Cognitivism
Overview
Cognitivism is a learning theory that emerged in the 1950s and 1960s as a response to the limitations of behaviorism. It focuses on the internal mental processes involved in learning, such as attention, perception, memory, and problem-solving. Cognitive psychology gained prominence with the work of researchers like George Miller, who proposed the concept of chunking information to aid memory (Miller, 1956). Jean Piaget's theory of cognitive development (Piaget, 1936) gained wider recognition in the 1960s, emphasizing the role of mental schemas in learning. Lev Vygotsky's sociocultural theory (Vygotsky, 1962) highlighted the importance of social interaction and scaffolding in learning during the 1960s and 1970s. Allan Paivio proposed the dual-coding theory (Paivio, 1971), suggesting that information is processed and stored in two ways: verbal and visual. John Sweller developed Cognitive Load Theory (Sweller, 1988), focusing on the limitations of working memory and its implications for instructional design. David Ausubel introduced the concept of advance organizers (Ausubel, 1960) and meaningful learning (Ausubel, 1963), emphasizing the importance of connecting new information to existing knowledge.
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Implications of cognitivism for instructional design
Cognitivism has several implications for teaching and learning, including instructional design. It encourages active learning, where learners actively engage with content, connect new information to prior knowledge, and construct their own understanding (Mayer, 2002). Teachers should provide appropriate support and guidance to help learners navigate complex tasks and gradually develop independence, a process known as scaffolding (Wood, Bruner, & Ross, 1976). Information should be presented in manageable chunks and organized logically to facilitate processing and retention (Miller, 1956). Incorporating various modes of presentation, such as verbal and visual, can enhance learning by engaging different processing channels (Paivio, 1979). Encouraging learners to reflect on their own thinking and learning processes, known as metacognition, can help them develop more effective learning strategies (Flavell, 1979). Finally, collaborative learning and discussion can expose learners to multiple perspectives and facilitate the construction of shared understanding (Vygotsky, 1978).
Cognitivism has had a significant impact on educational theory and practice, shifting the focus from observable behavior to the internal mental processes involved in learning. Its principles continue to inform instructional design and teaching strategies across various educational settings.
Strengths and weaknesses of the theory
Cognitivism's focus on the internal mental processes involved in learning aligns well with the self-directed nature of adult learning (Knowles, 1975). Adult learners often bring a wealth of prior knowledge and experience to the learning process, and cognitive theories provide a framework for understanding how new information is integrated with existing knowledge structures (Ausubel, 1963). Online learning environments that are designed with cognitive principles in mind can support adult learners in actively constructing their own understanding and developing effective learning strategies.
However, some researchers have also pointed out the limitations of applying cognitivism in isolation to adult online learning. Social learning theories, such as Vygotsky's sociocultural theory (1978), highlight the importance of social interaction and collaboration in learning, which may be more challenging to facilitate in online settings (Rovai & Wighting, 2005). Additionally, the affective and motivational aspects of learning, which are particularly important for adult learners, may not be fully addressed by cognitive theories alone (Schunk, 2012).
To address these limitations, many researchers advocate for a holistic approach that integrates cognitive, social, and affective dimensions of learning (Garrison, Anderson, & Archer, 1999). The Community of Inquiry (CoI) framework, for example, emphasizes the interplay between cognitive presence, social presence, and teaching presence in creating effective online learning experiences (Garrison, Anderson, & Archer, 1999).
Cognitivism provides a valuable foundation for understanding and designing adult online learning, it is essential to consider its strengths and limitations in the context of a more comprehensive approach that addresses the social, affective, and motivational aspects of learning.
Cognitivism has both strengths and weaknesses when applied to adult online learning, some of which are listed in the table below. Despite the weaknesses, cognitivism remains a valuable framework for understanding and designing effective online learning experiences for adults.
By leveraging the strengths of cognitivism and addressing its limitations, educators can create online learning environments that support active learning, cater to individual differences, and promote metacognition while fostering social interaction and managing cognitive load.
| Strengths | Weaknesses |
|---|---|
| Emphasis on active learning: Cognitivism encourages adult learners to actively engage with the learning material, which is particularly important in online settings where self-directed learning is crucial (Knowles, 1975). This active engagement can lead to deeper understanding and better retention of information. | Limited social interaction: Cognitivism focuses primarily on individual mental processes and may not fully address the importance of social interaction in learning (Vygotsky, 1978). In online learning environments, the lack of face-to-face interaction can sometimes lead to feelings of isolation and decreased motivation among adult learners (Rovai & Wighting, 2005). |
| Consideration of individual differences: Cognitivism acknowledges that learners have different prior knowledge, experiences, and learning styles (Jonassen & Grabowski, 1993). Online learning platforms can cater to these differences by providing a variety of learning resources and activities, allowing adult learners to choose those that best suit their needs and preferences. | Overemphasis on information processing: Cognitivism's emphasis on information processing and mental structures may not fully account for the affective and motivational aspects of learning (Schunk, 2012). In online settings, adult learners may face additional challenges related to self-regulation and maintaining motivation, which may not be adequately addressed by cognitive theories alone. |
| Promotion of metacognition: Cognitivism emphasizes the importance of metacognition, which involves learners' awareness and regulation of their own learning processes (Flavell, 1979). Online learning environments can promote metacognition by encouraging adult learners to set goals, monitor their progress, and reflect on their learning strategies. | Potential for cognitive overload: Online learning environments often present learners with a vast amount of information and multiple modes of presentation (e.g., text, images, videos). If not carefully designed, this can lead to cognitive overload, which hinders learning (Sweller, 1988). Instructional designers must be mindful of the limitations of working memory and present information in manageable chunks to prevent cognitive overload. |
Design Analysis: Cognitive Load
Overview
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Week 3 discussion principles: Intrinsic and Extraneous Loads
References:
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Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267-272.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
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Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97.
Paivio, A. (1979). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.
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Rovai, A. P., & Wighting, M. J. (2005). Feelings of alienation and community among higher education students in a virtual classroom. The Internet and Higher Education, 8(2), 97-110.
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Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.