1.

Introduction to Cognitivism:
Cognitivism is a psychological learning theory that emerged
in the mid-20th century as a response to behaviourism.
Unlike behaviourism, which focused on observable
behaviours and external stimuli, cognitivism places its
emphasis on the mental processes and internal structures that
underlie learning. Cognitivism suggests that learning is an
active process involving the manipulation of information in
one's mind. It explores how individuals acquire, store,
process, and retrieve information as they learn.
2.Key Concepts of Cognitivism:
a.Schema:
A schema is a mental framework or organized structure of knowledge that individuals use to
interpret and understand the world. It acts as a cognitive structure that helps people organize and
make sense of information, allowing them to process new
information more efficiently.
b.Attention:
Attention refers to the cognitive process of selectively focusing on specific aspects of the
environment while ignoring others. In
the context of learning, attention is crucial as it determines which information is perceived and
processed, influencing the encoding of that information into memory.
c.Perception:
Perception involves the interpretation and organization of sensory information from the
environment. Cognitivism
recognizes the role of perception in shaping an individual's understanding of the world and
how this process influences learning.
d.Memory:
Memory is a fundamental concept in cognitivism, encompassing the processes of encoding,
storage, and retrieval of information.
Different types of memory, such as short-term and long-term
memory, play essential roles in the learning process.
e. Metacognition:
Metacognition refers to the awareness and control individuals
have over their own thought processes. It involves thinking about
one's thinking, planning, monitoring, and evaluating one's
cognitive activities. Metacognitive skills contribute to effective
learning and problem-solving.
3.Cognitive Development:
a.Piaget's Stages of Development:
Jean Piaget proposed a theory of cognitive development that outlines
distinct stages of intellectual growth. These stages
include the sensorimotor stage, preoperational stage, concrete
operational stage, and formal operational stage. Piaget's theory emphasizes
the role of maturation and interaction with the
environment in shaping cognitive development.
b.Vygotsky's Sociocultural Theory:
Lev Vygotsky's sociocultural theory emphasizes the importance of social
interactions, cultural context, and language in cognitive development. He
introduced the concept of the zone of proximal development (ZPD), which
represents the range of tasks a
learner can perform with the help of a more knowledgeable
person, promoting cognitive growth through social collaboration.
Understanding these key concepts and cognitive development theories is
crucial for appreciating the role of cognitivism in
explaining how individuals perceive, process, and acquire knowledge. This
approach to learning has had a significant impact on education, cognitive
psychology, and instructional design.
4. Information Processing Model:
The Information Processing Model is a framework used to understand how the human mind
processes and organizes information during learning. It is often compared to the
functioning of a computer, with input, processing, and output stages. The model consists of three
main stages:
a. Sensory Memory:
Sensory memory is the initial stage where information from the environment is briefly stored. It
involves the sensory organs (e.g., eyes and ears) capturing stimuli, and the sensory memory
retaining this information for a very short duration. Only a small portion of the sensory input is
transferred to the next stage.
b. Working Memory:

Working memory, also known as short-term memory, is where conscious cognitive processing
occurs. It holds a limited amount of information for a short period. Working memory is
responsible for tasks such as problem-solving, decision-making, and comprehension. Information
may be transferred to long-term memory if deemed important.
c. Long-Term Memory:
Long-term memory is the stage where information is stored for an extended period, potentially a
lifetime. This storage is believed to have an unlimited capacity. The transfer from working
memory to long-term memory involves processes like rehearsal and meaningful association.
Retrieval from long-term memory occurs when the stored information is needed.
5.Learning Strategies:
a.Chunking:

Chunking involves grouping information into smaller, manageable units or "chunks."

This strategy helps in organizing and remembering information more effectively. For
example, remembering a string of numbers is easier when grouped into meaningful
chunks.
b.Elaboration:

Elaboration involves enhancing the understanding of new information by connecting it

to existing knowledge. This process deepens the encoding of information, making it
more likely to be stored in long-term memory.
c.Mnemonics:
Mnemonics are memory aids or techniques that facilitate the recall of information.
Examples include acronyms, rhymes, or associations that make information more
memorable and easier to retrieve.
d.Problem-Solving Techniques:
Problem-solving involves using cognitive processes to reach a solution to a particular
challenge. This may include breaking down a problem, identifying relevant
information, and applying appropriate strategies to find a solution.
6. Constructivism and Cognitivism:
Similarities:
Active Learning: Both constructivism and cognitivism emphasize active engagement in the
learning process. Learners are seen as actively processing information rather than passively
receiving it.
Internal Mental Processes: Both theories acknowledge the importance of internal mental processes
in learning, focusing on cognitive activities such as perception, memory, and problem- solving.
Differences:

Knowledge Construction: Constructivism emphasizes that learners actively construct their own
understanding of the world through experiences and interactions, while cognitivism is more
focused on how individuals process and organize information.
Social Interaction: Constructivism places a strong emphasis on social interaction and collaborative
learning, whereas cognitivism may not highlight the social aspect as prominently.
Role of the Teacher: In constructivism, the role of the teacher is often seen as a facilitator
or guide, supporting learners in their discovery, while cognitivism may involve more direct
instruction.
In summary, while both cognitivism and constructivism share
common ground in recognizing the active nature of learning and the importance of internal mental
processes, they differ in their views on knowledge construction and the role of social
interaction in the learning process.
7. Cognitivism in Education:
Application in Educational Settings:
Cognitivism has a significant impact on education, guiding instructional practices
and curriculum development. Some applications include:
Instructional Design: Designing materials and activities that engage cognitive
processes to promote effective learning.
Assessment Strategies: Developing assessments that measure not only rote memorization
but also higher-order cognitive skills.
Problem-Based Learning: Emphasizing problem-solving activities to encourage
critical thinking and application of knowledge.
Metacognitive Strategies: Teaching students to be aware of their own learning processes
and to use metacognitive strategies to enhance their understanding.
Instructional Strategies:
Scaffolding: Providing support and guidance to students as they learn, gradually
reducing assistance as they gain proficiency.
Cognitive Apprenticeship: Apprenticeships where students work alongside an expert to
develop cognitive skills in a real-world context. Concept Mapping: Creating visual
representations of knowledge structures to aid in understanding relationships between
concepts.
8. Technology and Cognitivism:
Technology Support:

Simulations and Virtual Reality: Providing immersive experiences that

engage cognitive processes and enhance understanding of complex
concepts.
Adaptive Learning Platforms: Customizing learning experiences based
on individual student progress, addressing their specific cognitive needs.

Interactive Multimedia: Incorporating multimedia elements in

educational content to cater to diverse learning styles and engage
multiple senses.
Examples of Educational Tools:
Kahoot! and Quizizz: Gamified platforms that encourage active
engagement and assess cognitive understanding.
MindMeister and Coggle: Online tools for creating concept maps to
visually represent and organize knowledge.
Duolingo and Rosetta Stone: Language learning apps that often
9. Criticisms and Limitations:
Criticisms:
Simplification of Learning: Critics argue that cognitivism tends to
oversimplify the complexity of learning by focusing primarily on
cognitive processes, neglecting social and emotional aspects.
Individual Differences: Cognitivism may not adequately address the
diversity of individual learning styles and preferences.
Overemphasis on Internal Processes: Some argue that
cognitivism places too much emphasis on internal mental processes,
neglecting the importance of external factors and environmental
influences.
Alternative Theories:
Social Constructivism: Emphasizes the role of social interactions and
cultural context in learning, building on cognitive processes.
Connectivism: Proposes that learning occurs through networks and
connections in the digital age, integrating technology and emphasizing
the distributed nature of knowledge.
10. Conclusion:

In conclusion, cognitivism has significantly influenced education,

providing valuable insights into how learners process information. Its
applications in instructional design, use of technology, and emphasis on
cognitive development contribute to effective learning experiences.
While criticisms exist, cognitivism remains a key framework for
understanding and improving educational practices. By acknowledging
its limitations and considering alternative theories, educators can adopt
a more holistic approach to support diverse learning needs and foster
comprehensive educational outcomes.
 Thanks!
Presnted by:
Mr Abbassi
Mr Zaid
Mr Nessouri