Cognitivism is a learning theory that focuses on internal mental processes like memory, problem-solving, and thinking. It views learning as the process of storing and organizing information in the brain. Key contributors to cognitive theory include Paivio, who proposed dual coding theory of verbal and visual information, Gagne, who developed cognitive learning hierarchies, and Gardner, who proposed multiple intelligences. The theory emphasizes conceptual understanding over rote memorization and has implications for instructional design and technology integration in the classroom.

1. COGNITIVIST
THEORY
Project Group 3
Jessica, Ashley, Staci, and Andrea

2. • Cognitivism is a theory which attempts
to answer how and why people learn by
attributing the process to cognitive
activity.
• Cognitivism was an attempt to explain
what was occurring in the mind during
learning, a subject virtually ignored by
the previous theories that focused on
actions and behaviors of the learner.
Actions were deemed valid proof that
learning had occurred.
KEY FACTS OF COGNITIVIST THEORY

3. KEY FACTS OF COGNITIVIST THEORY
• The purpose in education is to
develop conceptual
knowledge, techniques, procedure
s, and algorithmic problem solving
using Verbal/Linguistic and
Logical/Mathematical
intelligences.
• Main steps to learning are
the mental processes of
recognize, recall, analyze, reflect, a
pply, create, understand, and
evaluate.

4. IMPORTANT CONTRIBUTORS TO COGNITIVE
THEORY
Allan Paivio (1925-)
• Proposed that presenting
information in both visual and
verbal form enhances recall
and recognition.
• Came up with dual coding
theory
– Assumes that people
processed information in
two distinctly &
different ways
• Process of images
• Process of language
Robert Gagne (1916-2002)
• He known for his contributions in
the area of cognitive learning
hierarchies, which involves the
development of skills based on a
building-block principle.
• His 3 principles:
– Providing instruction on the
set of component tasks that
build toward a final task.
– Ensuring that each
component task is master
– Sequencing the component
task to ensure optimal
transfer to the final task.

5. IMPORTANT CONTRIBUTORS TO COGNITIVE
THEORY
Howard Gardner (1943-)
• A professor at Harvard University
• He concludes that people use 8
different intelligence to perceive
and understand the world.
– Linguistic-verbal
– Logical-mathematical
– Spatial-visual
– Body-kinesthetic
– Musical
– Interpersonal
– Intrapersonal
– Naturalist
Benjamin Bloom (1913-1999)
• Classified learning into 3 groups
– Cognitive
– Affective
– Psychomotor
• Made the Bloom’s Taxonomy
– Knowledge
– Comprehension
– Application
– Analysis
– Synthesis
– Evaluation

6. CLASSROOM IMPLICATIONS
What the teacher does under this
theory
• Integrates technology through the nine
events of instruction (Gagne) to improve
the internal process of
learning, attention, motivation and
recall.
1. Gain attention of the learners
2. Inform the learners of the objective
3. Stimulate recall of prior learning
4. Present the stimulus or learning
5. Provide learning guidance or
instruction
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer
• This technique enhances and enriches
technology plans by appealing to the
learners both visually and verbally
(Paivio)
Another way to integrate
technology
• Reach students through Gardner’s
Eight Intelligences
1. Linguistic- Verbal – ex. Word
processing programs
2. Logical- mathematical- ex.
Database programs
3. Spatial- visual- draw and paint
programs
4. Body- Kinesthetic- alternate input
like tablets
5. Musical- programs with stories
and songs
6. Interpersonal-
telecommunications program
7. Intrapersonal- tutorial software
8. Naturalist- problem solving
software

7. • What the students do under this theory (with
and without technology)
– Bloom focused on the student learning
process, defined cognitive theory as
what students know and how they
organize ideas and thoughts.
• Six levels of Bloom’s Taxonomy- Students can
use technology to learn better from simple to
complex.
• Knowledge- Retaining the
information
• Comprehension- understanding the
information
• Application- applying it and
experimenting
• Analysis- analyzes and concludes
• Synthesis- collects and develops
• Evaluation- Compare and criticize
CLASSROOM IMPLICATIONS

8. • For example, if I was teaching a history
lesson in my classroom on the presidents
I would first recognize how each child in
my class learns best then from that I
would spilt them into groups with like
learns :
– One group might create a rap or
song naming all the president
– Another group might create
a powerpoint of the presidents
using their pictures
– What ever their learning style is, I
would cater to it as much as
possible so that they could
remember the information .
COGNITIVE THEORY IN MY CLASSROOM

9. • All images were found on google images
or microsoft clip art
• Sources of Information include:
– Integrating Technology in a
Connected World (Seventh Edition)
by Shelly, Gunter and Gunter
– http://www.coe.fau.edu/faculty/caf
olla/courses/eme6051/cognitivism.
htm
– http://www.slideshare.net/kmart4
785/cognitivism-10258341
REFERENCES