cognitivism
DESCRIPTION
TRANSCRIPT
COGNITIVISM
CONTENT
1. Gestalt Psychology
2. Cognitive Theory
3. Cognitive Instruction Theories a. Piaget – Theory of Cognitive Developmentb. Bruner – Discovery Learning c. Difference Between Bruner and Piagetd. Ausubel – Meaningful Learning Theory
4. Cognitivist Coffee
Min-kyung, LeeMelissa Inglis-Elliott
Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories.
Two key assumptions underlie this cognitive approach: (1)the memory system as an active organized processor (2)prior knowledge
Cognitive theories grew out of Gestalt psychology. Gestalt is roughly translated as “configuration,” or “pattern,” and emphasizes “the whole” of human experience.
1. Gestalt Psychology
: developed as a reaction to behaviorism. Cognitivists objected to behaviorists because they felt that behaviorists thought learning was simply a reaction to a stimulus and ignored the importance of thinking.
As opposed to Behaviorists, Cognitivists focus more on the internal mental processes (including insight, information processing, memory, and perception) and connections that take place during learning.
Aspect Cognitivism Behaviorism
View of Learning Process
Internal mental process (including insight, information processing, memory, perception)
Change in behavior
Locus of Learning
Internal cognitive structuring Stimuli in external environment
Purpose in Education
Develop capacity and skills to learn better
Produce behavioral change in desired directionFour orientations to learning (after Merriam and Caffarella 1991: 138)
2. Cognitivism
Comparison between Cognitivism and Behaviorism
Cf. Chomsky’s black box
Cognitive Development Stages
-> His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.
While recognizing the contribution of environment, Piaget explored changes in internal cognitive structure. His theory of cognitive development suggests that children move through four different stages of mental development.
3. Cognitive Instruction Theories
a. Jean Piaget
Important Outcomes of Learning
Concepts and categories
Problem-solving procedures invented previously by the culture
Ability to “invent” these things for oneself
The outcome of cognitive development is thinking. The intelligent mind creates from experience “generic coding systems that permit one to go beyond the data to new and possibly fruitful predictions.” (Bruner, 1957, p. 234).
*Criticism: For discovery to take place, students must have basic knowledge about the problem and must know how to apply problem-solving strategies.
The continuous cyclical process of learning requires learners to interpret the data, reject hypotheses, and make conclusions about information.
Discovery Learning Theory
Identify variables, collect and interpret data Generate hypotheses in order to better describe and understand relationships between concepts
b. Jerome Bruner
Piaget considered human beings go through a 4-step cycle of change. The process itself is set and automatic. Bruner, on the other hand, did not believe in stages. He merely defined different representations or modes of transference of knowledge, and the environment played a supporting role to the internal capabilities of the learner (Driscoll, 2000).
A cognitive learning theorist who advanced a theory which contrasted meaningful learning from rote learning. “To learn meaningfully, students must relate new knowledge (concepts) to what they already know. He viewed learning as an active process, not simply responding to environment.”
Meaningful Learning Theory
Ausubel stresses meaningful learning, as opposed to rote learning or memorization; and reception, or received knowledge, rather than discovery learning.
Key concept : Cognitive structureLearning to Ausubel is bringing something new into our cognitive structure and attaching it to our existing knowledge that is located there. This is how we make meaning, and this was the focus of his work.
c. David Ausubel
If you were at Starbucks and these individuals each walked in an ordered something . . . what would they order, why, how might they place their order (use theory to inform their actions)?
•How do you view the process of learning?
•Where is the locus of learning?
•What is the purpose of education?
4. Cognitivist Coffee
• How do you view the process of learning? (Internal mental process (including insight, information processing, memory, perception, e.g., Ausubel): The exchange between “Dr. B.” and “Joe.”
• Where is the locus of learning? (Internal cognitive structuring, e.g., Piaget):The woman on her phone talking about her boyfriend, who sometimes acts like he is 5 (“Preoperational”) rather than 25.
•What is the purpose of education? (Develop capacity and skills to learn better, e.g., Bruner):The woman forgets her password and decides to use a mnemonic device to remember it better in the future.
References
http://www.simplypsychology.org/bruner.html http://en.wikipedia.org/wiki/Cognitivism_(learning_theoryhttp://www.angelo.edu/dept/citr/faculty_resources/Online_Teaching/section_13.phphttp://www.acrwebsite.org/search/view-conference-proceedings.aspx?Id=11626http://www.simplypsychology.org/language.htmlhttp://en.wikipedia.org/wiki/Discovery_learninghttp://wps.prenhall.com/chet_mills_internet_1/0,11172,2580422-content,00.htmlhttp://www.lifecircles-inc.com/Learningtheories/constructivism/bruner.htmlhttp://psychology.about.com/sitesearch.htm?q=jerome+bruner+&SUName=psychologyhttp://psychology.about.com/od/behavioralpsychology/l/bl-piaget-stages.htmhttp://www.simplypsychology.org/developmental-psychology.htmlhttp://fatmaoasis.blogspot.com/2010/08/behaviorism.htmlhttp://lisettewillemsen.wordpress.com/2012/03/03/behavioris/http://tinank.yourweb.de/walden/?p=229http://en.wikipedia.org/wiki/Gestalt_psychologyhttp://www.docstoc.com/docs/84160228/JEAN-PIAGET-Stages-of-Cognitive-Developmenthttp://www.psych.nyu.edu/bruner/index.htmlhttp://proto-knowledge.blogspot.com/2011_12_01_archive.htmlhttp://oceanlifediscovery.wikispaces.com/learning+modelhttp://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htmhttp://cmap.ihmc.us/publications/researchpapers/theorycmaps/Fig2RoteVSMeaningful-large.pnghttp://www.education.gov.uk/complexneeds/modules/Module-2.2-Considering-communication-and-interaction/D/m06p020d.htmlhttp://www.simplypsychology.org/memory.htmlhttp://en.wikipedia.org/wiki/Constructivism_(learning_theory)http://www.learnnc.org/lp/pages/5352http://www.infed.org/thinkers/bruner.htmhttp://www.infed.org/biblio/learning-cognitive.htmhttp://myenglishpages.com/blog/description-of-cognitivism/http://www.personal.psu.edu/wxh139/bahavior.htmhttp://ryan2point0.wordpress.com/tag/cognitivism/http://www.rci.rutgers.edu/~cfs/305_html/Gestalt/Woman.htmlhttp://jovelyn.wordpress.com/2009/06/17/chomsky’s-theory-of-language/