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Cognitive Approaches To Learning Powerpoint
Cognitive Approaches To Learning Powerpoint
Learning
Understanding Learning:MOD001256
Learning Objectives
Understanding Learning
Week 4
Assimilation, accommodation and
equilibrium
Assimilation
“The process by which a person takes material into their minds from the
environment”. (Atherton 2011)
Accommodation
• Constructivism
– The child constructing its identity and understandings of its
environments
• Social constructivism
– The child constructing its identity and understandings within
her/his social environments
Assimilation, accommodation and
equilibrium
Assimilation, accommodation
and equilibrium
Equilibrium
http://www.simplypsychology.org/piaget.html
Jean Piaget -
developmental stages
• Thinking becomes more symbolic. For example: symbols can stand for
numbers in Maths. What is Y in the sum 3 x X = Y, if X is 4?
http://www.youtube.com/watch?v=zjJdcXA1KH8&feature=related
Jean Piaget – in practice
Piaget does not consider how factors such as environment and culture impact on
children’s cognitive development and learning.
Piaget’s stages are too rigid. Children develop at different rates. Some will never
attain the formal operation level or may not be asked to display this level of
knowledge.
Piaget’s theory places less emphasis on the role of the teacher, where theorist such
as Bruner and Vygotsky believe the role of the teacher is essential.
• The language used in tests was too complicated for the children to understand.
(Meadows 1993)
• Sample sizes were too small. They did not include a range of children from
different cultures and also included Piaget’s own children (Calloway, 2001)
Social Constructivism
Understanding Learning
Week 5
Lev Vygotsky (1896-1934)
Source
http://www.instructionaldesign.o
rg/theories/social-
development.html
Zone of Proximal
Development
• “…not a specific quality of the child, nor is it a specific
quality of the educational setting or educators…it is…
collaboratively produced in the interaction between the
child and more knowledgeable others. The aim of the
collaborative interaction is to lift the learner to become a
‘head taller’” (Vygotsky, 1978, p.102)
Jerome Bruner (1915)
• American psychologist. Focused on schooling in
1950’s. Bruner believed the role, purpose and method
of education should reflect the values of society.
Bruner proposed they are three ways or modes of making sense of our
world…
Enactive: actions
Muscle memory: a baby remembers how to shake a rattle, adult: how to type
or drive a car.
Constructivist
Learning is an active process. Learners construct new
ideas/concepts based on current and previous learning.
Bruner’s work supported discovery learning and
children engaging in problem solving activities.
Language
Language is important in learning, as it helps learners to develop thinking
skills, to problem solve and to deal with abstract concepts.
Motivation
Learners need to be interested and motivated to learn.
Social learning
Bruner like Vygostsky emphasised the social nature of learning and felt
adults should play an active role in children’s learning. The teacher role is to
facilitate learning and to encourage and support children to learn.
Scaffolding
Complex tasks are broken down into smaller tasks for the child to achieve.
The adult works along side the child offering support. The support is
gradually reduced as learning takes place and the child can work
independently.
Jerome Bruner - Key
ideas:
Spiral curriculum – This opposes Piaget’s stages of learning and his
concept of readiness to learn.
•Children are held back by teachers as certain topics are seen as too
difficult to understand.
Spiral Approach
Different topics are studied more
than once. Each time they are
revisited, it is at a deeper and
more complex level.
Atherton J. S., 2011. Learning and Teaching; Piaget's developmental theory. Accessed 5 October 2012 from:
http://www.learningandteaching.info/learning/piaget.htm
Calloway, W. R., 2001. Jean Piaget: A Most Outrageous Deception. New York: NOVA
McLeod, S., 2012. Jean Piaget. Accessed 2 October 2012 from: http://www.simplypsychology.org/piaget.html
Meadows, M., 1993. The Young Child as Thinker: The Cognitive Development and Acquisition of Cognition in Childhood. London:
Routledge
Pagram, J. & McMahon, M. 1997. WeB-CD: An Interactive Learning Experience for Distance Education Students Studying
Interactive Multimedia. Poster presented at ICCE97 International Conference on Computers in Education, Kuching, Malaysia, 2-6
December.
Piaget, J. P., 1970. Science of Education and the Psychology of the Child. New York: Orion.
Smidt, S., 2011. Introducing Bruner: A Guide for Practitioners and Students in Early Years Education. London: Routledge
Vygotsky, L. S. 1978 [first published together]. Mind in Society: The Development of Higher Psychological Processes. Cambridge,
MA: Harvard University Press.
Vygotksy, L.S. 1986 [1934]. Thought and Language. Newly revised and edited by Alex Kozulin. Cambridge, Ma.: MIT Press.
Further reading & resources –
check the Weblinks section on
the VLE.
Piaget:
http://www.learningandteaching.info/learning/piaget.htm
http://tip.psychology.org/piaget.html
http://www.simplypsychology.pwp.blueyonder.co.uk/piaget.html
Vygotsky:
http://tip.psychology.org/vygotsky.html
http://www.learningandteaching.info/learning/constructivism.htm#Vygotsky
http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html
Bruner:
http://www.infed.org/biblio/learning-cognitive.htm
http://tip.psychology.org/bruner.html
http://www.infed.org/thinkers/bruner.htm
http://www.simplypsychology.pwp.blueyonder.co.uk/bruner.html
Further reading: Cognitivist
theorists
Chapter 4 Cognitivist Theories in: Jarvis, P., Holford, J., Griffin, C., 2003.
The Theory and Practice of Learning. 2nd edn. London: Routledge (E-
book - library)
pp. 37-62 & pp337-340 in Woolfolk, Hughes & Walkup. 2013. Psychology
in Education. Second Edition. Harlow: Pearson