Cognitivism (Cognitive Theory)

 

Cognitivism

This learning theory was in response to behaviorism. Cognivists claimed that behaviorism failed to explain cognition and sees that mind is an information processor. It emphasizes understanding as a whole instead of just as pieces

Cognitivism considers the mind as an information processor like a computer

According to cognitive psychologists, language is not just a learned habit devoid of creative thinking, but learners are indued with language acquisition device (LAD) and use it not only to learn languages but also to be creative 

Cognitivism sees that every individual can learn their mother tongue with no need to grammar rules or to attend any institute All this occurs through the interaction with the society and the peers

Language according to Chomsky is an inborn issue and every individual has a language acquisition device (LAD) which enables them to learn any language

A child most of the time can use certain words or expressions which they never heard and Chomsky says that they already existed in their device

Pioneers of Cognitivism

Jean Piaget

Benjamin Bloom 

Noam Chomsky 

Jerome Bruner

The role of the learner

The learner according to cognitive psychologists is an active participant in the learning process. They use different strategies and techniques to process and build their personal understanding of the content to which they are exposed. Students are not considered as recipients and black slates that the teacher fills with knowledge, but as active participants and builders of the learning Jean

Piaget's Stages of Cognitive Development 

The first stage is sensorimotor stage (from birth to two years). The infants at this stage begins to discover the world and the surrounding environment using their senses and try to construct the meaning of things they see or hear

The second stage is preoperational stage (two to seven years). In this stage, the child continues to develop abstract ways of thinking including developing language skills and using words and behaviors to represent events they have experienced previously

The third stage is concrete operational stage (seven to eleven years of age). This stage is considered the turning point in the stages of cognitive development during which the child becomes less selfish and more rational. In this stage, the child acquires the ability to develop and apply logical and concrete rules to objects including the ability to classify objects into groups and subgroups, in addition to the ability to understand logical matters such as height, weight, understanding and memorization. For instance, a child is able to recognize that the appearance of water changes when placed in a small or large bottle, wide or narrow, but that the water itself never changes

The fourth stage is formal operational stage (eleven to fifteen years). In this stage, children learn how to use logic and create theories. It is considered the final stage of cognitive development in which the child learns more advanced rules of logic that enable them to understand abstract topics and solve problems

there are two types of processes at work in cognitive development according to Piaget: Assimilation and Accommodation

Cognitive development is the consequence of the fixed association of assimilation and accommodation. Assimilation happen while modifying or changing new information to agree with our schemas (what we already know). This keeps the new information and adds it to what already is in our minds. Accomodation is while we reconstitute or modify what we already know as the new information can fit in better. This emerges from problems placed by the environment and when our perceptions do not agree with with what we know or think

Information processing stages

sensory memory: Our sensory receptors receive much information from the external environment and store it in the sensory register for a very short time, but little of this information is paid then gets moved to the next stage and receives processing

 

Short-term memory: It is also called working memory, this memory is the second station for information after sensory memory, as it consists of a temporary repository of storage in which information is kept for about 30 seconds, and it receives only the information to which attention is paid, and the one desired to be remembered and processed by the long-term memory

 

long-term memory: It is where information, experiences and knowledge settle in its final form, where information is stored in the form of mental representations permanently. After encoding and processing it in working memory, and long-term memory has the advantage that its storage capacity is enormous

 Key concepts

Cognition: is the awareness and the understanding of facts through the abstract mind

Schema: (plural: schemata or schemas) is an organized unit of knowledge inviduals have about events, people and facts. It is based on past experiences and is obtained to guide current understanding or action

Memory: is a cognitive process which enables people to encode, store and retrieve information

Language Acquisition Device (LAD): is a tool and innate capacity in the human brain that allows children to learn and understand language quickly

Equilibration: is the cognitive balancing of new information with old knowledge existed in the mind

Adaptation: consists of two sub‐processes: assimilation and accommodation

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الرجاء الإنتظار، سيتم تحويلك لصفحة التحميل بعد



ثانية