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Cognitive Learning Theory

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12 views

Cognitive Learning Theory

Uploaded by

ferrerjericho300
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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UNIVERSITY OF LA SALETTE, INC.

Dubinan East, Santiago City, Philippines, 3311


COLLEGE OF NURSING, PUBLIC HEALTH AND MIDWIFERY

COGNITIVE LEARNING
THEORY
Presented by:
GUNAYON, FRANCINE ELIZA B
JANDOC, WINNIE
BALGOS, COLEEN JOSCEL S.
ORPIA, JENNIFER
GARCIA, STAR D.
INIB, MARY ROSE C.
ANGELES, JOHN MOISES D.
ANDUMANG, SUNSHINEY R.
BANUTAN, RONALD G.

BSN-1A
UNIVERSITY OF LA SALETTE, INC.
Dubinan East, Santiago City, Philippines, 3311
COLLEGE OF NURSING, PUBLIC HEALTH AND MIDWIFERY

Cognitive learning theory focuses on understanding how people process information


internally. It emphasizes the role of mental processes such as thinking, memory, knowing, and
problem-solving. Unlike behaviorism, which focuses on observable behaviors, cognitive learning
theory looks at how the brain processes information and how this affects learning. This theory
suggests that learners actively construct their own understanding and knowledge of the world
through experiences and reflecting on those experiences.

Gestalt Psychology

Gestalt psychology emphasizes that the whole is


greater than the sum of its parts. This means that our
perception of objects and experiences is not just a
collection of individual elements but a unified
whole.

● Proximity: Objects that are close to each


other are perceived as a group.
● Similarity: Objects that are similar in
appearance are grouped together.
● Continuity: We perceive continuous patterns
rather than disjointed ones.
● Closure: Our minds fill in gaps to create a
complete, whole object.
● Figure-Ground: We distinguish an object
(the figure) from its background (the ground)

Information Processing

A cognitive perspective that views thinking processes (attention, memory, etc.) as


fundamental to learning. Emphasizes how information is encountered, stored, and retrieved.

How information is encountered, stored, and retrieved.

● 1st stage- Attention


● 2nd stage - Processing
● 3rd stage - Memory storage
● 4th stage - Action
UNIVERSITY OF LA SALETTE, INC.
Dubinan East, Santiago City, Philippines, 3311
COLLEGE OF NURSING, PUBLIC HEALTH AND MIDWIFERY

SOCIAL CONSTRUCTIVISM AND SOCIAL COGNITION THEORY


Social cognition refers to the mental processes involved in perceiving, interpreting,
remembering, and using information about other individuals and social situations. It
encompasses a range of cognitive functions that allow people to comprehend social behavior,Key
Aspects of Social Cognition.

Social constructivism is a sociological theory of knowledge that emphasizes the socially


situated nature of human development and the role of interaction with others in constructing
knowledge. It asserts that people collaboratively create artifacts through social interactions.

PIAGET’S COGNITIVE DEVELOPMENT THEORY

1. Sensorimotor Stage (Birth to 2 years)


➔ Key Features: Infants learn about the
world through their senses and actions. They
develop object permanence, the understanding
that objects continue to exist even when they
cannot be seen.

2. Preoperational Stage (2 to 7 years)


➔ Key Features: Children begin to use language and think symbolically, but their thinking
is still intuitive and egocentric. They struggle with understanding the viewpoints of others

3. Concrete Operational Stage (7 to 11 years)

➔ Key Features: Children’s thinking becomes more logical and organized, but still
concrete. They can perform operations on tangible objects and understand concepts such
as conservation (the idea that quantity remains the same despite changes in shape or
appearance)12.

4. Formal Operational Stage (12 years and up)

➔ Key Features: Adolescents develop the ability to think abstractly, reason logically, and
plan systematically. They can consider hypothetical situations and use deductive
reasoning
UNIVERSITY OF LA SALETTE, INC.
Dubinan East, Santiago City, Philippines, 3311
COLLEGE OF NURSING, PUBLIC HEALTH AND MIDWIFERY

BLOOM’S TAXONOMY
Identifies and describes, in hierarchical order, the cognitive processes involved in
learning.

Use verbs aligned to the taxonomy to plan lessons that would ensure that learners’
cognitive skills develop.

BRUNER’S COGNITIVE DEVELOPMENT THEORY

Jerome Bruner, an influential psychologist, introduced a theory of cognitive


development that emphasizes the importance of culture and the ways in which children learn
through social interactions. His theory comprises three core elements: enactive, iconic, and
symbolic representation.

Enactive Representation (Action-Based):

➔ This is the first stage, where learning is based on physical actions.Knowledge is stored in
the form of motor responses and can be recalled through specific actions.

Iconic Representation (Image-Based):

➔ In this stage, learning occurs through visual images and other sensory modalities.
Knowledge is represented by mental images and visual aids.

Symbolic Representation (Language-Based):

➔ The final stage involves learning through symbols, particularly language. This form of
representation allows for more abstract thinking and problem-solving.
UNIVERSITY OF LA SALETTE, INC.
Dubinan East, Santiago City, Philippines, 3311
COLLEGE OF NURSING, PUBLIC HEALTH AND MIDWIFERY

\ Importance of Bruner's Theory

Bruner's theory attaches importance to the prior knowledge of the students. Due to this,
the ideas of scientific principles are also given importance in education. It develops the Logical
Thinking of the students.

On the basis of this, the memory and imagination power of the students are developed. It
provides opportunities for the students to come to a conclusion by doing activities on their own.
Due to this, creativity skills are developed in the students.

AUSUBEL LEARNING THEORY

Ausubel believes that learning of new knowledge relies on what is already known. That
is, construction of knowledge begins with our observation and recognition of events and objects
through concepts we already have. We learn by constructing a network of concepts and adding to
them.

Ausubel also stresses the importance of reception rather than discovery learning, and
meaningful rather than rote learning. He declares that his theory applies only to reception
learning in school settings. He didn't say, however, that discovery learning doesn't work; but
rather that it was not efficient. In other words, Ausubel believed that understanding concepts,
principles, and ideas are achieved through deductive reasoning.
Ausubel was influenced by the teachings of Jean Piaget. Similar to Piaget's ideas of conceptual schemes, Ausubel related this
to his explanation of how people acquire knowledge

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