –
Humans tend to close up a space to complete a contour (ignore gaps in the figure)
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Law of Similarity –
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similar things are grouped together
Law of Good Continuation –
People tend to draw a good continuous line
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Law of Proximity (or nearness) –
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things that are closer together will be perceived as grouped together
Law of Figure/Ground –
A stimulus will be perceived as separate from it's ground
Theory of Cognitive Development
Provides a basis for human intelligence by categorizing the major stages in child development and how they contribute to intelligence
Intelligence
A dynamic trait – an intelligent act will change as the organism matures biologically & as it gains experience
Intelligence cannot be defined by the number of items correctly answered in Intelligence Test
Jean Piaget
Knowledge is not entirely innate, but rather an interaction between heredity and environment.
Theory of Cognitive Development
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Cognitive development - a progressive reorganization of mental processes (cognitive structures) as a result of biological maturation and environmental experience –
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Jean Piaget
Sensorimotor (birth to age 2)
Cognitive structures – schemes used to understand and respond to environment
4 stages of development that all children must pass through in developing knowledge
Pre-operational (2-7 years)
Concrete Operational (7-11 years)
Formal Operational (11 years onwards)
Piaget’s Cognitive Developmental Stages •
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Sensory-motor (birth to age 2) - understands his environment through the basic senses Intuitive /Pre-operational ( 2-7 years) - Thoughts more flexible, memory and imagination begin to play a part in learning, capable of more creativity; quite egocentric Concrete Operational (7-11 years) – Can go beyond the basic information given, but still dependent on concrete material and examples to support reasoning; understand concepts of conservation and reversibility Formal Operational (11 years onward) – Abstract reasoning (hypothetical thinking) becomes increasingly possible
Concrete Operational stage (7-11 years) •
Conservation –
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Quantity remains the same despite changes in appearance
Reversibility –
Awareness that actions can be reversed.
Piaget’s Cognitive Developmental Stages
Piaget’s theory of learning •
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Learning process is iterative, in which new information is shaped to fit in with the learner’s existing knowledge, and existing knowledge is also modified to accommodate the new information Four basic concepts: –
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Schema Assimilation Accommodation Equilibrium
Adaptation – the ability to fit in with the physical environment
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Schema/Scheme – mental or cognitive structures which enable a person to adapt and organize the environment Assimilation – the process of taking new information or experience and incorporate them into our previously existing schemas. Accommodation - the process of changing or modifying our existing schemas to fit the new information or experience, or the creation of new schema.
Processes critical to development
Equilibrium – the process through which a balance between assimilation and accommodation is achieved
Disequilibrium – an imbalance between assimilation and accommodation When disequilibrium occurs, the learner must seeks equilibrium, i.e., further assimilate and accommodate –
Equilibrium - the force which moves development along & organize experience to ensure maximal adaptation
We are continually relying on the complementary processes of assimilation and accommodation to adapt to environments. But biological maturation also plays important role
Task 1 •
Discuss the implications of Piaget’s Cognitive Theory on teaching and learning, or on daily life/workplace activities. Provide relevant examples.
Cognitive information processing Focus: To study how the mind processes information –
How is the computer and the human memory similar?
Stage Theory: The Multistore Model (Atkinson & Shriffin, 1968)
Richard Atkinson
Encoding/ elaborative rehearsal
retrieval
Richard Shriffin
Cognitive Learning: Schools of Thoughts Learning – acquisition or reorganization of cognitive structures
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Cognitive Information
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Cognitive Constructivism
Processing Model Describes learners as the information processor (in much the same way computers do) Mind = computer E.g., Stage Theory (Atkinson & Shriffin, 1968)
attempts to provide understanding of learning through accounts that relate the individual learner with their schemata.
Social Learning Theory •
Behaviorism – too simplistic –
Learning could occur via social observation, without changes in overt behavior •
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Learning is not purely behavioral; rather a cognitive process that takes place in a social context
Albert Bandura
Changes – accounted by internal representations
Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.”
Cognitivism
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Reciprocal Determinism
Albert Bandura
Learning is the result of interacting variables, each affecting one another
