By:

Antonio R. Naing Jr.

Joan D. Del Castillo

Cognitive View of
Learning
The Cognitive Theory:
Defined
Developed after the influence of Behaviorism.
Cognition: literally means knowing, and is the mental act or
process to which knowledge is acquired (Mcleod,S.A.).
Cognitive Theory compared our thoughts and recollections to our
behavior:
Both are tendencies of the individual, and therefore should be
analyzed as such. (Gary, Shelly B. Pg 371).
The human mind and the present day computer have a synergistic
function:
Input, store and retrieve information.
As humans, we hear/see/do certain things which are placed into
our memory for us to use this acquired knowledge in the future.



The Cognitivist
Allan Paivio (1925- Current)
Developed the dual coding theory- information
given visually and verbally enhance recall and
recognition.
believes people process information in
distinctively different ways.
Processing images v. Processing language.
Howard Gardner (1943- Current)
Developed the theory of multiple intelligence-
verbal, mathematical, visual, kinesthetic, musical,
interpersonal, intrapersonal, naturalist.
Believes that everyone may have all eleven
intelligences but one or two are more dominate.
Believes the intelligences are influenced by
biological predispositions, learning opportunities,
and the individuals cultural context.

The Cognitivist
Robert Gagne (1916- 2002)
Based on the building block principle.
Five major categories of learning- verbal
information, intellectual skills, cognitive strategies,
motor skills and attitudes.
Incorporated characteristics of behavior
modification theory and performance education
Believed that a variety of internal and external
conditions must be present for learning to occur.
The Cognitivist
Benjamin Bloom (1913- 1999)
Focused on students learning domain
Classified learning into three domains
Cognitive- organization of ideas and thoughts
Affective- emotions, attitude, interests, attention, awareness
Psychomotor- students motor and physical abilities
Blooms Taxonomy
Levels move from simple to complex
Connected to mastered learning
Students continue to learn after they
have already mastered a skill



Classroom Implications
Students need to stray away from lecturing
and get the students to actively participate.
Teachers should understand and incorporate
different learning styles.
Each student has a different type of
intelligence. They should use their dominant
intelligence, while also working to improve
their non dominant intelligences.
Classroom implications
Teachers roles
Using Gagnes Nine Events of Instruction teachers improved
their students internal process of learning.
Using Gagnes building block techniques the students are able to
use technology in a variety of ways: beginning with something
simple, such as searching the web for information to more
demanding tasks like creating a website.
With the knowledge of Garners different intelligences teachers
are able to incorporate a variety of activities that uses a
variation of learning styles.
Blooms Taxonomy allows teachers to actively challenge
students with a variety of questions ranging from recall to
analysis.
Classroom implications
Students roles
Students can learn about the different intelligences they
poses using Gardners different intelligences.
Once the students discover what intelligence(s) is(are)
their strongest they can achieve higher academic goals by
learning with those styles.
The students can challenge themselves by using different
style questions as described by Benjamin Bloom.
Using the idea of dual coding, proposed by Allan Paivio,
the students are able to analyze images and language
separately to create intricate and creative answers.

The Cognitive Theory:
Classroom/Teacher Use
With Technology:
The multimedia principle: states that people
learn more deeply from words and pictures
than from words alone (Mayer, p. 47).
Teachers use technology to help students retain
information.
The principle states that these elements (pictures
and visuals) are selected and organized
dynamically to produce logical mental constructs.

PowerPoint Clip Art
Classroom Implications
Students need to stray away from lecturing
and get the students to actively participate.
Teachers should understand and incorporate
different learning styles.
Each student has a different type of
intelligence. They should use their dominant
intelligence, while also working to improve
their non dominant intelligences.
The Cognitive Theory:
Classroom/Teacher Use
Without Technology:
Teachers in the classroom will teach students
with repetition for the students to input the
information.
Information comes in, is processed, and leads
to certain outcomes.
Using assessments to see these outcomes is how
the teacher implements this theory.
The Cognitive Theory:
Student Use
With Technology:
Students see what the teacher presents as a
visual
They will then start to process and input the
information into their memory
Then they will recall that information when
tested on that particular visual presentation
The Cognitive Theory:
Student Use
Without Technology:
Students will use the thought process to
successfully perform the problem by recalling
information that the instructor lectured about
prior to an assessment.
They use problem solving, analysis, and then
they explain the result.
PowerPoint Clip Art
The Cognitive Theory:
How We Would Implement This
Using a vocabulary curriculum to allow the students to
input new information into their brains.
Giving students formulas to know if in a mathematics-
based classroom.
Showing the students different videos (implementing
technology) and then testing them on what they
learned.
Constantly adding new information for the students to
input into their memory, then reviewing what they
have learned by assessments.
Personal Teaching
Cognitive thinking involves a large amount of student
and teacher participation.
I think this theory would work well in my classroom
because of the different academic challenges in poses.
A wide variety of studies, techniques, and organization
styles are available pertaining to the cognitive theory.
Integrating technology into the lessons would be fairly
easy with the different skill levels assisted.
For example: I could teach the students a lesson and build
on the ideas demonstrated in the lessons. Once the
students have reached the point of mastery learning I will
implement a more difficult lesson with the use of
equipment.
Works Cited
"Cognitive Theories." Learning Theories. Web. 20 Nov.
2011. <http://www.learning-
theories.com/category/cognitive-theories>.
Gary, Shelly B. Boston (2010). 6
th
Edition. Teachers
Discovering Computers; Integrating Technology and
Digital media in the Classroom.
Mayer, R. E.; R. Moreno (1998). A Cognitive Theory of
Multimedia Learning: Implications for Design Principles.
http://www.unm.edu/~moreno/PDFS/chi.pdf.
Mcleod, S. A. (2007). Simply Psychology; Cognitive
Approach in Psychology. Retrieved 20 November 2011,
from http://www.simplypsychology.org/cognitive.html

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