LEARNING AND COGNITIVE THEORIES OF LEARNING

ALLAMA IQBAL OPEN UNIVERSITY,
ISLAMABAD
ONLINE WORKSHOP – JUL./AUG 2020
LEARNING AND COGNITIVE
THEORIES OF LEARNING
in
Human Development and Learning
C.C 8610 - B.Ed.
Presented by:
Ch. Muhammad Ashraf
m.ashraf0919@gmail.com
https://www.slideshare.net/RizwanDuhdra
Telegram: https://t.me/duhdra

HUMAN DEVELOPMENT AND LEARNING
LEARNING AND COGNITIVE THEORIES
OF LEARNING
2
By:Ch.M.Ashraf

LEARNING AND COGNITIVE THEORIES OF LEARNING
Objectives
After studying this unit students will be able to
1. Define learning
2. Describe cognitive theories of learning
3. Describe experiments that lead to the theories of associative
learning
4. Describe how teachers can use learning theories to help students
learn complex skills.
5. Relate the importance of conditioning learning
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Overview
Learning takes place in many ways – intentional or
unintentional. All sorts of learning are going on all the time – e.g.
while reading the chapter, listening to a teacher’s lecture etc. The
content of this chapter, the placement of words on the page, sounds,
and temperature of your surroundings are all stimuli.
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Meaning and Nature of Learning
⎯ Learning means to bring change in the behaviour of the Organism.
⎯ learning in psychology has the status of construct – construct
means an idea or image that cannot be observed like electrons or
genes but is inferred from the behaviour of the Organism.
⎯ According to Robert S. Wood Worth learning is the permanent
change in an individual which is result of experience.
⎯ Learning is a result of an intentional effort . Accidental events or
experience are not included in learning. consciousness involves in
learning.
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Four Attributes of Learning
1. Learning is a permanent change in behaviour. it does not include
change due to illness, fatigue etc.
2. Learning is not directly observable but manifests in an
individual’s activities.
3. It results in some change of enduring nature.
4. Learning depends on practice and experience.
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Characteristics and Features Of Learning
I. Learning is a dynamic process
II. Learning is a continuous process
III. Learning is a gradual process
IV. Learning is a purposeful process
V. Learning is a conscious process
VI. A product of growth and development
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Characteristics and Features Of Learning
VII. A repetition process
VIII. Learning is the process of acquiring skills.
IX. Learning involves intelligence and creativity.
X. Learning is the product of the environment (adaptation) and
adjustment to the environment
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Types of Learning
1-Cognitive Learning
This involves information, meanings, concepts, references,
inclinations. (consciousness involves in learning)
2-Psychomotor Learning
This includes skills, professional skills, arts, drawing, habits,
behaviour, social character (muscular reaction involves in learning)
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Laws of Learning (given by Thorndike and others)
1. Law of readiness
2. Law of practice
3. Law of recency (revision after short intervals)
4. Law of effect (achievement of satisfaction)
5. Law of association / Integration
6. Law of intensity of stimulus
7. Law of division of content
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Cognitive Theories of Learning
Cognitive processes include mental processes - forming,
manipulation and using cognition. Cognitive approaches lay stress on
changes that occur within an organism’s system of cognition. In
cognitive theories, emphasis is laid upon how thinking plays the
central role in learning.
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Max Wertheimer: Gestalt Psychology
⎯ Max Wertheimer, a German psychologist, is the founder of this
school of thought. This learning approach is also known as classical
Gestalt theory. In Gestalt psychology the learner sees the whole
situation / total picture with all its parts interrelated.
⎯ In cognitive psychology the emphasis is not laid only on observable
behaviour of the individuals; it is equally important to consider
whatever goes inside the mind of that individual.
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By:Ch.M.Ashraf

Kohler’s Experiment
Kohler was a colleague of Max Wertheimer. He performed Gestalt
psychology's most famous animal studies. He arranged an ape’s cage,
bananas hanging from the top, couple of boxes on the floor, using
boxes the ape reached bananas etc. the ape’s solution to the problem
appeared to Kohler not to be one of blind trial and error. Here the
learner sees the whole situation etc.
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Conditions for Learning
1. Readiness / will to satisfy hunger or thirst
2. Freedom
3. Clear and easy problem
4. Clear objectives
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David Ausubell
 David Ausubell is considered to be a modern cognitive psychologist.
He says that a new material or knowledge is added to the cognitive
“structure of the learner, the structure goes on changing
continuously to accommodate new material.
 To him there are two kinds of learning – Rote learning and
meaningful learning. he says if I have to reduce all of educational
psychology to one principle, I would say that the most important
single factor influencing learning is what the learner already
knows”. e.g. child’s learning language, composition learning etc.
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By:Ch.M.Ashraf

Jean Piaget’s Theory of Cognitive Development (1964 )
Piaget describes that an individual passes 4 stages of mental
development. To him mental development means to perform
operations through mental processes which includes adding,
subtracting, multiply, dividing, corresponding, substituting and
reversing.
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By:Ch.M.Ashraf

Jean Piaget’s Theory of Cognitive Development (1964 )
Mental Development Stages – (Jean Piaget)
1. Sensorimotor stage (0-2 years)
2. Preoperational stage (2-7 years)
3. Concrete operational stage (7-11years)
4. Formal operational stage (11 to 14 years)
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By:Ch.M.Ashraf

Bruner's Theory of Learning (1960)
Bruner was also advocate of cognitive learning. He identified four
strategies in concept attainment.
1. Simultaneous scanning strategy
2. Successive – scanning strategy
3. Conservative focussing strategy
4. Focus gambling strategy
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By:Ch.M.Ashraf

Bruner's Theory of Learning (1960)
Bruner’s strategies of concept learning can be applied in science
teaching. the use of discovery and enquiry techniques in teaching
science provide the pupils with experiences quite similar to the card
tasks used by Bruner. For example if we want the student invent
their own systems of classification of plants and animals, they can do
it by identifying the attributes and putting plants or animals with
common attributes in one group.
To Bruner the students should be given a chance to find
problems and discover knowledge. Let them work like a scientist in
the lab. to discover new meanings and thoughts to be used to fulfil
the needs in future.
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By:Ch.M.Ashraf

HUMAN DEVELOPMENT AND LEARNING
THEORIES REGARDING INTELLECTUAL DEVELOPMENT
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By:Ch.M.Ashraf

LEARNING AND COGNITIVE THEORIES OF LEARNING

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