COGNITIVE PROCESSING THEORY

Application and Research

Factors Affecting Cognitive Development
Current Research and Pedagogical Application
WELCOME
Before we discuss we would like
to invite you to a little game. we
hope you'll like it.
fix my jumbled words
with a twist
 WHAT IS COGNITIVE PROCESSING
IN YOUR OWN UNDERSTANDING OR
DEFINITION ?
COGNITIVE PROCESSING THEORY
(CPT)
COGNITIVE PROCESSING THEORY (CPT)
Cognitive Processing Theory (CPT) is a psychological
model that explains how individuals process
information, make decisions, and solve problems. The
theory suggests that the human mind is like a
computer
Why are the brains being compared to a computer?
Cognitive processing involves acquiring
information and processing it to be
accessed again in the future. Cognitive
processing allows people to think, learn,
and solve problems.
 Cognitive Processing Theory focuses on the
cognitive processes involved in learning and
understanding. It suggests that individuals
actively process and organize information,
using their prior knowledge and schema. .
INFORMATION PROCESSING
THEORY
NATURE OF INFORMATION PROCESSING THEORY
Developed by American
psychologists George A. Miller
in the 1950s

I t explains how the human

mind processes, stores, and
retrieves information.
GEORGE A. MILLER
STAGES OF INFORMATION PROCESSING THEORY
First, information processing occurs in stages that intervene
between receiving a stimulus and producing a response.
Second, the mind receives and represents encodes the stimulus
from the environment. processes the information stores it,
locates/retrieves it, and gives a response to it.
Learning is a change/revision in the knowledge that has been
stored by the memory.
INFORMATION PROCESSING MODEL
INPUT
STIMULUS
 INFORMATION PROCESSING MODEL
INPUT
STIMULUS

SENSORY
INPUT
 INFORMATION PROCESSING MODEL
INPUT
STIMULUS

SENSORY
INPUT

ATTENTION

SENSORY
MEMORY

FORGOTTEN
 INFORMATION PROCESSING MODEL
INPUT
STIMULUS

FORGOTTEN

SENSORY
INPUT

ATTENTION

SENSORY SHORT TERM

MEMORY MEMORY

FORGOTTEN
 INFORMATION PROCESSING MODEL
INPUT
STIMULUS

FORGOTTEN

ENCODE
SENSORY
/REHEARSAL
INPUT

ATTENTION

SENSORY SHORT TERM LONG TERM

MEMORY MEMORY MEMORY

FORGOTTEN
 INFORMATION PROCESSING MODEL
INPUT
STIMULUS

FORGOTTEN

ENCODE
SENSORY
/REHEARSAL
INPUT
-Maintenance
-Elaborative

ATTENTION

SENSORY SHORT TERM LONG TERM

MEMORY MEMORY MEMORY

FORGOTTEN
 INFORMATION PROCESSING MODEL
INPUT
STIMULUS

FORGOTTEN

SEMANTIC
MEMORY
ENCODE
SENSORY
/REHEARSAL
INPUT

ATTENTION

SENSORY SHORT TERM LONG TERM

MEMORY MEMORY MEMORY

FORGOTTEN
 INFORMATION PROCESSING MODEL
INPUT
STIMULUS

FORGOTTEN

SEMANTIC
MEMORY
ENCODE
SENSORY
/REHEARSAL
INPUT EPISODIC
MEMORY

ATTENTION

SENSORY SHORT TERM LONG TERM

MEMORY MEMORY MEMORY

FORGOTTEN
 INFORMATION PROCESSING MODEL
INPUT
STIMULUS

FORGOTTEN

SEMANTIC
MEMORY
ENCODE
SENSORY
/REHEARSAL
INPUT EPISODIC
MEMORY

ATTENTION
PROCEDURAL
MEMORY
SENSORY SHORT TERM LONG TERM
MEMORY MEMORY MEMORY

FORGOTTEN
 INFORMATION PROCESSING MODEL
INPUT
STIMULUS

FORGOTTEN

SEMANTIC
MEMORY
ENCODE
SENSORY
/REHEARSAL
INPUT EPISODIC
MEMORY

ATTENTION PROCEDURAL
MEMORY
SENSORY SHORT TERM LONG TERM
MEMORY MEMORY MEMORY

RETRIEVAL

FORGOTTEN
 INFORMATION PROCESSING MODEL
INPUT
STIMULUS

FORGOTTEN

SEMANTIC
MEMORY
ENCODE
SENSORY
/REHEARSAL
INPUT EPISODIC
MEMORY

ATTENTION PROCEDURAL
MEMORY
SENSORY SHORT TERM LONG TERM
MEMORY MEMORY MEMORY

RETRIEVAL

FORGOTTEN
-Free recall
-Cued recall
COGNITIVE LOAD THEORY
 NATURE OF COGNITIVE LOAD THEORY
Was developed in 1998 by John Sweller
He is an educational psychologist at the
University of New South Wales, Australia
published his findings in the book Cognitive
Load Theory: Toward a Practical Science of
How People Process Information.
 WHAT IS COGNITIVE LOAD
Cognitive Load Theory provides an explanation of how human
absorb new information and is very easy to overload with new
information.
Cognitive load refers to the amount of effort that is exerted or
required while reasoning and thinking.
 TYPES OF COGNITIVE LOAD THEORY

1. Intrinsic Cognitive Load

This is the inherent complexity of the learning materials or tasks.
 TYPES OF COGNITIVE LOAD THEORY

2. Extraneous Cognitive Load

This type of load is added to the learning process includes irrelevant or
unnecessary information, poorly designed presentation, confusing
instructions, or any other factor that unnecessarily taxes the working
memory.
 TYPES OF COGNITIVE LOAD THEORY

3. Germane Cognitive Load

This is the cognitive load that is essential for learning. It involves the
construction of new schemas, the integration of new information with
existing knowledge, and the development of problem-solving
strategies.
THE PROCESS OF MANAGING COGNITIVE LOAD
1. REDUCING EXTRANEOUS LOAD
2.PROVIDING WORKED EXAMPLES
3.SCAFFOLDED LEARNING
4.FOSTERING ACTIVE LEARNING
NEUROCOGNITIVE RESEARCH
 NEUROCOGNIVE RESEARCH
Cognitive neuroscience is the scientific field that is concerned with
the study of the biological processes and aspects that underlie
cognition, with a specific focus on the neural connections in the brain
which are involved in mental processes
FACTORS AFFECTING COGNITIVE
DEVELOPMENT
1. BIOLOGICAL FACTOR
genetics and brain development
plays a significant role in cognitive
development
genetic factors can influence the
development and functioning of
the brain, which in turn affects
cognitive abilities
2. ENVIRONMENTAL FACTORS
Individual grows and develops can
have a significant impact on the
cognitive development
A simulating and enriched
environment can promote cognitive
growth and development
3. SOCIAL and CULTURAL FACTORS
The interactions and experiences
individuals have with others, such as
parents, caregivers, and peers, shape
their cognitive development.
Cultural practices, values, and
beliefs also influence cognitive
processes and the development of
cognitive skills.
4. STIMULATION and
ENRICHMENT
Exposure to a variety of experiences,
opportunities for exploration and play,
and access to educational resources can promote
cognitive growth.
Cognitive stimulation through activities such as
reading, problem-solving, and critical thinking
can also enhance cognitive development.
5. PARENTAL INVOLVEMENT
Positive parent-child interactions, responsive
caregiving, and providing opportunities for
learning and exploration all contribute to
cognitive growth.
Parental involvement can include
engaging in educational activities,
providing emotional support, and
creating a nurturing environment.
6. EDUCATION AND LEARNING OPPORTUNITIES
Access to quality education and learning opportunities
plays an important role for cognitive development. Both
formal and informal experiences provides knowledge,
skills and cognitive tools is necessary for intellectual
growth.
 7. INDIVIDUAL DIFFERENCES
Each individual has their own unique set of abilities that can
influence cognitive development . Factors such as temperament,
personal traits, and learning styles that can impact on how
individual process acquire knowledge.
 CURRENT RESEARCH AND
PEDAGOGICAL APPLICATION
 How content is
presented or delivered 1. Preparing content
to the learner 2. How content is presented
or delivered to the learner.
Connects with
Preparing assets that are
3. Connects with assets that
Content needed to present. are needed to present.
4. Pull together these assets
PEDAGOGY to create cognitive
psychology based on the
learning process.
Pull together these
Evaluation of the 5. Evaluation of the learning
assets to create
learning process cognitive psychology process whether it is working
whether it is based on the learning correctly
working process.
correctly.
COGNITIVE DEVELOPMENT
how children think, explore and figure things out

JEAN PIAGET
 PRE OPERATIONAL CHILD
( TODDLER AND EARLY CHILDHOOD )
•At the age of two, children enter the preoperational
stage, where their ability to use mental
representations, rather than the physical
appearance of objects or people, improves greatly.

•In this stage, children also learn more about

categorization. They can classify items based on
similarities or differences. They also start to
understand numbers and quantity
 TEACHING METHOD
( PRE OPERATIONAL STAGE)
 TEACHING METHOD
( PRE OPERATIONAL STAGE )
considered as isself-centered or egocentric.
 TEACHING METHOD
( PRE OPERATIONAL STAGE )
considered as isself-centered or egocentric.

learn best through hands- on activities.

 TEACHING METHOD
( PRE OPERATIONAL STAGE )
considered as isself-centered or egocentric.

learn best through hands- on activities.

use symbols to represent, words, image and ideas.
 TEACHING METHOD
( PRE OPERATIONAL STAGE )
considered as isself-centered or egocentric.

learn best through hands- on activities.

use symbols to represent, words, image and ideas.
imitating the way someone talks or moves even
when they are not in the room. (pre play)
 TEACHING METHOD
( PRE OPERATIONAL STAGE )
considered as isself-centered or egocentric.

learn best through hands- on activities.

use symbols to represent, words, image and ideas.
imitating the way someone taks or moves even
when they are not in the room. (pre play)
relate the lesson and topics to you local
environment and the personal experience and
interest of the student and let them explain it.
TOYS/LEARNING MATERIALS
( PRE OPERATIONAL STAGE )
DOLLS,
ACTION FIGURES,
DRESS-UP CLOTHES
 TEACHING METHOD
( CONCREATE OPERATIONAL STAGE )
 TEACHING METHOD
( CONCREATE OPERATIONAL STAGE )
children are thinking more analytical, rule- regulated types of thinking.
 TEACHING METHOD
( CONCREATE OPERATIONAL STAGE )
children are thinking more analytical, rule- regulated types of thinking.
Creating timelines
 TEACHING METHOD
( CONCREATE OPERATIONAL STAGE )
children are thinking more analytical, rule- regulated types of thinking.
Creating timelines
science experiments for them to experience manipulating abstract
concept
 TEACHING METHOD
( CONCREATE OPERATIONAL STAGE )
children are thinking more analytical, rule- regulated types of thinking.
Creating timelines
science experiments for them to experience manipulating abstract
concept.
Provide variety of measuring cups (in different shapes) for children
to explore measuring the same quantities but with different utensils.
 TEACHING METHOD
( CONCREATE OPERATIONAL STAGE )
children are thinking more analytical, rule- regulated types of thinking.
Creating timelines
science experiments for them to experience manipulating abstract
concept.
Provide variety of measuring cups (in different shapes) for children
to explore measuring the same quantities but with different utensils.
use brain teasers and riddles to foster there analytical thinking.
 TEACHING METHOD
( CONCREATE OPERATIONAL STAGE )
children are thinking more analytical, rule- regulated types of thinking.
Creating timelines
science experiments for them to experience manipulating abstract
concept.
Provide variety of measuring cups (in different shapes) for children
to explore measuring the same quantities but with different utensils.
use brain teasers and riddles to foster there analytical thinking.
provide reading books with only a few character.
 TEACHING METHOD
( CONCREATE OPERATIONAL STAGE )
children are thinking more analytical, rule- regulated types of thinking.
Creating timelines
science experiments for them to experience manipulating abstract
concept.
Provide variety of measuring cups (in different shapes) for children to
explore measuring the same quantities but with different utensils.
use brain teasers and riddles to foster there analytical thinking.
provide reading books with only a few character.
ask children open ended question to provoke thought and higher
order thingking
 TOYS/ LEARNING MATERIALS
( CONCREATE OPERATIONAL STAGE )
Logic games like Mancala and chess.
STEM toys (mechanical building sets)
Science kits.
Hobbies that create something like woodworking or sewing
or crocheting.
Number games.
Models to build ( airplane models, doll houses, and car
models)
Legos and Lego sets.
 TEACHING METHOD
( FORMAL OPERATIONAL STAGE )
 TEACHING METHOD
( FORMAL OPERATIONAL STAGE )
CHILD can think about abstract and theoretical concepts and use
logic to create solutions to problems. It also involves logical
thought, deductive reasoning, and systematic planning.
 TEACHING METHOD
( FORMAL OPERATIONAL STAGE )
offer step by step explanations of concepts and use charts and other visual aids
to demonstrate desired learning.
 TEACHING METHOD
( FORMAL OPERATIONAL STAGE )
offer step by step explanations of concepts and use charts and other
visual aids to demonstrate desired learning.
classify and group information using graphic organisers so children can
assimilate new information
 TEACHING METHOD
( FORMAL OPERATIONAL STAGE )
offer step by step explanations of concepts and use charts and other
visual aids to demonstrate desired learning.
classify and group information using graphic organisers so children can
assimilate new information.
explore hypothetical situation related to current or social issues.
 TEACHING METHOD
( FORMAL OPERATIONAL STAGE )
offer step by step explanations of concepts and use charts and other
visual aids to demonstrate desired learning.
classify and group information using graphic organisers so children can
assimilate new information.
explore hypothetical situation related to current or social issues.
broaden children’s knowledge whenever possible.
 TOYS/LEARNING MATERIALS
( FORMAL OPERATIONAL STAGE )
Sudoku puzzles,
Rubik's cube,
chess,
remote control toys,
video interactive games.
HOW TO TEACH STUDENTS BASED ON
COGNITIVE DEVELOPMENT IN GENERAL
1 Focus on there process of children’s thinking, not just its product

.
HOW TO TEACH STUDENTS BASED ON
COGNITIVE DEVELOPMENT IN GENERAL
1 Focus on there process of children’s thinking, not just its product

2 Recognise the crucial role active , self-initiated interaction plays in learning.

HOW TO TEACH STUDENTS BASED ON
COGNITIVE DEVELOPMENT IN GENERAL
1 Focus on there process of children’s thinking, not just its product

2 Recognise the crucial role active , self-initiated interaction plays in learning.

.
3 stop using strategies aimed at asking children adult like in there thingking.
HOW TO TEACH STUDENTS BASED ON
COGNITIVE DEVELOPMENT IN GENERAL
1 Focus on there process of children’s thinking, not just its product

2 Recognise the crucial role active , self-initiated interaction plays in learning.

.
3 stop using strategies aimed at asking children adult like in there thingking.

4 accept the individual differences in children’s developmental

progress.
PEDAGOGICAL APPROACH
 PEDAGOGICAL APPROACH
it’s just the method and practice of teaching in general
5 PEDAGOGICAL APPROACH
1 CONTRUCTIVIST APPROACH
Based on constructivism concept

learners create there own understanding on things around

them

based on learners experience

Experience turn to knowledge and understanding

GOALS OF CONTRUCTIVIST
APPROACH
Let the children take more active rule in learning process

encourage learners to use there previous knowledge to be

there foundation in understanding new lesson
Or concept.
5 PEDAGOGICAL APPROACH
2. COLLABORATIVE APPROACH
Big emphasis on having collaborate learning.

work together to learn more about new

information or knowledge that has been
presented

strength it capitalize on each other understanding

about the lesson

find there unique skill and resources.

GOAL OF COLLABORATIVE
APPROACH
Allow learners to create and environment where
people can interact with each other while sharing
there experience and knowledge

can be done in variety of ways

evaluating or monitoring somebody else work

5 PEDAGOGICAL APPROACH
3. REFLECTIVE APPROACH
Focus on primary on analysing on what they are doing
in classroom

encourage the teacher to think about on better

teaching technique that will be effective in class

can be done through

self evaluation
self reflection
GOAL IN REFLECTIVE
APPROACH
Do some assessment

diary presentation

Journals
5 PEDAGOGICAL APPROACH
4. Integrative approach
Teacher provide learners an environment where
they can make connection to the current topic
to previous one

Guided by the curriculum

Fucos on specific connection between different

topics
GOAL IN INTEGRATIVE
APPROACH
Avoiding facts in isolation

learners to gain broader understanding on the topic

studies shown this kind of approach make learners to

engage on topic
5 PEDAGOGICAL APPROACH
5 INQUIRY BASED APPROACH
encourage learners to engage in exploration,
investigation, to search and study

teacher present a question, scenarios, or

problem that require critical thinking to
solve

different from other other approach where

where facts are presented in simple manner
GOAL IN INQUIRY BASED
APPROACH
teacher require more than just simply
giving correct answer to the question

encourage learners to be thoughtfull and

engaged more

more effective in teaching science cause

Science is easily to learn when you learn the
Process than isolate facts.
CURRENT RESEARCHES ON
COGNITIVE DEVELOPMENT
 1. Continuos development
often referred to as continuity, is a principle
suggesting that the processes of growth and
development are not abrupt changes but rather
gradual, interrelated transitions.
2 Activities (educational application research,
phonemic awareness)

Marilyn Jager Adams

born December 14 1948

specialist in cognition and education

Scholar at brown university
2 Activities (educational application research,
phonemic awareness)

the ability to hear and manipulate parts of spoken

language. Skills are at a listening/auditory and
spoken/verbal, level – NO print – spoken words
requiring ears only!
awareness in just a few minutes by slowly saying
aloud a list of rhyming words. Somewhere in the list,
add in a word that doesn't rhyme. For example, you
might say the words "bear," "chair," "desk," "hair," "air."
Have your child try to identify which word doesn't
rhyme with the others
"It is what teachers think, what teachers do, and what teachers
are at the level of the classroom that ultimately shapes the kind
of learning that young people get."

- Andy Hargreaves and Michael Fullan -

THANK YOU FOR LISTENING
 REFERENCE
De la Cerna, R.E., 2021, PEDAGOGICAL APPROACHES: 2C2I1R, Retrieved from:
https://www.youtube.com/watch?v=HUPMVBq0iow

Huitt, W. (1997). Cognitive development: Applications. Educational Psychology

Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/cogsys/piagtuse.html

Siegler, R. (2022). Cognitive development in childhood. In R. Biswas-Diener &

E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers.
Retrieved from http://noba.to/8uv4fn9h

Regents of the University of Minnesota, 2022. Cognitive Development and

Neuroimaging Lab.
Retrieved from https://innovation.umn.edu/cdnlab/current-research/

https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-020-08598-
5#:~:text=Children's%20cognitive%20development%20is%20affected,environment%2C%20provision%20of%20appropriate%20play

https://study.com/academy/lesson/cognition-theory-lesson-
quiz.html#:~:text=Cognitive%20theory%20suggests%20that%20the,help%20them%20understand%20this%20information.

https://positivepsychology.com/piaget-stages-theory/
Group 6 MEMBERS
BERNARDINO, MARY JONES
CABER, JANICA
dayta, jiro
DEVERO, BERNADETH
SEVADERA, LUISA BIANCA