Comprehension

Building cognitive learning skills teaches students how to learn more effectively. Students learn to
do more than repeat what they have learned. They understand the “why” behind a topic and how
it fits into a larger picture.
Memory
Unlike drill-and-kill memorization methods, cognitive learning helps students gain a deeper
understanding of a subject. This improves recall in the long run, so students can build upon past
knowledge.
Application
The cognitive learning approach gives students the chance to reflect on what they are learning and
how it applies to other material. This helps students develop problem-solving skills they need to
create new connections between what they are learning.

BENEFITS OF COGNITIVE LEARNING

IMPROVES COMPREHENSION
Cognitive learning encourages students to take a hands-on approach to learning. This allows them
to explore the material and develop a deeper understanding.
DEVELOPS PROBLEM-SOLVING SKILLS
The cognitive learning approach teaches students the skills they need to learn effectively. This
helps students build transferable problem-solving and study skills that they can apply in any
subject.
PROMOTES LONG-TERM LEARNING
Developing cognitive skills allows students to build upon previous knowledge and ideas. This
teaches students to make connections and apply new concepts to what they already know.
IMPROVES CONFIDENCE
With a deeper understanding of topics and stronger learning skills, students can approach
schoolwork with enthusiasm and confidence.
INSTILLS A LOVE OF LEARNING
Giving students the chance to actively engage in learning makes it fun and exciting. This helps
students develop a lifelong love for learning outside of the classroom.
The term “cognitive” refers to “cognition,” which the Oxford Dictionary defines as “the mental action or process of acquiring
knowledge and understanding through thought, experience, and the senses.” Webster’s Dictionarydefines learning as “the
acquisition of knowledge or skills through experience, study, or by being taught.” The theory of cognitive learning unifies these
two concepts and describes the processes that collaborate when processing information, which moves from sensory input,
passes through the cognitive system and finds the response.

The brain and its cognitive functions are what shapes our learning, and as we have evolved, we have learned new skills and
concepts that have helped us to reach new learning thresholds. Ironically, the brain has not become more advanced; we just
perfected how we use it. The brain is what guides and directs our learning, and as human beings have evolved and advanced, we
have learned more and more information, skills, and ideas which have helped us become more intelligent. However, the brain
has not become more sophisticated as we advanced over time, but rather, we have changed how we learn. The more scientists
learn about the brain, the easier it is to take advantage of how it works and its characteristics and make it easier for us to learn.

Types of cognitive learning

Now that we have a grasp of what cognitive learning is, let’s run through the 13 types.

1. Implicit learning. When you learn knowledge and skills without realizing it, this is known as implicit learning.
 2. Explicit learning. Happens when you seek out learning activities and opportunities because you explicitly want to
learn something.
3. Cooperative and collaborative learning. Cooperative learning is learning that takes place in groups. Each member
contributes their best skills and qualities. Collaborative learning is when one person, usually and educator, provides a
concept and helps the group construct meaning around the idea.
4. Meaningful learning. A form of cognitive learning that utilizes the motivational, cognitive and emotional dimensions.
5. Associative learning. Learning that involves an association between preselected stimuli and exact behavior.
6. Habituation and sensitization: Non-associative learning. Is a primitive type of learning that makes it possible for
humans to adapt, which is something that we have to do in our day to day lives. An example of habituation would be
people living near a noisy highway. When they first move in, they are aware of all of the vehicles that pass by their
house, but as they live there for an extended period, they become desensitized to the noise, and it rarely bothers them.
7. Discovery learning. When you go out of your way to learn, and actively search for knowledge, that’s discovery
learning.
8. Observation or imitation learning. When we model our behavior after someone else or something we have seen.
9. Emotional learning. Learning that involves a person’s development of emotional intelligence, which we use to control
and manage our emotions.
10. Experiential learning. The kind of cognitive learning that is a direct result of our experiences. It is incredibly
subjective, as individuals experience events and phenomena differently.
11. Rote learning. This form of cognitive learning involves the memorization of information, without understanding it on
a deeper level.
12. Receptive learning. An utterly passive kind of learning, where the individual only gets the information that they are
trying to learn. An example would be a lecture, where the professor lectures and the students passively listen.
13. Metacognitive strategies. Metacognition means “thinking about thinking.” This cognitive learning type involves us
consciously deciding which learning strategy we plan to use when we engage in a learning experience.

Bottom line: When it comes to cognitive learning, every person is different, which is why an array of learning styles is needed
to help all of your students reach their academic potential

Affective Domain of Learning. ... You can also learnattitudes, behaviors, and physical skills. These
different categories create three domains of learning. These three domains of learning can be categorized
as cognitive (knowledge), psychomotor (skills) and affective (attitudes).

One of the three main domains/categories of learning objectives. Learning objectives in the affective domain focus on
the learner’s interests, emotions, perceptions, tones, aspirations, and degree of acceptance or rejection of instructional
content (Belanger & Jordan, 2000). Affectiveobjectives include feelings, values, appreciation, enthusiasms, motivations,
and attitudes (Krathwohl, Bloom, & Masia, 1964). Learn more in: E-Learning Design Quality
2.
The attitude of the student toward the educational experience. Learn more in: The Pedagogy of Social Development in
Online Learning
3.
The affective domain is one of three domains in Bloom's Taxonomy, with the other two being the cognitive and
psychomotor The affective domain includes the manner in which we deal with things emotionally, such as feelings,
values, appreciation, enthusiasms, motivations, and attitudes ( Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956) . Learn
more in: Social Media in Education: Gains in Student Learning and Instructor Best Practices
4.
Learning that is characterized by factors such as motivation, emotions, and other individual psychological aspects
of learning. Learn more in: “I'm Not Simply Dealing with Some Heartless Computer”: Videoconferencing as Personalized
Online Learning in a Graduate Literacy Course
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