NI T I VI S M

C O G
 IS M
IT IV
G N • Cognitive ps
O
ychology derived
its name
C from the Latin co
knowing and info
psychology is an
gnoscere, referrin
rmation, thus cog
g to
nitive
information-proc
psychology deriv essing
ed in part from ea
traditions of the in rlier
vestigation of tho
and problem solv ught
ing
• is a learning t
heory that focuse
information s on how
• received

BY THE
• organized
• stored
• retrieved

• the mind is co
MIND
nsidered as inform
processer, like a c ation
omputer
 N I TIV IS M
CO G b l e b e h a v i or , v i e w i n g
e y o nd o b s e r v a
• loo ks b l p r o c e s s e s
i n te r n a l m e n t a y
learning as i n t h e w a y t he
t iv e l y i n v o l v e d
e r s a r e a c
• learn n
s s i nf o r m a t i o
proce c o n c e r n e d
o g n i t i v i s t s a r e
• th e c w a nd h o w
a t l e a rn e r s kn o
with w h
t o a c q u i r e i t
they come

r ve c h a n g e s in
g ni ti vi st s o b se
the co n di c a t or o f
t o n l y as a n i
behavio r b u d
lea r n e r's m i n
i n g o n i n t he
what is go
 e v e lop e d a s a re a ct io n to
Cognitivism d e in de a t h a t
behavio ri sm a n d g ai n e d c re d e n c th e i n
o r e d y s a
the 1950s ign king pla e
thin ortant rol
imp
the cognitivists objected to the
b e c a u se th e y fe lt th a t th e
behaviorists ly a
latter th o u g ht le a rn in g w as s im p
reaction to a stimulus
ri b u t e d Bruner
c o n t
r s
e men t o f
a rc h p o r y
r e se velo g th e
a n y e de
m to th st lea r n in Vygotsky
i tiv i
c o g n

Bloom

Piaget's view had a

tremendous impact
the cognitivists viewed knowledge as
symbolic mental constructs, or
schemata

re c h an g ed ,
sc h e m at a a
n l ea rn e r' s ce
whe n i n g t a ke s p la
lea r
SOME OF THE • Learning is a process of organizing
CENTRAL PRINCIPLE information into conceptualized
OF COGNITIVISM IN models.
• Instructions should be organized,
THE CLASSROOM ARE sequenced and presented in a manner
that is understandable and
meaningful to the learner.
• Retention and recall are important to
build schema's in the brain.
• Memory is supported by organizing
learning material.
• Teachers must provide tools that help
learner's brain process information.
 How does it affect
the curriculum?
Whenever teachers adjust the
curriculum to the
intellectual development of the
students this is due in
part to the work of cognitive p
sychology. The most
famous and practical example
of this would be Bruner ’s
spiral curriculum. Students are
exposed to the same
themes and ideas but at varyin
g levels of complexity
over time. This sequencing of
the curriculum is based in
part on the intellectual capacit
ies of the students.
Bruner ’s work serves as an ex
ample of employing
cognitive principles in curricu
lum development.
BENEFITS OF COGNITIVE LEARNING

• IMPROVES COMPR
EHENSION
• DEVELOPS PROBLE
M-SOLVING
SKILLS
• PROMOTES LONG-
TER M
LEARNING
• IMPROVES CONFID
E N CE
• INSTILLS A LOVE O
F LEARNING
PLEASE WATCH ATTAC
H ED VIDEO