Cognitivism Concept Map

Cognitive Learning Theory

by Jennifer Fritz, Bri Pegg, Fatima Rahman, and Kayleigh Stiff

Skill Acquisition

01

Instructional Applications

07

Technology & Instruction

06

Conditional Knowledge & Metacognition

02

Cognitivism

Learning and Skill Building by Understanding Cognition

Transfer

05

Concept Learning

03

History of Cognitivism

00

Problem Solving

04

References

Constructivist: Learners actively construct knowledge.

Cognitivist: Learning is a result of internal processes of information and memory.

Jean Piaget

Primary Belief of Learning

Active construction of knowledge

Cognitivism vs Other Theories

00

Father of Cognitive Learning Theory

Behaviorist: All behaviors are learned through interaction with the environment.

Cognitive Load

History of Cognitivism

3 Main Theories

Focus Question

Dual Coding

Constructivist: How is the learner building meaning?

Multimedia Principles

Behaviorist: What are the outward behavior and responses?

Cognitivist: What's happening in the learner's mind?

Cognitive Learning Theory

Cognitive Behavioral Theory

Cognitive Models

Cognitive Social Theory

Specific Skills

Novice to Expert

01

Skill Acquisition

General Skills

Expert to Novice

Definition

Conditional Knowledge

Impact on Behavior

02

Development

Conditional Knowledge & Metacognition

Impact on Reading

Declarative

Metcognition

Types of Knowledge

Procedural

Learner

Strategy

Variables

Conditional

Task

Concrete

Gagne

Klausmeier

Concept Attainment

Identity

Motivational Processes

03

Classificatory

Determine Structure

Formal

Concept Learning

Teaching of Concepts

Define Concept

Nature of Concepts

Arrange Examples

Order & Present Sets

Trial & Error

Means/End Analysis

Insight

Generate and Test

Analogical Reasoning

Historical Perspectives

Heuristics

Strategies

Brain-storming

04

Problem Solving

Reasoning

Experts and Novices

Clarification

Evaluation

Implications for Instruction

Basis

Inference

Mental Discipline

Activation of Knowledge in Memory

Identical Elements

Far

Generalization

Historical Views

Near

Low Road

05

Types of Transfer

Transfer

High Road

Strategy Transfer

Figural

Teaching for Transfer

Literal

Computer- Based Learning Environments

Distance Learning

Computer-based instruction

06

Technology & Instruction

Simulations and Games

Multimedia & Hypermedia

Future Directions

eLearning

Writing Instruction

Worked Examples

07

Computation

Instructional Applications

Mathematics Instruction

Constructivism

Problem Solving

Nature of Concept

• Concepts - labeled sets of objects, symbols, or events that share common characteristics (critical attrubutes)
• May involve concreate objects or abstract ideas
• Concept Learning - forming representations to identift attributes generalize them to new ideas, and discriminate examples from nonexamples.
• Learners aquire concepts better when they are presented with examples of the concept, but slower with bad examples.
• Students' understandings of concepts change with development and experience

Jean Piaget's Theory of Cognitve Development explained in 6 minutes!

Cognitive Social Theory

Social Cognitive Theory takes three factors into consideration:

• Behavioral factors
• Environmental factors (extrinsic)
• Personal factors (intrinsic)

Learn more here.

Insight

• Great problem solvers and formulated a four-step model as follows:
• Preparation: time to learn about the problem, gather information that might be relevant to its solution
• Incubation: time to think about the problem
• Illumination: time for insight to suddenly come up with a potential solution
• Verification: time to test the proposed solution to determine if it works or not

Trial and Error

Thorndike

• Experiment: Cat escapes a cage, but able to perform certain behaviors while in the cage
• Animal performs one behavior and experienced a consequence
• After trying various behaviors with fewer mistakes, the cat was able to open the hatch
• Perform various ations until one works
• Not reliable or effective

Cognitive Behavioral Theory

Cognitive Behavioral Theory explores the influence of cognition on individuals' behavioral patterns. It suggests that individuals' behavior is directly influenced by their self-concepts, which can be shaped by external or internal factors, regardless of whether they are positive or negative. The Cognitive Triad, a key element of CBT, delves deeper into how negative thoughts specifically impact human behavior. It involves:

• The Self
• The World/Environment
• The Future

Learn more here.

References

Culatta, R. (2018, November 30). Concept Learning. InstructionalDesign.org. Retrieved September 10, 2023, from https://www.instructionaldesign.org/domains/concept-learning/Klausmeier, H. J. (n.d.). Overview of a Model of Conceptual Learning and Development (CLD) model of concept formation. According to the CLD analysis, a si. ERIC. Retrieved September 10, 2023, from https://files.eric.ed.gov/fulltext/ED091045.pdfSchunk, D. H. (2020). 7: Cognitive Learning Processes. In Learning theories: An educational perspective (pp. 282–348). Pearson. Malmstrom, H. (2023, June 29). Cognitive learning theory: History, examples, & strategies: EdApp: The mobile LMS. EdApp. https://www.edapp.com/blog/cognitive-learning-theory/

Heuristics

• General methods of problems olving that employs rules that usually lead to solutions
• Mental operations involved in problem solving (Polya 1945/1957)
• Understand the problem
• Device a plan
• Carry out plan
• Reflect
• IDEAL (Bransford and Stein 1984)
• Identify the problem
• Define and represent the problem
• Explore possible strategies
• Act on the strategies
• Look back and evaluate the effects of the activities

Motivation Processes

• Students' goals drives their attention and effort; self-efficacy is positive to motivation
• Students who believe the learning is useful are more likely to be motivated
• Conceptual change involves an interaction of students' cognitions and motivational beliefs
• Three-stage for changing student beliefs:
• Reveal and understand student preconceptions
• Create conceptual conflict with preconceptions
• Facilitate development of new or revised chemas about the content under consideration