COGNITIVIST LEARNING

THEORIES
1.How do cognitivist learning
theories address individual
differences in learning styles
and abilities? (Cite at least
three relevant studies.)
Cognitive learning states that the
way we learn is determined by
the way our mind takes in, stores,
process and then access
information.
COGNITIVE LEARNING THEORIES

1. Piaget’s Theory of Cognitive

Development
2. Vygotsky’s Socio-Cultural Theory
3. Information Processing Theory
4. Multiple Intelligence Theory
(Howard Gardner)
5. Learning Style Models
Cognitive learning theories recognize that
individuals have diverse learning styles and
abilities. Educators can apply these theories
by adapting teaching methods, addressing
strengths and weaknesses and incorporating
multiple intelligences. This can enhance the
overall educational experience and promote
effective for all students.
RELATED STUDIES
Implementation of Cognitivism Theory in the
Learning Process at Riyadlul Jannah Middle
School in Pandemic Era
Riyadyul Jannah Middle School Educational Design
using ASSURE MODEL
1. Analyze Learner
2. State Objectives
3. Select methods and materials
4. Utilize media and materials
5. Require learner participation
6. Evaluate and Revise
Effectiveness of Cognitivist Theories application at secondary
school level in Pakistan

According to Khan (2014), no teaching is

better than that which have been properly
planned and delivered according to planned
strategy. The study was conducted to
practically investigate the situation and
experimentally prove that application of
cognitive theories for teaching is applicable
and beneficial.
The Relationship Between Learning Styles and
Cognitive Traits Getting Additional Information for
Improving Student Modelling

A. Felder-Silverman Learning Style Model

1. Distinguish between active and reflective ways of
processing information.
2. Covers sensing vs. intuitive learning
3. Visual-verbal learners
4. Learners who are characterized according to their
understanding
The Relationship Between Learning Styles and
Cognitive Traits Getting Additional Information
for Improving Student Modelling

B. Cognitive Trait Model

1. Working memory capacity

2. Inductive reasoning ability
3. Associative learning skills
2. How do cognitivist learning
theories integrate the role of
motivation and affective
factors in the learning process?

(Cite at least three relevant

studies.)
Cognitivist learning theories explain
that the primary goal of instruction is
to achieve academic achievement
through the acquisition of knowledge
in the most effective way.
Key points related to the integration of motivation
and affective factors within cognitivist theories:

a. Motivation as a Driving Force

b. Goal-Oriented Learning
c. Relevance and Interest
SELF-EFFICACY:
Albert Bandura's Social Cognitive
Theory, a cognitivist perspective,
highlights the concept of self-efficacy.
Learners' beliefs in their own ability to
succeed in a learning task can significantly
impact their motivation and performance.
METACOGNITION:
John Flavell Metacognition, a cognitive
process, involves self-regulation and
awareness of one's own learning. Motivation
and emotions can influence metacognitive
processes, as learners need to regulate their
motivation and emotions to optimize their
cognitive strategies.
SOCIO-COGNITIVE FACTORS:
Cognitivist theories, including Vygotsky's
Zone of Proximal Development, recognize
the role of social interaction and
collaborative learning. Motivation and
affective factors can be influenced by
interactions with peers, mentors, or
instructors.
3. To what extent does the cognitive
load theory , a prominent framework
within cognitivist learning theories,
accurately reflect the complexities of
the real-world learning environment?
(Cite at least three relevant studies.)
COGNITIVE LOAD THEORY ( CLT )
Helps us to understand how people generally
learn and store new information and the types of
instructional practices that best support learning.
It draws on the characteristics of working memory
and long-term memory and the relationships
between them to explain how people learn.
It explains how we process information . It
tells us that too much data ( or data with too much
complexity ) reduces memory and learning.
Cognitive Learning Theory offers a comprehensive
understanding of how the human mind acquires new
knowledge. By grasping the thought processes that guide
our own learning and applying cognitive learning
strategies, we can improve our ability to develop,
process, and retain new concepts in long-term memory.
According to John Sweller (1988), working
memory has a limited capacity and describe the
relationship between working and long- term memory.
 De Jong (2010), stated that CLT asserts that learning is
hampered when working memory capacity is exceeded in
learning tasks. Working memory should be seen as short
term and finite, whereas long term memory can be seen as
infinite.
According to Walkergrove (2014), CLT is a well
researched, well proven and generally unchallenged
practice of instruction that demonstrate a strong and lasting
influence on learners in many educational situations such
as when complex tasks or large pieces of information need
to be processed.
STAGES OF COGNITIVE LOAD THEORY
INTRINSIC
This relates to the difficulty of a subject or
information that the learner is absorbing. For
example, single-digit addition tends to require a
lower intrinsic cognitive load than long division.
As a result, intrinsic cognitive load is difficult to
manipulate in classes of mixed ability. Although
it's necessary to consider when you begin
teaching new topics to students.
EXTRANEOUS COGNITIVE LOAD
This type of cognitive load refers to the
kinds of materials you use and the type of
learning environment the students work in.
Extraneous learning accounts for the
quality of materials available to the teacher
and accounts it accounts for distractions
that might affect the learner negatively.
GERMANE COGNITIVE LOAD
This is the moment when learning finally
clicks and the working memory links new
ideas and information to the long-term
memory. If students already have knowledge
of a subject it makes the Germane loading
stage much more effective.
As a whole, COGNITIVE LEARNING
THEORY (CLT)- coined in 1988 by John
Sweller suggests that our working
memory is only able to hold a small
amount of information at any one time
and that instructional method should
avoid overloading in, in order to
maximize learning.
4. What future directions or advancements
(especially in instructional design and
curriculum development ) can you
propose within the field of cognitivist
learning theories, and how might they
impact instructional practices in the
future? (Here you need to show a clear
and meaningful framework / diagram).
 INFLUENCE OF COGNITIVIST
EMERGING
THEORIES ON TEACHNOLOGY
TECHNOLOGIES
INTEGRATION

PERSONALIZATION ALIGNMENT OF COGNITIVIST

AND ADAPTIVE THEORY WITH
LEARNING PERSONALIZATION

METACOGNITION COGNITIVIST FOUNDATION OF

COGNITIVIST AND REFLECTIVE METACOGNITIVE
LEARNING PRACTICES APPROACHES
THEORIES
GAMIFICATION AND
INTERACTIVE LEARNING
SIMULATION

CONTINUOUS
UNDERPINNING OF LIFELONG
LEARNING AND
LIFELONG EDUCATION LEARNING

INCORPORATION OF
COGNITIVE LOAD
COGNITIVIST THEORIES TO
THEORY
LOAD MANAGEMENT
Thank you!