Cognitivism is an internal process of learning, understanding, motivation and retention. The mind is broad and complex into which event-responses are absorbed. The brain and mind are the center of an organism. Cognitive theorists stress the importance of unobservable processes or mental events that are involved in learning, such as thinking, memory, perceptions, intentions and emotions. how human beings organize, store and use information. Bruner's work focuses on learning through discovery. His position is that students learn best when they themselves discover the structure of a subject by inductive meftns. Ausubel believes that learning should be primarily deductive. Bruner identifies four significant aspects of effective teaching and learning: (1) attitude towards learning, (2) knowledge presented in a way that accommodates the student's learning ability, (3) material presented in effective sequences, and (4) carefully considered and paced rewards and punishments. Jerome Bruner identified three stages of cognitive representation. Enactive, which is the representation of knowledge through actions. Iconic, which is the visual summarization of images. Symbolic representation, which is the use of words and other symbols to describe experiences. According to Ausubel's Subsumption Theory, a learner absorbs new information by tying it to existing concepts and ideas that they have already acquired. Rather than building an entirely new cognitive structure, they are able to relate it to information that is already present within their minds. American psychologist David Ausubel introduced his “meaningful learning theory” in Educational Psychology: A Cognitive View (1968). He argued that there is a hierarchical organization of knowledge and that new information can be incorporated into the already existing hierarchy. What is the conclusion of Bruner's theory? Conclusion of Theory • A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. What is Jerome Bruner best known for? Jerome Bruner | Department of Psychology Jerome Bruner was a leader of the Cognitive Revolution (pdf) that ended the reign of behaviorism in American psychological research and put cognition at the center of the field. He received his Ph. D. from Harvard in 1941, and returned to lecture at Harvard in 1945, after serving in the U.S. Army's Intelligence Corps. What are the three stages of Jerome Bruner's cognitive theory? His research on children's cognitive development proposed three 'modes of representation': Enactive representation (based on action) Iconic representation (based on images) Symbolic representation (based on language) Bruner's studies helped to introduce Jean Piaget's concept of developmental stages of cognition into the classroom. His much-translated book The Process of Education (1960) was a powerful stimulus to the curriculum-reform.

1. COGNITIVIST VIEW OF
LEARNING
(Views of Bruner
and Ausubel)

2. WHAT IS COGNITIVIST LEARNING-
Cognitivism is an internal process of learning, understanding, motivation and
retention.
The mind is broad and complex into which event-responses are absorbed.
The brain and mind are the center of an organism.
Cognitive theorists stress the importance of unobservable processes or
mental events that are involved in learning, such as thinking, memory,
perceptions, intentions and emotions.
how human beings organize, store and use information.

3. JEROME BRUNER
Born on 1st October, 1915 in New York
Ph.D. n Psychology from Harvard
Cognitive Psychologist and Educational Psychologist.
Major Contributions-
1) Scaffolding Theory
2) Spiral Curriculum
3) CAM
4) Stages of Cognitive Development
5) Constructivism
6) Concept of Intuitive and Analytical Thinking
7) Theory of Instruction
8) Cognitive Development Indicators

4. COGNITIVE DEVELOPMENT STAGES-
Like Piaget, Bruner also believed in
stages of Cognitive Development-
Enactive- Birth to 3 Yrs.
Iconic- Age 3yrs. To 8 yrs.
Symbolic- From age 8 yrs.
Onwards…

5. ENACTIVE STAGE-
The first stage, where an individual
learns about the world through
actions and the outcome of actions.
Learning begins with an action such
as touching, feeling, manipulating or
playing with toys, paper, utensils,
anything.
It involves encoding physical action-
based information and storing it in
our memory.
For example, in the form of
movement as muscle memory, a baby
might remember the action of
shaking a rattle.

6. ICONIC STAGE-
Here, learning can be obtained
through using models and pictures.
Also called as Pictorial stage.
his stage involves an internal
representation of external objects
visually in the form of a mental
image, icon, diagram, graph, table,
chart, etc.
For example, a child drawing an
image of a tree or thinking of an
image of a tree would be
representative of this stage.

7. SYMBOLIC STAGE-
The symbolic stage, from eight
years and up, is when information
is stored in the form of a code or
symbol such as language.
Each symbol has a fixed relation
to something it represents.
For example, the word 'dog' is a
symbolic representation for a
single class of animal.

8. SCAFFOLDING-
Scaffolding, also called scaffold or staging,
is a temporary structure used to support a
work crew and materials to aid in the
construction, maintenance and repair of
buildings, bridges and all other man-made
structures.
Here it means that, adults, particularly
parents, support child’s cognitive development
through everyday interactions.
It is however a temporary support, so children
are initially in influence of parents, as they
start thinking independently, they can
gradually become independent.

9. MORE ABOUT SCAFFOLDING-
Jerome Bruner and his associates described it as a “process that enables the
child or novice to solve a problem, carry out a task or achieve a goal which would
be beyond his unassisted efforts”.
Due to scaffolding, child gets following support-
Simplified tasks.
Simplified ideas.
Provides motivation to the child.
Highlights important task elements or errors.
Giving imitable role models.

10. SPIRAL CURRICULUM-
It is a curriculum design in which key
concepts are presented repeatedly
throughout the curriculum, but with
deepening layers of complexity, or in
different applications.
Key idea is that material presented to the
child must match developmental level.
It is based on the three principles of:
1. Cyclical Learning,
2. Increasing Depth on each Iteration,
and
3. Learning by building on prior knowledge

11. CONCEPT ATTAINMENT MODEL-
The Concept Attainment Model
is based on the research efforts
of Jerome Bruner.
This model is designed to lead
students to a concept by asking
them to compare and contrast
examples that contain the
characteristics or attributes of
the concepts with examples that
do not contain these attributes
Teacher can always give
examples and non examples, so
as to develop child’s lateral
thinking.
Always give plenty of
examples.
Guessing game like technique.
Instead of being Information
supplier, teacher can be a
curiosity generator.

12. CONSTRUCTIVISM-
Constructivism is the theory that
says learners construct knowledge
rather than just passively take in
information.
As people experience the world
and reflect upon those
experiences, they build their own
representations and incorporate
new information into their pre-
existing knowledge.
A constructivist classroom emphasizes -
active learning,
collaboration,
viewing a concept or problem from multiple
perspectives,
 reflection,
student-centeredness,
authentic assessment to promote meaningful
learning and
help students construct their own
understanding of the world.

13. CONCEPT OF INTUITIVE AND ANALYTICAL
THINKING-
Intuitive thinking means going with
one's first instinct and reaching
decisions quickly based on
automatic cognitive processes.
Intuitive thought is automatic,
unconscious, and fast, and it is
more experiential and emotional.
Analytical Thinking is being able
to identify and define problems,
extract key information from data
and develop workable solutions for
the problems identified in order to
test and verify the cause of the
problem and develop solutions to
resolve the problems identified.
Analytic thought is deliberate,
conscious, and rational (logical).

14. INDICATORS OF
COGNITIVE DEVELOPMENT-
1) Respond to situations in varied ways.
2) Internalize the events into a storage
system (that corresponds to the
environment).
3) Have increased capacity for language.
4) Interact systematically with the tutor.
5) Use language as an instrument for
ordering the environment.
6) Have increasing capacity to deal with
multiple demands.

15. THEORY OF INSTRUCTION-
Bruner (1996) states that a theory of instruction should address four major
aspects
1. Predisposition to learn- He introduced the ideas of “readiness for
learning”. Instruction must be concerned with the experiences and context
that make the student willing and able to learn.
2. Structure of Learning-Instruction must be structured so that it can be
easily grasped by the students. The ways in which a body of knowledge can
be structured so that it can be most readily grasped by the leaner.
3. Effective Sequencing- Instruction should be designed to facilitate
extrapolation and or fill in the gaps. No one sequencing will fit every learner,
but in general, the lesson can be presented in increasing difficulty.
4. Reinforcement- Rewards and punishment should be selected and paced
appropriately.

16. EDUCATIONAL IMPLICATIONS-
As per Bruner, learning is an active process in which learners construct new
ideas.
Instruction must be of Scaffolding type.
Curriculum must be spiral.
He found out that motivation for learning needs to be intrinsic. External
competitive goas like grades, marks and ranks are time being motivators.
As per Bruner, intuition is underrated.
Schema is important at it makes learning meaningful; and long lasting. Schema
are the mental structures build on the basis of previous knowledge.
Bruner recommended use of combination of concrete, pictorial and then
symbolic activities in sequence.

17. MEANINGFUL LEARNING
THEORY- David Ausubel

18. DAVID PAUL AUSUBEL
25/10/1918 to 09/07/2008
He was an American Psychologist born in New York.
His most significant contribution Educations Advance Organizers.
He supported the theory that pupils form and organize knowledge by
themselves.
Emphasized importance of language learning and verbal leaning.
Ensure meaningful learning.
Avoid rote learning.
In the meaningful learning process, correlation is established between
previous knowledge and current knowledge.

19. Cognitive
Structure or
Present
Knowledge
Facts
Raw Perceptual
Data
Theories
Propositions
Concepts
Meaningful learning takes
place when an idea to be
learned is related in some
sensible way to ideas that the
learner already possesses.
Ausubel believed that before
new materials can be presented
effectively, the student’s
cognitive structure should be
strengthened.

20. THE PROCESSES OF MEANINGFUL
LEARNING-
Ausubel proposed 4 processes by which meaningful learning occur-
◊Derivative Subsumption
◊Correlative Subsumption
◊Superordinate Learning
◊Combinatorial Learning

21. DERIVATIVE SUBSUMPTION-
Derivative Subsumption is when you
add new things to existing cognitive
structures, linking them to concepts
already known.
A learner absorbs new information by
tying it to existing concepts and ideas
that they have already acquired.
In Derivative Subsumption, the new
material derives from the existing
structure, and can be linked to other
concepts or lead to new
interpretations. For Example- if we take a concept of bird, student is aware
about basic features…and when we say parrot is a bird,
student learns about the basic idea, already clear in their
mind.

22. CORRELATIVE SUBSUMPTION-
Correlative subsumption refers
to the elaboration, extension, or
modification of the previously
learned concept or propositions
by the subsumptions of the
incoming idea
In Correlative Subsumption, the
new material is an extension of
the already grasped knowledge.
Accommodation of new
information by changing or
expanding the concept.
Students are aware about the concept of leaves. But When
they are shown thorns as modified leaves, their
understanding of existing concept broadens.

23. SUPERORDINATE LEARNING-
This type of learning takes place when a
learner learns an inclusive new concept
under which ideas in the cognitive
structure are absorbed.
That is learner knew a lot of examples of
the concept, but you did not know the
concept until it was taught to pupils.
new concept is learned under which
already established ideas are subsumed.
Often people learn lessons from their
experiences.
Imagine that I was well acquainted with
maples, oaks, apple trees, etc., but I did
not know, until I was taught, that these
were all examples of deciduous trees.
Principles of Growth and Development, you
already knew, but, ideas got organized, after
learning as a subject in B.Ed.

24. COMBINATORIAL LEARNING-
Combinatorial learning happens when a
new idea is not relatable in a specific
sense to an existing anchor but is
generally relevant to a broad
background of information.
Combinatorial learning is when ideas
are linked (combined) between higher-
level concepts such as when one knows
form physics, for example, that
stationary air-spaces insulate helps to
better understand the function of
hair or feathers in keeping certain
animals warm. For Example- Correlation of various subjects,
makes a better understanding of every related
subject.

25. THE PRINCIPLES OF THE MEANINGFUL
LEARNING -
1. Active: The learner must cognitively engage with the presented information
using an appropriate learning styles.
2. Constructive: When information is incorporated into a cognitive structure, it
is recreated as a new form showing the learners own understanding.
3. Cumulative: New information builds upon old information rather than being
replaced or stored independently.
4. Self-regulated: Meaningful learning is an independent process. The learner
must conduct and regulate their own learning process as well as make
decisions on how to organize the mental model.
5. Goal-Oriented: An outcome or expectation should be worked by the learner.
Moreover, the goal must be devised individually.

26. SUMMARY-
Old New
Meaningful
Learning
Within the cognitive theory of
learning, based on the theory of
human information processing, there
are 3 core processes of learning:
1. how knowledge is developed,
2. how new knowledge is integrated
into an existing cognitive system,
and
3. how knowledge becomes
automatic.

27. EDUCATIONAL IMPLICATIONS-
1. The teachers should take into account what was obtained by students previously
and try to relate it to the new knowledge.
2. Teachers should use phases, materials, contents, and ideas that connect with
prior knowledge while establishing new knowledge.
3. Students should be able to relate what’s being taught with their previous
knowledge.
4. Use interesting techniques and methods of teaching.
5. The learning material presented to the learners should be clear and organized
for them to understand.
6. Use real-life examples.
7. For meaningful learning, teachers should focus on developing motivation in the
students.

28. Jerome Bruner David Ausubel
Jerome Bruner Cognitive
Psychologist proposed following-
Scaffolding Theory
Spiral Curriculum
CAM
Stages of Cognitive Development
Constructivism
Concept of Intuitive and
Analytical Thinking
Ausubel proposed 4 processes by
which meaningful learning occur-
◊Derivative Subsumption
◊Correlative Subsumption
◊Superordinate Learning
◊Combinatorial Learning