Cognitivism

I S T 520 : G R O UP P R OJ ECT 1 – L E A R NING T HE O R I E S

T EA M 2
Principle Elements and Ideas Related to Theory
• According to Harasim, the primary focus of cognitivist theory was to
explain what occurs after the stimulus and before the response,
revealing the processes of the mind
• Cognitivists viewed the mind as a computer and were concerned with
better understanding the mental structures and process models of
the mind with respect to behavior
• Similar to Behaviorism, Cognitivism maintained the epistemology of
objectivism, where the primary role of the instructor is to delivery
information to the learner who in turn assimilates it which is a
didactic model
Social Conditions/Economic/Technological Context
• By the early 1920s many researchers began to question the limitations of
Behaviorism. One major flaw was the simplistic view of solely the direct
relationship between “stimulus and response” that could not explain all social
behaviors. This set the stage for Cognitivism to flourish.
• According to Winn and Snyder, other factors required consideration of the
impact to “predictability” of a response to a stimulus. It was time to study the
internal mental processes responsible for evaluating the stimulus to determine
the appropriate response.
• Cognitive learning theory was highly impacted by the invention of the computer.
• Additional contributing factors were developments in linguistics, neurology,
psychology, education and computer science. Intelligent tutoring systems and
artificial intelligence were key cognitive learning technologies
Positive Contributions
• Technological advancements in education are a result of cognitivism
• Artificial intelligence (AI) was invented during the 1950s after World War II,
with the goal to build computers that would have the cognitive capabilities of
humans
• Through these cognitive processes, they would be able to enhance instruction
• The contribution of cognitivism in education is its influence in instructional design through
learner-driven education via software or instructors
• Cognitivism’s legacy is explaining human behavior through analyzing theories and behaviors

• Gagne’s Theory providing a taxonomy of learning outcomes, specific

conditions for learning outcomes and events of instruction that are beneficial
for instructional designers
• Emphasis on individualized learning
Criticisms and Who Made Them
• Finiley (1983) argues Gagné's theory:
• Is not beneficial to scientific curriculum due to too much emphasis on in inductive
empiricism (p.5)
• Is too rigid, 9 steps may take too long for instructional design
• Does not allow for creative problem solving

• Buswell (1951) argues that information processing theory conflicts

with mathematical curriculum “Much harm has been done to the
organization and teaching of arithmetic by trying to force all learning
situations to fit any one theory of learning. (p.210)
Major Contributors/Contributions/Years
• Marriner David Merill: late 1960s – present. The Component Display Theory,
Instructional Transaction Theory and the First Principles of Instruction.
• Charles Reigeluth: late 1970s – present. Instructional design theories and systemic
transformation of educational systems, transforming from the teacher-centered
paradigm founded in time-based student progress to the learner-centered paradigm
founded in competency-based student progress.
• Robert M. Gagné: 1930s – 1990s. Conditions of Learning. Applied concepts of
instructional theory to the design of computer-based training and multimedia-based
learning.
• Jerome Bruner: early 1940s – early 2000s. Human cognitive psychology and cognitive
learning theory in educational psychology.
• Roger Schank: late 1960s – late 2000s. Conceptual dependency theory and case-
based reasoning.
Collective Team Position on Situation Applications
• Military: Experiential learning, social learning, and mastery learning
• Using cues, questions, summarizing and note-taking
• Concept mapping and virtual field trips
• Online games and reinforcement activities, such as sorting games,
puzzles, and flashcards
• Observational learning
Mapping Cognitive Science to 5 Ps Theory
Accounted
For?
Y = Yes
Element of Motivation N= No Comments
NA = Not
Applicable
? = Cannot
Determine

Presentation
The theory considers whether material is Y Student's attention is drawn to a
relevant to needs and goals of the learner task through highlighted material,
and/or student self-regulation.

The theory includes consideration as to Y Student's attention is maintained by

whether material and/or presentation/stimulus connecting a concrete object or
is novel, is something new and interesting to other cue to the task.
the learner

The theory concerns itself with the Y Student's attention is drawn to a

presentation approach being intrinsically task through teacher input,
pleasant/interesting/stimulating/ thought highlighted material, and/or student
provoking self-regulation.

The theory informs with respect to areas such Y Student is provided with specific aids
as wording, visuals, audio, language being for problem-solving and
manageable and useable to the receiving memorization.
group or individual
Mapping Cognitive Science to 5 Ps Theory
Practice
The theory supports opportunities being
provided to develop proficiency in application
of the skill, knowledge, ability or concept
The theory supports practice activities, to
include repetition and spiraling, designed to
develop automaticity in responses and
execution if appropriate
The theory requires that practice is relevant to
needs and goals of the learner
The theory covers self-assessment or
assessment by other means that evidences
that the Learner can see that skill/competency
acquisition is taking place
The theory requires practice activities that are
within or slightly above the learner’s
competency level
The theory requires that practice be designed
to lead to correct response.
Y Student practices target information
through verbalization, visual study,
or other means.
Y Students practice actions through
games, for example, where they
must repeat target information.
Y Student expands target information
by relating information to real-life
use.
Y Student simplifies target information
by converting difficult or unfamiliar
information into more manageable
information.
Y Practices move from simple to
complex.
Y Tasks, broken down into smaller
steps or chunks that use information
to develop instruction, moves from
simple to complex building on prior
schema.
Mapping Cognitive Science to 5 Ps Theory
Production and Posting

The theory encourages application of the Y Tasks requiring an increased

skill, knowledge/ability or concept being level of processing are primarily
learned associated with strategies
having a stronger cognitive
emphasis.

The theory encourages publication of N

whatever is produced by the learner to
group for peer view and learning
Mapping Cognitive Science to 5 Ps Theory
Participation/Collaboration
Theory supports synchronous or
asynchronous review of posted products
Theory promotes a Community of
Practice/Wisdom/Knowledge
Theory supports some form of
accountability with respect to who is
contributing and how they are contributing
to knowledge sharing
Theory accounts for variation in task
readiness and ability to contribute to group
effort to meet goals
In terms of theory, does the theory provide
for collaboration?
Y Student uses computer-based
learning.
Y Perhaps mostly applicable in a
military environment.
Y Teacher and student can see and
hear how each of them is reacting
to the instructional and learning
process, which is accountability
achieved through bonding
Y Perhaps mostly applicable in a
military environment.
Y Teacher and student can see and
hear how each of them is reacting
to the instructional and learning
process, which is accountability
achieved through bonding
Thank you!
TEAM 2