This document summarizes several cognitive learning theories and theorists. It discusses how cognitive theory views thoughts and behaviors as tendencies that should be analyzed. It also explains dual coding theory which proposes information is processed visually or linguistically. Several instructional theories are outlined including Gagne's nine events of instruction and Gardner's theory of multiple intelligences. Bloom's cognitive and psychomotor domains are mentioned as well as cognitive theorists like Bruner, Mayer, and Sweller. The role of technology in multimedia learning and repetition for information input is discussed.

1. Alley, Andrea , Kathleen , Ryan, Gisselle , Jeffrey
Team 4

2. • Developed after the influence of Behaviorism.
• “Cognition: literally means ‘knowing’, and is the mental act
or process to which knowledge is acquired (Mcleod,S.A.).”
• Cognitive Theory compared our thoughts and recollections
to our behavior:
• Both are tendencies of the individual, and therefore should be
analyzed as such. (Gary, Shelly B. Pg 371).
• The human mind and the present day computer have a
synergistic function:
• Input, store and retrieve information.
• As humans, we hear/see/do certain things which are placed into our
memory for us to use this acquired knowledge in the future.

3.  Dual Coding Theory (Allvan Palvio) : proposes that information is processed through either
visual images or interpreting language.
 How verbal/ nonverbal information is displayed will effect the influence on the
individual.
 How the verbal and nonverbal systems are activated in presence of one another
 How text with images can trigger us to store the information
 (Gary, Shelly B, Pg. 372)
 9 events of Instruction (Gagne) : belief that learning depends on
verbal, information, intellectual skills, attitudes, and cognitive strategies.
 Grabbing the learners attention, displaying the objectives for the learner, activating
human recall (PREVIEW information- then REVIEW information), introducing new
information with guidance and direction, participation followed by feedback, evaluate
their new level of understanding, and continue to increase level of retaining information
 View on Intelligence (Gardner): each individual holds the ability to learn and demonstrate
through a variety of multiple intelligences.
 Cognitive Domain (Bloom): how we use what we know to form ideas and thoughts.
 Psychomotor Domain: motor skills and physical abilities.
 Bloom’s Taxonomy: is a hierarchy of learning to stimulate student comprehension
 Master Learning: Bloom’s model for learning, where students continue to retain
more knowledge, only once previous knowledge is mastered.

4.  Merrill -Component Display Theory (CDT)
 Reigeluth (Elaboration Theory)
 Gagne
 Briggs
 Wager PowerPoint Clip Art
 Bruner (moving toward cognitive constructivism),
 Schank (scripts)
 Scandura (structural learning)
 Richard Mayer- Cognitive Theory of Multimedia Learning
 John Sweller- Cognitive Load Theory

5.  With Technology:
 The multimedia principle: states that “people learn
more deeply from words and pictures than from words
alone” (Mayer, p. 47).
 Teachers use technology to help students retain
information.
 The principle states that these elements (pictures and
visuals) are selected and organized dynamically to
produce logical mental constructs.
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6.  Without Technology:
 Teachers in the classroom will teach students with
repetition for the students to input the information.
 Information comes in, is processed, and leads to
certain outcomes.
 Using assessments to see these outcomes is how the
teacher implements this theory.
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7.  With Technology:
 Students see what the teacher presents as a visual
 They will then start to process and input the
information into their memory
 Then they will recall that information when tested on
that particular visual presentation

8.  Without Technology:
 Students will use the thought process to successfully
perform the problem by recalling information that the
instructor lectured about prior to an assessment.
 They use problem solving, analysis, and then they
explain the result.
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9.  Using a vocabulary curriculum to allow the students to
input new information into their brains.
 Giving students formulas to know if in a mathematics-
based classroom.
 Showing the students different videos (implementing
technology) and then testing them on what they
learned.
 Constantly adding new information for the students to
input into their memory, then reviewing what they
have learned by assessments.

10.  "Cognitive Theories." Learning Theories. Web. 20 Nov.
2011. <http://www.learning-
theories.com/category/cognitive-theories>.
 Gary, Shelly B. Boston (2010). 6th Edition. Teacher’s
Discovering Computers; Integrating Technology and
Digital media in the Classroom.
 Mayer, R. E.; R. Moreno (1998). “A Cognitive Theory of
Multimedia Learning: Implications for Design
Principles”.
http://www.unm.edu/~moreno/PDFS/chi.pdf.
 Mcleod, S. A. (2007). Simply Psychology; Cognitive
Approach in Psychology. Retrieved 20 November
2011, from
http://www.simplypsychology.org/cognitive.html