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Chapter 3: The Cognitive Learning Theories

The chapter discusses several cognitive learning theories: - Piaget's theory of stages of cognitive development in children and Vygotsky's sociocultural theory emphasizing social interaction and guidance. - The information processing theory which models how the human memory works like a computer to encode, retrieve and forget information. - Problem solving and creativity as cognitive processes using cognition, prior knowledge and memory. - Behavioral learning theories like classical conditioning, operant conditioning and social learning theory which focus on how behaviors are influenced by association, reinforcement and punishment, and modeling respectively. - Constructivism which sees learning as experiential and knowledge as unique to individuals, with students as active participants in student-centered classrooms through

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139 views

Chapter 3: The Cognitive Learning Theories

The chapter discusses several cognitive learning theories: - Piaget's theory of stages of cognitive development in children and Vygotsky's sociocultural theory emphasizing social interaction and guidance. - The information processing theory which models how the human memory works like a computer to encode, retrieve and forget information. - Problem solving and creativity as cognitive processes using cognition, prior knowledge and memory. - Behavioral learning theories like classical conditioning, operant conditioning and social learning theory which focus on how behaviors are influenced by association, reinforcement and punishment, and modeling respectively. - Constructivism which sees learning as experiential and knowledge as unique to individuals, with students as active participants in student-centered classrooms through

Uploaded by

Kat Jornadal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Chapter 3: The Cognitive Learning Theories

The cognitive learning theory emphasizes on the mental development and processes and the factors
that can influence thinking. Piaget focused on the individual learning process wherein children undergo
pre-defined stages of cognitive development. Vygotsky, on the other hand, focused on the importance
of social interaction and adult guidance in the development of learners as stated in his sociocultural
cognitive development theory. Other cognitive processes tackled in this chapter include the information
processing theory (IPT) which models the human memory after the computer hardware, with the CPU
and the hard drive as the short-term and long-term memories, respectively. The IPT focuses on how
information is encoded, retrieved, or forgotten. Lastly, the topic of Problem Solving and Creativity
explained how the two cognitive processes work, and how cognition, prior knowledge, and memory are
used in order to achieve a goal.

The cognitive learning theory is not composed of a single learning style, rather, it focuses on the
development and improvement of learning and memory. These can be achieved when a teacher helps
the students through guided learning appropriate to the child’s milestone. Lastly, students can master a
subject when it is applied, and when they are given the freedom to explore their learnings.

Chapter 4: Behavioral Learning Theories

The theories under this category focused on how behaviors can be influenced or, at an extreme, even
manipulated. For one, Pavlov and his classical conditioning made use of association to elicit response
from a subject. This is evidently important in managing classrooms as teachers can set certain actions as
signals for specific activities. Thorndike’s Connectionism is similarly anchored in the concept of
association, particularly between stimulus and response. He believed that learning is achieved through a
series of trial and errors; furthermore, learning can be enhanced by preparation, repetition, as well as
feedback and a positive reward system. B.F. Skinner’s work on operant conditioning expounds on the
effects of positive and negative reinforcements, as well as punishment. When applied in the classroom,
it can directly affect how teachers interact with the students. Positive behaviors are rewarded while
unwanted behaviors are lessened or extinguished. Directly addressing the students’ actions can give
them an idea of what should and what should not be done.

Meanwhile, Tolman’s Purposive Behaviorism and Bandura’s Social Learning Theory aimed to bridge the
behaviorist approach (passive learning) and cognition (active learning). Neo – behaviorists believe that
learning is gained through modeling, that is, imitated. It is therefore important that key figures in a
student’s life demonstrate appropriate behaviors.

Chapter 5: Constructivist Learning Theories

Constructivism is an approach wherein students are considered as active participants to the learning
process. Learning is said to be experiential, and knowledge is unique to each individual. It is in
opposition to the traditional method of instruction wherein students act as vessels of knowledge, while
the teacher serves as the sole source of information. Constructivist classrooms are student-centered.
Teachers facilitate active and self-regulated students. Furthermore, the transfer of knowledge requires
that learnings be applied in real world situations. The mains activities in a constructivist classroom are
problem solving and investigation. Exploration of the topics can lead to more questions which can be
addressed using the students’ prior knowledge or experiences.

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