Cognitivism focuses on internal mental processes like thinking, memory, and problem-solving to understand learning, rather than only observing behavior like behaviorism. Two influential cognitive theories of language acquisition were proposed by Jean Piaget and Lev Vygotsky. Piaget believed that language develops through stages linked to cognitive development, with children able to speak as their thinking abilities grow. Vygotsky argued that language and thought are interrelated and develop together through social interaction, with more advanced thinking becoming possible due to language. Both theorists contributed to understanding how cognitive abilities and social factors influence language acquisition in children.
Intellectual development (Piagetian, Psychometric, and Classical Approach)reneegomez
I was assigned to report about the Intellectual Development of children. I discussed about 3 different approaches in learning. The Piagetian which is from Jean Piaget, Psychometric which talks about the measurement of intelligence, and the Classical Approach from Ivan Pavlov. I hope that this slide will be useful to you.
A short presentation created as a course requirement in Educational Psychology. It includes discussion about cognitive and language development, child development, developmental issues, its proponents, and theories.
Intellectual development (Piagetian, Psychometric, and Classical Approach)reneegomez
I was assigned to report about the Intellectual Development of children. I discussed about 3 different approaches in learning. The Piagetian which is from Jean Piaget, Psychometric which talks about the measurement of intelligence, and the Classical Approach from Ivan Pavlov. I hope that this slide will be useful to you.
A short presentation created as a course requirement in Educational Psychology. It includes discussion about cognitive and language development, child development, developmental issues, its proponents, and theories.
Cognitive approaches to second
language learning
Yaseen Taha
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u Schools of thought
u cognitive approaches
u Behaviourism
u Learning strategies
u Processing approaches
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What are the Schools of thought?
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Schools of thought
Structural
linguistics and
behavioral
psychology
1900s, 1940s,
1950s
Generative
linguistics and
cognitive
psychology
1970s, 1980s
Constructivism
1980s, 1990s,
2000s
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What does cognitive theory mean?
u A theory of learning processes that focuses on how people
think, understand, and know. It does not specifies
precisely what is learned, what content will be easiest (or
most difficult) to learn, or what learners will select to
learn at different stages of development or levels of
mastery of a complex skill. It came about as a reaction to
behaviorism.
u A cognitive theory of learning sees second language
acquisition as a conscious and reasoned thinking process,
involving the deliberate use of learning strategies.
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Important cognitive theorists
u Allan Paivio, Robert Gagne, Howard Gardener, Benjamin Bloom.
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Behaviourism
u a highly influential academic school of psychology. It assumes
that a learner is essentially passive, responding to environment
stimuli. Believes that a learner starts out with a clean slate, and
behavior is shaped by positive and negative reinforcement.
Reinforcement, positive or negative increases the possibility of an
event happening again. Punishment, both positive and negative,
decreases the possibility of an event happening again.
u It implies that the learner responds to environmental stimuli
without his/her mental state being factor in the learners' behavior.
Individual learns to behave through conditioning.
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Comparison between BEHAVIORIST theory and COGNITIVIST
theory
u Behaviorism is a learning theory
u As a formation of habit,
conditioning
u Practice is necessary, constant
repetition
u Learner is passive
u Behaviorists: teach, plan, present
language item, make Students
repeat
u Errors are forbidden
u Ignored thought and emotions
u Cognitivism is a learning theory, based
on how people think not a theory that
specifies precisely what is learned what
content will be easiest to learn, or what
learners will select to
learn at different stages of development
u Learning results from internal activity
(mental processes)
u Practice is necessary, but rote learning
and meaningless repetition is out.
u Learners process, store, and retrieve
information
u Cognitivists: creates opportunities for
learni
Compare the views of Piaget and Vygotsky on school instruction in ab.pdfarchgeetsenterprises
Compare the views of Piaget and Vygotsky on school instruction in abstract concepts.
Solution
Psychologist Vygotsky have illustrated that the prominent cultural mediation and child
development and children deal with interpersonal communication. Vygotsky has described that
how these psychological interactions are interacted to develop higher mental functions, and he
explained the phenomenon a called internalization.
In the early stages of child cognitive development Vygotsky observed a wide range of tasks with
which a child used to do process of learning and how it will be completed. This zone was
described by Vygotsky as “zone of proximal development” in children, a major part of school
instruction in abstract concepts different from Piaget theory of instruction & development, in
which not “inner speech or egocentric speech” has explained.
Total three predominant phases were explained by Vygotsky to elucidate the child cognitive
perspectives and also the relation between child learning and cognitive development
3 predominant positions: 1) Constructivism: Vygotsky defined this phenomenon as development
always come first learning. This term illustrates that child must get a particular stage of
maturation to go further with learning process.
2) Behaviorism: Cognitive development and learning need not be isolated but as a substitute,
they can occur concurrently. Thereby he concluded that learning is nothing but development;
3) Gestaltism: Cognitive development and learning are both considered as interactive
phenomenons.
Piaget\'s theory of cognitive development:
According to Piaget, cognitive reversibility is a tangible operation state in which children
initially habituate and gain knowledge to understand the things how it works and alter they gain
knowledge to return to their original state.
Paiget illustrated children’s cognitive development in four stages
They are 1. Sensory motor stage
2. Pre-operational stage (2 to7 years of old)
3. Concrete operational (children of 7 to 11 years old)
4. Formal operations (11 to 16 years adolescence stage)
Preoperational stage defined as the stage at which children mainly habituate and gain knowledge
to speak at the age of 2 to 7 years on school instruction in abstract concepts. In this stage child
develops to use symbols initially and finally form enduring and manipulating symbols. In this
stage, children do not develop logical thinking or reasoning. In concrete operational stage,
children often develop logical thinking and efficient cognitive abilities.
Preoperational stage includes the following stages of features on school instruction in abstract
concepts with no \"inner speech or egocentric zone of proximal development\" but possess
features such as such as a. animism; b. artificialism c. transductive reasoning.
According Piaget conservation has illustrated as the process in which children at the age of 2 to
seven are unable to think logically. But their logical thinking starts at the age of seven to el.
Topic: Cognitive Theories of Learning
Student Name: Shazia
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, PakistanTopic:
Student Name:
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The 15 most influential learning theories in education (a complete summary)Paul Stevens-Fulbrook
A Complete summary of the 15 most influential learning theories in education. All theories explained in detail with classroom examples. The full article can be found at:
https://teacherofsci.com
https://teacherofsci.com/learning-theories-in-education/
9. This is the first stage of development, which begins at birth and continues up to about age 2. In this stage, children learn about physical objects and are concerned with motor skills and the consequences of some of their actions. Whenever the children see a new object, they shake it, throw it, chew it or put it in their mouth simply, so that they may understand its characteristics. Around age 1, children learn the concept of object permanence i.e. an object continues to exist even if it out sight of a child.
11. This is the second stage of development, beginning around age 2 and continuing up till age 6 or 7. This stage is marked by acquisition of language and during this stage children become able to think of symbols, to form ideas from words, etc. Children, in this stage, also begin to understand concept of space and time and understand numerical concepts like addition and subtraction, they are able even to differentiate between past and future although they remain highly focused on the present. They focus more on concrete physical situations and have difficulty in dealing with abstract concepts. The thought of a child at this stage is very egocentric and often assumes that people see situations from his viewpoint.
13. This is the third stage of development, beginning around age 6 or 7 and continuing up till age 11 or 12. Children are now able to group certain things into categories, and put objects into size order, number order, and any other types of systematic ordering. There is a form of logical reasoning and thinking. Their experience of the world at this age makes them able to imagine events that occur outside of their own lives. A capacity for abstraction is also acquired at this stage and children begin to study complex disciplines such as mathematics, solve problems with number and reverse previously performed operations. The children are able to understand views and perspectives of other people and are capable of concentrating on more than one thing at a time. In this stage a child can do mental operations but only with real concrete objects, events or situations.