cognitivism.pptx

Cognitivism, supported by Gestalt psychologists, is the
acquisition of knowledge and skill by mental or
cognitive processes.
In contrast to behaviorism, Cognitivism is less concerned with
outward behaviors, and more concerned with inner processes or
inner mental activities to understand how people learn. The
results of watching, touching, or experiencing are major points in
cognitive learning.

According to the cognitive theory, learning happens
through a process of taking in information they receive
through the senses, organizing and storing the
information, and retrieving it to form new meanings
when needed.
Processes of cognitive learning include creating mental
representations of objects and events, as well as other
forms of information processing.

Jean Piaget's (1936, 1950) theory of cognitive
development presents how a child creates a mental
model of the world. He believes that cognitive
intelligence is not a fixed trait, but rather a process
which occurs as a child's biological maturation and
his/her interaction with the environment. This theory
is focused on the development rather than the
process of learning specific information or specific
behaviors.
Piaget's Theory of Cognitive Development

Sensorimotor stage (0 to 2 years).
At this stage, the Infant learns about the world using its
senses (hearing, smell, sight, touch, taste) and through
actions, starting with the reflexes, then moving around
exploring his/he environment. The child begins to use
imitation, memory, and thought. At this stage they
people, texture, objects, sights, and emotions. By 4
old the infant becomes aware of things beyond its own
then later on learns to do things intentionally. With an
increase in mobility, there is a consequent increase in
cognitive development.
Cognitive stages of Jean Piaget

Preoperational stage (2 to 7 years).
By this stage, the toddler incorporates language in
understanding of the world. He/she acquires the ability to
internally represent the world through language and
imagery.
At this stage, the child will have difficulty seeing other
people's point of view. The child's thinking starts out as
"egocentric" or centered on the child's own view of the
Later on, he/she will develop from egocentric speech ("I,"
"me," "myself, name of child) to "socialized speech."

Preoperational stage (2 to 7 years).
Around age 4, the child starts to ask so many
questions. This can be called the birth of
primitive reasoning (intuitive age).

Concrete operational stage (7 to 11 years).
At this stage, the child can process events and
information as it is. However, he/she will not be able
to accommodate abstract or hypothetical concepts
yet. He/she can solve concrete. hands-on problems.
He/she will understand laws of conservation. This
means that he/she will understand that even if things
may change in appearance, certain properties remain
the same. The child can conserve number by age 6,
mass by age 7, and weight by age 9.

During this stage, the child will start to think logically
about concrete events, and will be able to classify and
put things in a series. The reason that this stage is
called "concrete operational" is because at this stage,
the child can think logically more successfully if they
can manipulate real (concrete) materials or pictures of
them. This stage is when the child starts to think
logical (operational) thought.

The child's brain can classify, seriate, and build
concrete operational mental structures. These new
mental abilities are applied in conversations, in
activities when learning to write, and when attending
school. The child thus gets to know himself/herself
better. The child starts to understand that his/her
thoughts and feelings are unique and may be
different from others. The child consequently learns to
see the points of view of other people.

Formal operational stage (12 years and up).
By this stage, the child would be able to perform thought
processes like abstract thinking, being able to envision
hypothetical scenarios, creating strategies, and looking through
various perspectives. He/she will be able to solve abstract
problems, think scientifically, and show concern for social issues.
He/she learns about abstract concepts like love and hate, and
success and failure. He/she forms a deeper understanding of
his/her identity and morality, and starts to understand why people
behave the way they do this results in becoming more
compassionate.

At this stage, the adolescent can follow an argument without
having to think in terms of specific examples. He/she can
discuss hypothetical problems, speculate, and brainstorm
many possible solutions or consequences to certain scenarios,
situations, or cases. At this age, you can talk to the adolescent
using questions similar to "what would happen if..." to help
assess logical consequences of options. They start using
logical operations in a systematic fashion.

The adolescent can now do deductive reasoning, being able
to compare two statements to reach a generalization. With
this, he/she can plan his/her life systematically and learn to
prioritize. He/she can also make assumptions about events
that may not be real. He/she can now philosophize, thinking
about thinking. Although Piaget believes in lifelong learning,
he also believes that the formal operational stage is still the
last stage of cognitive development

According to Piaget, knowledge cannot emerge only from sensory
experiences without the necessary structure to make sense of the
world. Piaget proposes that a child is born with a basic mental
structure (genetically inherited), on which all knowledge and
learning are based. Piaget further explains that he believes the
inborn reflexes of infants are genetically programed neonatal
schemas. Examples are the sucking reflex for sucking a nipple (or
anything that comes near a baby's mouth), or the grasping reflex
when something touches its palms.

Are adjustments people make to live in this world.
These adaptation processes allow the learner to
transition from one stage to another. These are
assimilation, equilibration, and accommodation.
Adaptation processes

✓Assimilation is the process of fitting new information into existing
cognitive schemas, perceptions, and understanding. This is when you are
faced with new Information, you try to make sense of it by referring to the
information you already have (learned previously). For example, when a
toddler sees an elderly man who is bald at the top but with hair on the
sides around the ears, he might say "clown"!
A child who happens to see a Chihuahua might say "puppy" even if the
said dog is already 7 years old simply because of its size.
Another child might see a chubby man with luscious white beard and the
child might say "Santa Claus." Another child may call a large dog a horse.
Adaptation Process in Learning Something
New

✓Accommodation is the process of revising our existing schemas,
perceptions, and understanding in order to incorporate new information.
This happens when our existing schema does not work and needs to be
changed in order to deal with a new situation or a new object.
For example, a schema for bird (having feathers and wings, and flies) and
seeing an airplane (which also has wings and flies but no feathers), or
when a bald man looks like a clown because of his hair, but he does not
wear a funny costume. Accommodation can be used to remove
overgeneralization.
New

✓Equilibration is a state when a child's existing schemas can
explain what it can perceive around it. It is a state of mental
(cognitive) balance. Since we find it difficult to live with
contradictions and inconsistencies in knowledge structures, we
seek equilibrium.
When we incorporate new information through assimilation and
this causes discomfort because of some inconsistencies, we seek
to do accommodation to restore the feeling of equilibrium or
balance.
New

Jerome Bruner
Introduction
• An American Psychologist who made important
contributions to cognitive psychology and educational
psychology.
• The goal of education should be intellectual
development
• The need for ‘learning how to learn’

Bruner introduced a three-step process(Modes of
Representation) where a child will learn best.

Enactive mode
o Based around actions and reactions
o Performing actions, observe reactions
o Learn best by first hand experience
o Example: An infant wants to understand a circular
object. It would touch and feel the objects and its
curvature

Iconic Mode
o Visual summarization of objects.
o Storing a mental picture of an object
o Example: The child can now draw an image of a circular
object or think of an image.

Symbolic Mode
o Information is stored in the form of a code or symbol,
like a language.
o Stored, classified and manipulated
o Example: The child can use the circle/balls as part of a
language or as a mathematical equation.

Spiral Curriculum
o Any subject of any difficulty can be taught to a child at
any stage of development.
o A gradual increase in difficulty.
o Each learning step be linked to the previous step.

Scaffolding
o Students are benefited by the help and guidance of
adults to shape up their learning.
o Teachers should build a structure to aid the existing
knowledge of students

Why is Bruner’s theory important?
o Prior knowledge of the students more important than
age.
o Developing the memory and imagination power of
students.
o Effective learning process

Ausubel’s Theory of Meaningful Verbal
Learning/Subsumption Theory

David Paul Ausubel
He believes that “The most important
single factor influencing learning is
what the learner already know.” This
is what we know as the Subsumption
Theory.
Subsumption- incorporating something under a more general category.

Advance organizer
o Ausubel believes learning should be well organized, that
is why he advocates the use of Advanced Organizers.
o Advanced Organizer- Is a major tool proposed by
Ausubel and it gives 2 benefits:
1. You will find it easier to connect new information with
what you already know about the topic.
2. You can readily see how the concepts in a certain topic
are related to each other.

Advance organizer
The advanced organizer is a relatively short arrangement of
introductory material presented to the learner before the
lesson. It relies on relevant prior knowledge. There should
be a bridging of the gap between what the learner knows
and what he/she needs to know before he/she can
successfully learn the task at hand. Since many students find
it challenging to listen carefully during a lecture, providing
an organizational framework(Advance Organizer) can help.

Three phases in using the advanced
organizer.

organizer.
Phase 1- Presentation of the advanced organizer.
This phase has three steps.
Step 1. Clarify the aims of the lesson.
Step 2. Present the advanced organizer
Step 3. Prompt awareness of relevant knowledge
and experience.

organizer.
Phase 2- Presentation of the learning task. In this
phase, the present learning task is presented in a
systematic order, while discussing each aspect
one by one, with very interactive class discussion
between the teacher and the students.

organizer.
Phase 3- Strengthening of cognitive organization.
This phase has four steps.
Step 1. Compare and contrast key points.
Step 2. Accurate reception
Step 3. Elicit critical approach
Step 4. Clarify

In using the advanced organizer model, the
teacher is more active. Sometimes,
collaboration should take place. Even if the
teacher plays a major role in this setup,
he/she is a facilitator. The teacher provides
the learning experiences and clarifies when
students have questions.

Robert Gagne(1965)
He is known for the science of instruction.
His book The Conditions of Learning
presented mental conditions needed for
effective learning. He created the 9 steps of
instruction that detailed each element
needed for effective learning.

Robert Gagne(1965)
9 steps of instruction
 1. Gain attention
 2. Inform the learners of the objectives of the lesson
 3. Stimulate recall of prior learning
 4. Present the stimulus/material
 5. Provide learning guidance
 6. Elicit performance
 7. Provide feedback
 8. Assess performance
 9. Enhance Retention and transfer arranging practice

Benjamin Bloom (1956)
Developed a classification of learning levels
known as the Bloom’s Taxonomy. It is
commonly used as a guide in education
when writing objectives of a lessons, in
creating presentations, in learning activities,
or in creating assessment.

Benjamin Bloom (1956)
Blooms believes that there are three main
domains of learning:
1. Cognitive (thinking)
2. Affective (feeling)
3. Psychomotor (doing)

Bloom’s Digital Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Create
Evaluate
Analyze
Apply
Understand
Remember
OLD NEW
 Create – Produce new or original work
 Evaluate – Justify a stand or decision
 Analyze – Draw connection among ideas
 Apply – Use information in new situations
 Understand – Explain ideas or concept
 Remember – Recall facts and basic concepts

Cognitivism and its Implications for Teaching
Cognitivism is widely used in education from analysis of errors in
learning, prior learning misconceptions, memory, how to store new ideas
in long-term memory, to teaching strategies and methods.
 For more student-centered learning, cognitivism is used to:
 Understand student’s thinking and match instructional strategies to
student abilities
 Use concrete props and visuals
 Make instruction relatively short
 Consider that children may have different meanings or prior
knowledge the same word

Cognitivism and its Implications for Teaching
For more student-centered learning, cognitivism is used to:
 Provide a wide range of experiences to build a foundation
of learnings
 Encourage individual learning
 Allow children to learn through play
 Allow students to actively solve problems for assimilation
and accommodation to occur
 Allow students to learn from each other through
collaboration and discussion
 Use discovery learning (learning by doing and exploring)

The role of the teacher should be a facilitator of learning
instead of being the sole source of information through
direct teaching and helping student learn how to learn.
Teachers should focus on the process of learning,
instead of the end-product. Teacher should use active
teaching methods that requires students to rediscover or
reconstruct “truths”. Teachers can use collaborative and
individual activities, allowing children to learn from each
other.

ASSESS.
DIRECTIONS: Multiple Choice. Choose the letter of the best answer.
1. The stage of representation in J. Bruner’s theory where an object can be directly
manipulated, but without an internal representation of that object:
a. Enactive representation
b. Iconic representation
c. Symbolic representation
d. Constructive representation
2. The person promoting the use of advanced organizers is:
a. J. Bruner
b. D. Ausubel
c. B. Bloom
d. R. Gagne

ASSESS.
3. The process of revising our existing schemas, perceptions, and understanding in
order to incorporate new information:
a. Organization
b. Equilibrium
c. Accomodation
d. Assimilation
4. The person who provided a nine-step guide for instructional planning is:
a. J. Bruner
b. J. Piaget
c. B. Bloom
d. R. Gagne

ASSESS.
5. Inventing or designing is an example of ________ in Bloom’s Taxonomy.
a. Remembering
b. Understanding
c. Analyzing
d. Creating
II. Essay.
In your own words, explain what is cognitivism.

cognitivism.pptx

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