Cognitivism

Overview

Cognitivism superseded behaviorism as the primary learning theory in the 1950s, shifting the focus of learning from observable behavior to the mental processes within the individual. In cognitive theory, the learner takes in new information, which is then influenced by personal beliefs, memories, concepts, and schema, to produce original thought. To facilitate this process, the instructor creates a collaborative problem-solving environment for the learners and encourages self-reflection and reasoning.

Dates, Key Researchers, and Connections to Learning

1896 - 1980 John Piaget, Psychologist

"Devlopment Table" by M-J Dallas licensed under Creative Commons CC BY 3.0..

Piaget transformed the understanding of cognitive development by emphasizing the learners’ active engagement with their environment as part of the learning process. He also proposed four stages of development that occur sequentially from child to adult (though Piaget primarily focused on children). Cognitive abilities differ drastically as individuals move through the four stages. Based on this, he postulated that knowledge is largely influenced by a person’s cognitive ability (stage/age) as learners interact with their environment. The basic building blocks in his cognitive model are schema, which are basic mental structures upon which learning and knowledge are based. Operations is the term used to describe how learners use logic and reasoning to combine schema. Both schema and operations evolve through interaction with others and the environment.

1896 - 1934 Leo Vygotsky, Psychologist

Vygotsky’s theories, arising at the same time as Piaget’s, share the premise that active participation and meaningful interactions with the environment are significant to the learning process. However, Vygotsky proposed the Social Development Theory, which emphasizes social interactions as a key factor to cognitive development. Another significant contribution by Vygotsky, is the concept of the Zone of Proximal Development (ZPD). ZPD represents the space between what a learner can do unsupported and what they cannot do even with support.

Image source: Dcoetzee "Zone of Proximal Development," Accessed via https://commons.wikimedia.org/wiki/File:Zone_of_proximal_development.svgs

1915 - 2016 Jerome Bruner, Psychologist

Bruner emphasized the role of the learner as an active problem solver engaged in the learning process who develops through three stages. Bruner’s research proved that cognition changes depending on how information is presented and prior perceptual training. He proposed a learner centered approach, acknowledging learners are unique and require different degrees of assistance. Bruner also believed that learning should be spread out, build over time, and progress in an interconnected manner (spiraling).

1925 - 2021 Albert Bandura, Psychologist

Bandur developed social cognitive theory, which stresses that learning occurs through social experiences, observation of influential models and learner imitation of influential models. He and also introduced the concept of self-efficacy and a mediational process that occurs between stimuli (input) and responses (output).

Implications for Instructional Design

Cognitivism is utilized in instructional design to create learning experiences that are learner focused, meaningful and self-directed. (Evanick)
Learning content is presented in context to a larger theme, concept, or skill, but sequenced in smaller sequential chunks that leaners progress through.
Activities encourage learners to make connections between different ideas and justify reasoning or thinking.
Lessons are short and free from distraction. Visuals or graphics are used to help balance the cognitive load. (Schwartz)
Ways are presented to help the learner organize during the learning experience (organizers, mnemonics).
Learning has a social context that utilizes models for demonstration. The learner interprets the demonstration and applies the information. In design this can be media, pictures, or symbolic representation of concepts. (Reynolds)
Learners collaborate in small groups to encourage self-efficacy. This can be achieved through collaborative projects or discussion questions. (Reynolds)

Strengths and Limitations

Strengths

A very practical application to learning that highlights memory and the thought process.
It presents information in chunks (reduces cognitive load).
Focuses on thinking and comprehension through discovery at different development stages (appropriate for cognitive stage of learner).
Encourages the development of reasoning, decision-making and problem-solving.
The aspect of self-efficacy can boost self-confidence.

Limitations

Cognitivism has a very specific focus.
Behavior is attributed to the internal mental process, and this cannot be observed.
A learner may not be able to transfer knowledge or skills in a new situation.
Places too much emphasis on the mind as a blank slate and does not consider other factors that may affect behavior such as emotions, upbringing, individual experiences, and genetic or biological differences.

Instructional Material: Evaluation of Cognitive Load

Instructional Material: What is Emotional Regulation? by Paige Pradko, Psychotherapist

Link: https://www.youtube.com/watch?v=eh8iEbzWh_g

Overview of Instructional Material: This is a four-part YouTube series on emotional regulation. The video is designed to inform learners on the range of healthy emotions, what happens when emotions are experienced outside of the healthy range, and techniques for helping individuals better regulate emotions to stay in the "optimal zone."

Cognitive Load Needs

Consideration of Pre-existing Knowledge

The video series is designed to inform on what emotional regulation means from a mental health perspective. This is explained in the first video. Since there is not a designated learner or age group, the content may be too complex for some learners. However, the subsequent videos are designed for teaching self-management techniques which would be appliable to a broader range of learners who can independently access the site.

Suggestion: Present the clinical concept of emotional regulation using a more generalized approach. The initial narration can be adjusted to provide clinical context as a quick introduction (if needed), but then present a simplified explanation of the concept. Adjust the visual graph to the simplified explanation so it can be comprehended by a broader range of cognitive abilities/individuals accessing the site.

Presentation of Content in Segments

The videos are short in duration, with subsequent teaching videos presenting simple techniques learners can apply to help self-regulate emotions. The presenter introduces the next video prior to concluding the first. This format chunks information and presents it in a manageable way to the learner. However, it is a bit unclear how the videos differ as there is unnecessary repetition from previous videos.

Suggestion: Organize the "technique" content within each video into more discernable segments so there is clearer purpose for each. Eliminate unnecessary repetition.

Presentation of Information: Use of Audio, Text and Visuals

The presenter's primary mode of delivery is visually being present while narrating. At times, she does utilize written content that is superimposed over the video (see below). There is also music playing in the background that is fairly equal to the level of audio for her voice. This format introduces a lot of extraneous experiences that the learner must navigate to access the content.

Suggestions:

Use a neutral background for the video that allows for unobstructed view of the graphics.
Better pair the text in the video with the narration.
Reduce the level of audio for the background music (or eliminate).
For suggested techniques, consider switching to a visual model for demonstration rather than narrating, or listing when narrating.

References

Evanick, J., (2023). From behaviorism to connectivism: A comprehensive guide to instructional desing theories for online learning. eLearning Industry. Retrieved from: https://elearningindustry.com/from-behaviorism-to-connectivism-comprehensive-guide-instructional-design-theories-online-learning

Reynolds, J., (2018). Implications of learning theories on instructional design. eLearning Industry. Retrieved from: https://elearningindustry.com/learning-theories-instructional-design-implications

Mcleod, S., (2023). Jean piaget and his theory and stages on cognitive development. Simple Psychology. Retrieved from: https://www.simplypsychology.org/piaget.html

Mcleod, S., (2023). Vygotsky’s sociocultural theory of cognitive development. Simple Psychology. Retrieved from: https://www.simplypsychology.org/vygotsky.html

Scwartz, M., (2018). The implications of 3 adult learning theories on instructional design. eLearning Industry. Retrieved from

https://elearningindustry.com/adult-learning-theories-on-instructional-design-implications-3