COGNITIVE
APPROACH
GROUP MEMBERS:
1)MUZAFFAR ONN BIN MAHATHIR (HB220067)
2)SHAHIRAH NAJWA BINTI TAJUDDIN (HB220066)
3)SHARIFAH MUNIRAH BINTI SYED KAMAROZAMAN (HB220116)
4)SYARAFINA SOLEHAH BINTI SALEHUDDIN (HB220036)
5)NURUL AINA NASUHA BINTI AHMAD KAMSHOR (HB220065)
DEFINITION, THEORY
&
PRINCIPALS
What is Cognitive?
Mental processes and activities related to
perception, memory, learning, reasoning,
problem-solving, decision-making, and
other aspects of thinking and understanding
It includes all steps in gathering, analyzing,
and using knowledge as well as the capacity
to perceive, comprehend, and engage with
the environment. The complex operations of
the human mind and how it handles
information are often referred to as cognitive
in the fields of psychology, neuroscience,
and artificial intelligence.
What is Cognitive Approach?
The cognitive approach is a theoretical perspective in
psychology that emphasizes the role of mental processes, such
as thinking, perception, attention, memory, and problem-
solving, in human behavior.
It is concerned with understanding how people process
information, and how they use this information to make
decisions and solve problems.
Cognitive psychologists study how people acquire, process, and
use information, and how this information is represented in the
brain.
The cognitive approach has been influential in many areas of
psychology, including perception, language, memory, and
problem-solving, and has applications in fields such as
education, artificial intelligence, and clinical psychology.
Theory of Cognitive Approach
Perception and interpretation: Cognitive-behavioral therapy: Mental representations:
People's perceptions and This therapy approach is based on the People use mental
interpretations of events and cognitive model and focuses on helping representations (such as
situations shape their behavior and people change their thoughts, beliefs, schemas, scripts, and
emotions and attitudes in order to improve their prototypes) to organize and
mental health and well-being make sense of information
Cognitive development: Information processing:
People's cognitive abilities develop People process and interpret
and change over time, influenced by information through a series of
both biological and environmental mental processes, such as
factors. attention, memory, and reasoning.
Principal of Cognitive Approach
Mental processes are central to People actively process information Mental processes can be studied
understanding behavior scientifically
According to the cognitive approach,
The cognitive approach emphasizes
people are active processors of The cognitive approach uses scientific
the importance of mental processes,
information, and their mental methods to study mental processes,
such as perception, attention, memory,
processes play a key role in shaping including experiments, observations,
and reasoning, in shaping behavior
how they perceive, interpret, and and computer simulations
and understanding the mind.
respond to events and situations.
Mental representations are used to Cognitive development is a gradual Cognitive-behavioral therapy can be
organize information process effective
The cognitive approach suggests that people The cognitive approach recognizes that The cognitive approach has led to the
use mental representations, such as schemas, cognitive abilities develop and change development of cognitive-behavioral therapy,
scripts, and prototypes, to organize and make over time, influenced by both biological which focuses on changing negative or distorted
sense of information and environmental factors thought patterns to improve mental health and
well-being
PIONEERS OF COGNITIVE
APPROACH
Jerome
Jean Piaget Lev Vygotsky
Bruner
JEAN PIAGET
Born: 9th August 1896, Switzerland
Died: 16th September 1980 (Age 84)
Parents: Eldest son of Arthur Piaget and Rebecca Jackson
Education: Received Ph.D from University of Neuchatel in
1918
Wife: Married to Valentine Chatenay, 1923
Children: Jacqueline, Lucienne & Laurent
Known as “The Father of Children’s Psychology”
He was one of the 20th century’s most influential
researchers in the area of developmental psychology.
He studied the intellectual development of his own children
from infancy to language because he want to know how
children learned through their development in the study of
knowledge.
He was originally trained in the areas of biology (zoology)&
philosophy. He considered himself a “Genetic
Epistemologist”. Applying bio principle in study
development theory. He explore more on how & why mental
ability change over time.
Key Term in Piaget's Theory
Piaget's characterized cognitive development is based on two main element which are
organization and adaptation
1 ORGANIZATION 3 ASSIMILATION
Individuals combine their existing Understanding new experiences in
scheme to create new scheme that terms of existing schemes
are more complex.
2 ADAPTATION 4 ACCOMODATION
The process of adjusting schemes in The process of adjusting where
response to the environment by means individual will adjust existing
of assimilation and accommodation scheme to suite the new situation.
PIAGET'S COGNITIVE THEORY
•Piaget’s theory of cognitive development propose that a child’s intellect/cognitive abilities progress through four
distinct stages.
•Children build scheme to understand their surroundings or experiences
MAJOR ACCOMPLISHMENT
1. Formation of object permanence
2. Gradual progression from reflexive behaviour goal directed behavior.
Can mentally represent objects and events. (“thinking”).
Child can think through & plan behaviour.
DEMONSTRATE SCHEME
Patterns of behaviour or thinking to learn about their world.
Eg: used toys to bang on table. Toys make noise & they see the objects hiting the
surface of table
EXAMPLE:-
if you cover an infant’s bottle with a towel, the children may not remove it, believing
that bottle is gone. By 2 year of age, children understand that objects exist even if they
cannot be seen.
Baby achieve object permanence & toward advanced thinking.
MAJOR ACCOMPLISHMENT [Link] greater ability to think about things
[Link] use symbols to mentally represent object
LANGUAGE DEVELOPMENT:
PRECONCEPTUAL INTUITIVE STAGE
STAGE (2-4Y) (5-7Y)
•Use a lot of verbal representation but speech is •Speech becomes more social, less egocentric
egocentric
•What they feel or sense to be true, but unable to
•Use symbols to show actions. explain the underlying principles.
Eg: a toy doll for a real baby
Children lacked an understanding of the principle of conservation. Thus, piageat conclude that this
preoperational child can be characterized: their thinking as:
1. Irreversible - they cannot reverse their thinking to the starting point.
2. Centration - Focus on only one aspect of a situation.
3. Animism = treating animate objects as living ones. Eg: feeding a doll as if they are alive & after
that treated as not alive.
4. egocentric - Believe that everyone sees the world exactly like they do. Unable to understand the
world from anyone else’s eyes.
NO EGOCENTRISM/ SERIATION TRANSITIVITY
DECENTRING
Ability to sort objects Ability to recognize logical relationship
in an order according among elements in a serial order.
Ability to view things to size, shape or other Eg: if Ali is taller than Baharum and
from another’s characteristic. Baharum is taller than Chen, then Ali must
perspective Eg:: arrange block be taller than Chen.
from smallest to
largest size.
CLASS INCLUSION ABILITY REVERSIBILITY
Child understands that numbers or
Understanding that the quantity, length or number of
objects can be changed, then returned to
items is unrelated to the arrangement or appearance of
their original state.
the object or item.
Eg: 4+4=8 and 8-4=4
8 boys , 5 girls = children?
•Skills: logical though, deductive reasoning, inductive reasoning
and systematic planning.
•Understand social system and rules are developed by a man
by mutual agreement that can be changed and modified.
•Way of thinking is at its most advanced, although the
knowledge it has to work with will change.
CRITICISMS & REVISIONS OF
PIAGET’S THEORY
1. Piaget’s theory is conservative.
The development stage was largely fixed.
However, researchers found that Piageat’s task can be taught to children at earlier developmental
stages:
a) Young children can succeed in simpler forms of Piageat’s task that require the same
skills (Gelman 2000; Siegler, 1998).
b) Young children can solve can solve problems involving the number of blocks in a row
when the task was presented in a simpler way with simpler language (Gelmen, 1979).
c) Formal operational task produced passing rates from 19 to 98 percent, depending on the
complexities of the instructions (Nagy & Griffiths, 1982).
d) Infants shown to demonstrate aspects of objects permenance much earlier than Piaget’s
prediction (Baillargeon et al, 1990).
Children are more competent than Piaget’s Theory
CRITICISMS & REVISIONS OF
PIAGET’S THEORY
[Link] are broad stages of development affecting all types of cognitive tasks
•They argue that children’s skills develop in different ways on different tasks and their
experiences can have a strong influences on the pace of development.
•Eg:
a) Children can be taught to perform well on the Piagetian tasks assessing formal operations
such as the pendulum problems (Greenbowe et al., 1981). experience matters.
b) College students were likely to show formal operational reasoning on tasks related to their
majors but not on other tasks. watch an intelligent adult learning to sail. Initially he/she
likely to engage in a lot of concrete operational behavior, trying everything in a chaotic
order, before systematically beginning to learn how to adjust the tiller & the sail to the wind
and the direction (De Lisi & Staudt, 1980).
Children development stage might different based on different tasks & experiences
they have.
EDUCATIONAL IMPLICATIONS OF
PIAGET'S THEORY
1- Focus on the process of children's thinking
Teachers must understand the process children use to get to the answer, not only checking the correctness of children's
answer.
2- Recognition of the crucial role of children's self-initiated, active involvement in learning activities.
Instead of teaching didactically, teachers provide a rich variety of activities that permit children to act directly on the physical
world. as in Piaget's theory children are encouraged to discover for themselves through spontaneous interaction with the
environment.
3- Acceptance of individual differences in developmental progress.
PT: assumes all children go through the same developmental sequence but they do so at different rates.
Teachers must make a special effort to arrange classroom activities for individuals and small groups of children rather than for
the total class group.
Assessment of children's educational progress should be made in trerms of each child's own previous course of development,
not in term of normative standards provided by the performances of same-age peers.
JEROME SEYMOUR BRUNER
(1915-2016)
Born: 1st October 1915, New York
Died: 94 years old
Education: PhD Harvard (Psychology), 1941 & BA, Duke
University, 1937
Affiliations:-
1. American Psychological Association
2. Law & Society Association
3. Society for Research in Child Development
Publications: -
1. The culture of Education, 1996
2. Acts of Meaning, 1991
3. Actual Minds, Possible Worlds, 1987
4. The Process of Education, 1960
THEORY OF CONSTRUCTIVISM
based on the theme that learning is an active process and learners construct new ideas or concepts based
upon existing knowledge. Further divided into:
LEV SEMENOVICH VYGOTSKY (1896-1934)
Born: 17th November 1896, Orsha in Russia
Died: 1934, 37 years old (tuberculosis)
Parent: Father- Semi L’vovich,mother is a teacher
Education: Moscow State University, Degree in Law (1917)
Work:
1. A science teacher in various schools
2. A psychologist at Institute of Psychology in Moscow (1924)
ABOUT LEV VYGOTSKY THEORY
MAJOR THEMES OF HIS THEORY
BASIC ASSUMPTIONS OF
COGNITIVE PSYCHOLOGY -
THE IPS: THE HUMAN
INFORMATION-
PROCESSING SYSTEM
INFORMATION
PROCESSING SYSTEM
Information processing involves mental or human mental
activity related to receiving information, storing and
reproducing it for use (Woolfolk, 1998)
INFORMATION PROCESSING MODEL
Sensory Memory
Sensory memory is a short-term memory that exists in the human
senses. Information storage time is between 1 and 3 seconds.
Short-term/Working Memory
Short-term memory capacity is small. The information storage period
is between 5 and 20 seconds. Information is processed, filtered,
compiled or synthesized to be sent to a long-term memory store for
storage
Long-term memory
Long-term memory has great capacity. It saves longer information,
which is more than a few minutes to a few years.
THE STRENGHTS AND
WEAKNESSES OF THE
APPROACH
Strengths
The cognitive approach is scientific in nature, which means that it
emphasizes empirical evidence and the use of rigorous research methods to
study mental processes
The cognitive approach has practical applications, such as in the
development of cognitive-behavioral therapy, which has been shown to be
effective in treating a wide range of psychological disorders.
The cognitive approach provides a comprehensive framework for
understanding human behavior, by emphasizing the role of mental
processes in shaping behavior.
The cognitive approach is good at predicting behavior and explaining why
people behave in certain ways.
Weaknesses
The cognitive approach can be reductionist, in that it tends to focus on
specific mental processes in isolation, rather than considering the
broader social and environmental factors that influence behavior.
The cognitive approach overemphasizes internal mental processes,
and may not take into account external factors that also influence
behavior.
The cognitive approach tends to ignore the role of emotions in shaping
behavior, which may limit its ability to explain certain aspects of
human behavior.
