DEFINITION:
COGNITIVISM: is a learning theory that focuses on the processes involved in learning rather than on the observed behavior. As opposed to Behaviorists, Cognitivists do not require an outward exhibition of learning, but focus more on the internal processes and connections that take place during learning.
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OVERVIEW: Jean Piaget coined the term in 1936 to describe how Cognitive Learning Theory is actively constructed. Piaget stated that the learners used many elements such as organizing, interpreting, categorizing, attention, observing and formalizing generalizations.
Many theories through the years began to identify how the brain structures and stores knowledge. Then in 1965 Robert Gagne's Conditions of Learning Gagne identified five major categories of learning:
In 1983 Charles Reigeluth formed his Elaboration Theory which proposed seven major strategy components:
IMPLICATIONS IN INSTRUCTIONAL DESIGN:With adults being independent learners there is large focus on self-motivation and problem-centered learning. Instructional design can make use of past experience to customize as the learner goes with experiences involving role plays or case studies. This type of learning situation encourages the learner to explore and problem solve issues. This underlines relevancy and use of knowledge which reinforces how important the course content is.
Instructional Designers need to pay closes attention as to not overload their learner with large blocks of texts or irrelevant information. Keeping the objectives at the forefront of all design is a important to ensure the relevancy and to avoid cognitive overload. Instructional Designers can set the tone by asking learners what they want to learn and what their expectations are as they move through the coursework. Falling back on discussions and social cues to promote collaborations and group work can engage the learners to enhance the process of learning. PROS:
LIMITATIONS:
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COGNITIVE LOAD:Example of applying Cognitive Load to a Learning Material:
EXAMPLE LINK: Applying the Quality Matters Standard to Design Online Courses https://www.youtube.com/watch?v=9hk9XI7uQ9A Overview: This video is a little over an hour and discusses how to use Quality Matters when designing your online courses. This is a presentation paired with a powerpoint slide and a small group of learners. How the instructional material addresses cognitive load:
Additional approaches that could have been used to alleviate cognitive load:
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TIME LINE:
1885-1963
1885
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1932
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1956
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1963
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1964-1972
1965
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1968
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1971
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1972
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1972-1990
1972
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1974
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1983
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1990
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RELATED DEFINITIONS:
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Related Definitions to Cognitivism
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SCHEMAS
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GESTALT THEORY
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INFORMATION PROCESS THEORY
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Here is a compiled list of relative definitions for Cognitivism:
- SCHEMAS
- GESTALT THEORY
- INFORMATION PROCESS THEORY
- SCHEMAS: are like catalogs of information that can be used to identify concepts or experiences through a complex set of relationships that are connected to one another. In short, the catalogs act like a database of knowledge for the learner.
- GESTALT THEORY: emphasizes that the whole of anything is greater than its parts. That is, the attributes of the whole are not deducible from analysis of the parts in isolation.
- INFORMATION PROCESS THEORY: is the approach to the study of cognitive development evolved out of the American experimental tradition in psychology.
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Related Definitions to Cognitive Load
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INTRINSIC LOAD
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EXTRANEOUS LOAD
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GERMANE LOAD
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Here is a compiled list of relative definitions for Cognitive Load:
- INTRINSIC LOAD
- EXTRANEOUS LOAD
- GERMANE LOAD
- INTRINSIC LOAD: An intrinsic cognitive load refers to the fundamental difficulty of a specific topic, regardless of how that topic is presented. If you are learning calculus, the problem-solving resources needed to find a derivative will be the same whether your teacher clearly explains the topic or not. Your brain still must solve the problem using a combination of long term memory, short term memory, and strategic cognition. The cognitive ease of an intrinsic cognitive load will be the same regardless of external factors (although those external factors may add additional difficulties).
- EXTRANEOUS LOAD: An extraneous cognitive load refers to the way that new information is presented, either by a teacher, a team leader, a colleague, a customer, or someone else. Some learners easily process data presented as visual information. Yet for auditory learners, visual displays may not be the most effective way to learn; for them, visual stimuli present a more demanding extraneous load.
- GERMANE LOAD: A germane cognitive load is the way an individual uses their memory capacity and personal intelligence to create mental schemas. Mental schemas are processes the brain uses to solve various problems presented by other types of load. This type of cognitive load manifests when your brain develops a learning process to assimilate new information and use it to solve problems.
References:
1. ) SCT - Pros and Cons. Cognitive Approaches to Learning. (n.d.).
https://etec512cognitive.webs.com/sctprosandcons.htm.
2. ) Ertmer, P. A., & Newby, T. J. (2017, January 1). Behaviorism, Cognitivism, Constructivism. Go to the cover page of Foundations of Learning and Instructional Design Technology. https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-constructivism/.
3. ) MasterClass. (2021, May 05). Cognitive load Theory: 3 ways to avoid cognitive overload - 2021. Retrieved May 13, 2021, from
https://www.masterclass.com/articles/ways-to-avoid-cognitive-overload#3-types-of-cognitive-load
4. ) Malamed, C., Says, C., Says, B., Henneman, B., Says, K., Lindsey, K., . . . Wright, S. (2017, February 16). Six strategies you may not be using to reduce cognitive load. Retrieved May 13, 2021, from https://theelearningcoach.com/learning/reduce-cognitive-load/
5. ) H, T. (2020, October 16). Learning theories timeline: Key ideas from educational psychology. Retrieved May 13, 2021, from
https://www.mybrainisopen.net/learning-theories-timeline/
6. ) Oleyar-Reynolds, J. (2021, May 12). Implications of learning theories on instructional design. Retrieved May 13, 2021, from
elearningindustry.com/learning-theories-instructional-design-implications
7. ) Brown, G. (2021, May 10). Cognitive learning THEORY: EdApp Microlearning. Retrieved May 14, 2021, from
https://www.edapp.com/blog/cognitive-learning-theory/#:~:text=Coined%20in%201936%2C%20Piaget%20developed,(Cf%20Active%20Learning%20Theory).&text=The%20cognitive%20learning%20process%20is,to%20result%20in%20a%20behavior
1. ) SCT - Pros and Cons. Cognitive Approaches to Learning. (n.d.).
https://etec512cognitive.webs.com/sctprosandcons.htm.
2. ) Ertmer, P. A., & Newby, T. J. (2017, January 1). Behaviorism, Cognitivism, Constructivism. Go to the cover page of Foundations of Learning and Instructional Design Technology. https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-constructivism/.
3. ) MasterClass. (2021, May 05). Cognitive load Theory: 3 ways to avoid cognitive overload - 2021. Retrieved May 13, 2021, from
https://www.masterclass.com/articles/ways-to-avoid-cognitive-overload#3-types-of-cognitive-load
4. ) Malamed, C., Says, C., Says, B., Henneman, B., Says, K., Lindsey, K., . . . Wright, S. (2017, February 16). Six strategies you may not be using to reduce cognitive load. Retrieved May 13, 2021, from https://theelearningcoach.com/learning/reduce-cognitive-load/
5. ) H, T. (2020, October 16). Learning theories timeline: Key ideas from educational psychology. Retrieved May 13, 2021, from
https://www.mybrainisopen.net/learning-theories-timeline/
6. ) Oleyar-Reynolds, J. (2021, May 12). Implications of learning theories on instructional design. Retrieved May 13, 2021, from
elearningindustry.com/learning-theories-instructional-design-implications
7. ) Brown, G. (2021, May 10). Cognitive learning THEORY: EdApp Microlearning. Retrieved May 14, 2021, from
https://www.edapp.com/blog/cognitive-learning-theory/#:~:text=Coined%20in%201936%2C%20Piaget%20developed,(Cf%20Active%20Learning%20Theory).&text=The%20cognitive%20learning%20process%20is,to%20result%20in%20a%20behavior