Cognitive

Learning Theories
Learning Objectives: At the end of this lesson, you
are expected to be able to:

a. explain the salient concepts and principles of the

major development theories.
b. apply these theories to teaching-learning situations.
c. identify the different factors that bring about
diversity in the classroom.
d. practice creative thinking.
e. apply problem-solving skills
How Learning Occurs
Piaget introduced the concepts of
schema, assimilation, and
accommodation.
14. Schema – He defined schema as ‘a cohesive,
repeatable action sequence possessing
component actions that are tightly
interconnected and governed by a core
meaning.
– It is the way of person’s way of organizing
knowledge.
– It guides the person’s way of responding to a
new experience.
 Piaget used the term 13. adaptation to
refer to the ability to adjust to a piece of
new information or experience, making it
possible for the person to cope with the
change. If the person can adapt to every
experience, learning happens.
 12. Assimilation – the process of
taking new information into the
existing schema
11.Accommodation – involves changing
or altering existing schemas owing to
the new information provided or
The balance between assimilation and
accommodation is achieved through a
mechanism, which Piaget called
13.e1quilibration.
• If the person is unable to take a
balance of these two processes,
disequilibrium occurs.
 Stages of Cognitive
Development
Each stages describes how children acquire knowledge and
the nature of intelligence
 15.Sensorimotor
stage (0-2 years)
– Learns through reflexes, senses, and
movements – actions on the environment.
– Begins to imitate others and remember
events; shifts to symbolic thinking. Comes
to understand cease to exist when they are
out of sight – object
 Preoperational
stage (2-7 years)
• Begins about the time the child starts talking
• Develops language and begins to use symbols to
represent object.
• Has difficulty in with past and future – thinks
in the present
• Can think through operations logically in one
direction.
• Has problems understanding the point of view of
other person.
 Concrete Operational
Stage ( 7-11 years)
• Begins about first grade, to early adolescence
• Can think logically about concrete (hands-on)
problems.
• Understand conservation and organizes things
into categories and in series.
• Can reverse thinking to mentally “undo”
actions. • Understands the past, present, and
future.
 16.Formal Operational
Stage ( 12 years and
up)
• Can think hypothetically and
deductively.
• Thinking becomes more scientific.
• Solves abstract problems logically.
• Can consider multiple perspectives and
develops concerns about social issues,
personal identity, and justice.
18. Classification – is another skill
at this stage. • It involves the
ability to group similar objects in
items of color, shape, use, etc.
17.Seriation – the ability to
arrange objectives according to
size, like small to smallest, far to
farthest, etc.
Berks (2013) summary of teaching
implications derived from Piaget’s
theory of Cognitive Development
1. A focus on the process of children’s
thinking, not just its products. Instead
simply checking for a correct answer,
teaching should emphasize the
student’s’ understanding and the
process they used to get the answer.
2. Recognition of the crucial
role of children ‘s self –
initiative, active involvement in
learning activities.
2. Recognition of the crucial
role of children ‘s self –
initiative, active involvement in
learning activities.
Who is Lev Vygotsky?
• He was born in Russia in 1896
• He died at the young age of 37 from
tuberculosis
• Due to his early death, most of his
theories were left undeveloped.
• His work in the last 10 years of his life
has become the foundation of much
research and theory in cognitive
development.
WHAT IS SOCIOCULTURAL THEORY?
• Formulated by Lev Semenovich
Vygotsky, a Russian psychologist.
• Major argument is that social
interaction, mediated through language,
is a key factor in the child’s
development.
THE ROLE OF SOCIAL INTERACTION

• Vygotsky emphasized the

significance of social interaction in
one’s thinking.
THE ROLE OF LANGUAGE
Vygotsky’s theory emphasized that language plays
a central role in the theory of human cognitive
development.
• Culturally shaping the overt behavior of
individuals.
•Human cognitive development and higher mental
functions are initiated from social
communications.
 THREE STAGES OF
SPEECH DEVELOPMENT
ZONE OF PROXIMAL DEVELOPMENT (ZPD)

•Its goal is to help the child move from the level

of current independent performance (the
competence demonstrated to do a task alone) to
the level of potential performance (the
competence achieved with the guidance of others).
 SCAFFOLDING
•Vygotsky defined scaffolding instruction as
the role of teachersand others in supporting
the learners development and providing support
structures to get to that next stage or level.

•Serves as intervention to reach the zone of

proximal development.
 TEACHING IMPLICATIONS OF VYGOTSKY’S THEORY

•Slavin (2018) proposed the following teaching practices for

consideration by the facilitator learning. In the use of ZPD,
teachers can organize classroom activities in the following ways:
•Instruction can be planned to provide practice within the ZPD for
individual children or groups of children.
•Scaffolding provides hints and prompts at different levels.
•Cooperative learning activities can be planned with groups of
children at different levels who can help each otherto learn.
Information Processing Theory
▶ Developed by American psychologist George
A. Miller
▶ IPT of cognitive development pertains to the
study and analysis of what occurs in a
person’smind as he or she receives a bit of
information (Miller, 1956)
▶ Miller’s concept of chunking.
 Sensory Memory

is the state in which the stimuli sensed (heard,

seen, touched, smelled, tasted) are
temporarily held in mere seconds for the
information to be processed further.
 Short-term Memory

serves as a temporary memory while

the information is given further
processing before it is transferred to
long-term memory..
Short-term Memory

serves as a temporary memory while

the information is given further
processing before it is transferred to
long-term memory.
15-20 seconds only and can hold from
5 to 9 bits of information only at a
given time.
Two Strategies:
▶ Maintenance rehearsal – involvesrepetition of
the information to sustain its maintenance in the
short-term memory.
▶ Elaborative rehearsal – is the process of
relating new information to what is already known
and stored in the long-term memory to make the
new information more significant.
Long-Term Memory

▶ The storehouse of information

transferred from short-term memory.
▶ It has unlimitedspace.
▶ Lastslonger
Semantic Memory
Episodic Memory
Procedural Memory

·Accounts for the knowledge about how to

do things
Teaching Implications of the IPT
1. Make sure you have students attention.
2.Move around the classroom, use gestures and avoid
peaking in a monotone.
3.Begin a lesson by asking a question that stimulates
interest in the topic.
4. Regain the attention of individual students by
walking closer to them, using their names or by asking
them a question.
Teaching Implications of the IPT
5. Help students separate essential from non-
essential details and focus on the most important
information.
6. When you make an important point; pause, repeat,
ask a student to paraphrase, note the information or
tell the students to highlight the point.
7. Help students to make connections between new
information and what they already know.
Teaching Implications of the IPT
8. Provide for repetition and review of
information by using graphic organizers for
rehearsals can help.
9. Present material in a clear, organized way.
Make the purpose of the lesson very clear.
10. Focus more on meaning not on
memorization.
Thank You
For Your Attention!