COGNITIVE LEARNING THEORY

Cognitive learning theories are principle used in understanding learning.

 Behaviour can be drawn from mental processes.

Cognitivism or Cognitive Psychology it focuses on active mental processing of

information which is responsible to mental construction. Thinking, memory, and problem
solving can be studied. Knowledge can be seen as “Schema” or symbolic mental
construction. Thus, learning is defined as change in a learner’s schemata. (Schema is a
representation of a plan, method, framework, or theory in the form of an outline or
model.)

Edward L. Thorndike

 Learning is connectionism. Association is linking of one idea to another. (Mental

construct). A functional analysis of response (R) in response to context of stimulus
(S).
 He proposed that learning “S-R Connection” was neural in nature.
 He stressed that artificial intelligence (gained through experiences – problem
solving, creativity, reasoning, etc.) is a function of the number of connection
learned.

Edward C. Tolman

 He explained that rats in his experiment develop “Cognitive Map” of their

environment. They learned where different parts of the environment are situated
in relation to one another. The concept of “cognitive map” any visual
representation of a person's (or a group's) mental model for a given process or
concept.

Max Wertheimer, Kurt Foffka, and Wolfgang Kohler (Insight learning)

(Insight learning is a role of our mind in comprehending and understanding. A type of
learning that uses reason, especially to form conclusions, inferences, or judgments, to
solve a problem.)

 Stressed on the internal thinking process rather than observing overt behaviour.
 People perceived things differently depending on their experiences and interest
on how stimuli are arranged, and how people “fill in” the missing information.
 Gestalt learning theories emphasized “perception”, and “meaning” as the key
elements of learning.

Jean Piaget’s Cognitive development and “Schema” theories

 Proposed that one’s internal cognitive structures changes as a result of

developmental changes in the nervous system and as a result of variety of
experiences and the environment.
 He contributed theories in intelligence, and “schemata” in cognitive learning.

Ausubel’s Theory

 Concerned with how individuals learn large amounts of meaningful

materials form verbal/textual presentation in school setting
 He stressed the use of advance organizers. (Programming Criteria)

Lev Vygotsky’s “Socio Cultural Theory”

 Believe the value of social interaction in learning. Learning is seen as

an interactive and interpersonal activity. (Material and non-material
culture).

Jerome Bruner’s Theory

 He was influenced heavily by both Piaget and Lev Vygotsky.

 He believed that learning is an active process in which learners
construct new ideas/concepts based on their current/past knowledge
and developed their cognitive structure (Schema).

Albert Bandura’s Cognitive Social Learning Theory

 It stressed that people learn from one another, by observation,

imitation, and modelling.