COGNITIVISM
At its simplest, Cognitivist Learning Theory states that learning takes place as a set of internal, cognitive processes. These cognitive processes have inherent strengths, weaknesses and limits. By understanding the internal processes of the mind, we can design training services and professional development experiences which are more effective for learners.
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Cognitivism has been around, in one form or another for almost a hundred years. It takes in a whole range of theorists, from Bartlett and Bruner to Bamdura and Baddely, and draws on evidence from experimental psychology and cognitive neuroscience. Studies of sensory processing, attention, memory, social motivation and language have all influenced cognitivist learning theory.
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In the videos below, I introduce a few of the key ideas in cognitivism and their impact in learning design.
References
Smith, M.K. (2002), Jerome S. Bruner and the process of education, published in the Encyclopedia of Informal Education. retrieved from: http://infed.org/mobi/jerome-bruner-and-the-process-of-education/
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McLeod, S. A. (2016, Feb 05). Bandura - social learning theory, Retrieved from https://www.simplypsychology.org/bandura.html
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Cowen, N (2008). What are the differences between long-term, short-term and working memory?, Published in Progress in Brain Research, vol. 169,p.323-338. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2657600/
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McLeod, S. A. (2012), Working memory, Retrieved from: https://www.simplypsychology.org/working%20memory.html
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kmikuli (2013), Schema Theory, Retrieved from: https://www.learning-theories.org/doku.php?id=learning_theories:schema_theory
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Baddeley, A (2002), Is Working Memory Still Working?, Published in European Psychologist, Vol. 7, No. 2, June 2002, pp. 85–97, Retrieved from: https://www.simplypsychology.org/Is%20Working%20Memory%20Still%20Working.pdf
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McLeod, S. A. (2010), Long-term memory, Retrieved from: https://www.simplypsychology.org/long-term-memory.html
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Mayer, R.E & Morano, R (2003), Nine Ways to Reduce Cognitive Load in Multimedia Learning, Published in Educational Psychologist, 38(1), 43–52. Retrieved from: http://faculty.washington.edu/farkas/WDFR/MayerMoreno9WaysToReduceCognitiveLoad.pdf
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