Major Learning Theories: Cognitivism

Cognitivism is based on the thought process behind the behavior. Cognitivism stresses the acquisition of knowledge and internal mental structures. 

In other words, it focuses on HOW information is received, organized, stored, and retrieved by the mind. 

Cognitivists also place great emphasis on environmental conditions to facilitate learning. 

However, contrary to behaviorism, the learner is characterized as being very active in the learning process. Therefore, environmental conditions are not enough to explain whole instructional situation. The way that learners attend to, code, transform, rehearse, store and retrieve information and learners’ thoughts, beliefs, attitudes, and values are also key elements of learning process. 

Memory in cognitivism is prominent because cognitivists regard memory as the result of learning. It classifies sensory register, shortterm memory, and long-term memory by how information is stored. 

The actual goal of instruction for behaviorism and congnitivism is often to communicate or transfer knowledge to students. However, behaviorists focus on environmental condition while cognitivists stress
efficient processing strategies. 

Instructions in cognitivism have some characteristics: 
(1) Emphasis on the active involvement of the learner in the learning process
(2) Use of hierarchical analyses to identify and illustrate prerequisite relationships
(3) Emphasis on structuring, organizing, and sequencing information to facilitate optimal processing
(4) Creation of learning environments that allow and encourage students to make connections with previously
learned material (Ertmer & Newby, 1993). 

The role of teacher is to:
(1) Understand that individuals bring various learning experiences to the learning situation which can impact
experiences to the learning situation which can impact learning outcomes
(2) Determine the most effective manner in which to organize and structure new information to tap the learners’ previously acquired knowledge, abilities, and experiences
(3) Arrange practice with feedback so that the new information is effectively and efficiently assimilated within the learner’s cognitive structure (Stepich & Newby, 1988).

- taken from the paper written by Eun Ju Jung & Dr. Michael Orey, 2008.