Académique Documents
Professionnel Documents
Culture Documents
Teresa E. Sampson
In this paper, I will provide an analysis of some of the cognitivist learning methods. The
first section begins with the impacts and models of cognitivist approaches on learning. Next, I
will discuss the contributions from two learning theorists on cognitive development. The final
section will elaborate on the differences in learning experiences and applications of cognitivist
cognitivist approach. There are several factors that impact the cognitive abilities of the learner.
Biological Aging
Biological changes that occur naturally as people age impact their ability to learn.
Cognitive functions that rely on visual, audible and the other senses to learn can be affected
because these functions tend to fail or decrease in effectiveness as we age (Koenig and Smith,
2013). To overcome the failing senses, it is important to design learning environments that can
accommodate the more stringent requirements necessary to meet the needs of these learners.
This can include larger print materials, hearing-impaired accommodations, different lighting for
best viewing, or working one-on-one with the learner to assist them with their individual needs.
Psychological Development
Koenig and Smith (2013) relay that people experience various life-changing situations
throughout their lives that impact their psychological development. As people progress through
life, they are influenced by past experiences associated with family, work, society, friends, and
religion (Koenig and Smith, 2013). To accommodate for the stage of psychological development
COGNITIVIST LEARNING METHODS ANALYSIS 3
of the learner, the developmental stage of the learner should be recognized, then instruction
designed and delivered accordingly. Arranging students in classes according to age groups
would also fit in this category because they are all of similar psychological development at that
McVee, Dunsmore, and Gavelek (2005) state that, Sociocultural perspectives explore
the role of ideal and material tools and activities, noting that both are ensconced in cultural
systems and thus are devoid of meaning outside particular contexts and activities (p. 533). This
premise underlines the idea that learning does not happen in a vacuum, but that the entire
environment, past experiences, interactions, and observations of others all contribute to the
learning process (McVee, Dunsmore, and Gavelek, 2005). Based on this model, instructors can
design learning that is not intended to replace current knowledge but to build upon the vast
Integrative Development
Integrative development concerns the idea of combining multiple subjects or ideas into
one learning environment. An example of this approach is using an integrative approach to teach
STEM students in multiple subjects (Becker and Park, 2011). According to Becker and Park
(2011), the students involved in the integrated learning environment had a higher level of
achievement in those subjects and their attitude and interest associated with STEM subjects were
also improved. This approach to learning has shown to result in better achievement when
introduced to learners at an earlier stage (Becker and Park, 2011). Based on these findings,
instruction should be designed based on the age of the learners for maximum effect.
This part of the paper includes some insights from cognitive theorists on childhood and
Jean Piaget provided a structural model that depicted the different stages of intellectual
functioning and focused on how the individual used experiences to structure knowledge (Leahy,
1995). According to Leahy (1995), the sequence of the stages is based on the biological maturity
of the learner and exhibits progressive development. Cognitive development at an early age
forms schema that serve as the foundation that all future learning is based upon (Leahy, 1995).
Development issues can occur beginning at an early age as a result of experiences and early
William G. Perry evaluated the cognitive development of college level students and
named nine positions associated with their process of development (Jackson, 2007). Perry
placed the nine positions into four categories: dualism, multiplicity, relativity, and commitment
(Jackson, 2007). Perry described dualism as the students only seeing two possible sides, such as
right or wrong, with nothing in between (Jackson, 2007). The second stage is multiplicity where
students change their perspective because of their immersion in the diverse environment at
college, opening up consideration for opinions (Jackson, 2007). The revolutionary stage is
relativistic because certainty is limited to only a few areas and the final category is commitment,
Passmore, Owen, and Prabakaran (2011) state that students taught from a cognitivist
perspective develop schemas that promote problem-solving and create meaningful learning.
Meaningful learning from a cognitivist perspective, as depicted by Jean Piaget, occurs when
students take new knowledge and assimilate it into the structure of their existing knowledge,
forming logical links of information (Passmore, Owen, and Prabakaran, 2011). According to
Gibson (2004), social learning is comprised of four pieces: Attention, retention, behavior
production, and motivation. Social learning, as represented by Lev Vygotsky, can occur by
observing the behavior of a mentor and learning how to incorporate the new knowledge into the
pieces of new knowledge with existing knowledge. Social cognitivism includes more
environmental components to this process, such as mentors, peers, cultural aspects, etc.
An example of cognitivist learning in the classroom is the use of concept maps to learn
content for a nuclear medicine technology course (Passmore, Owen, and Prabakaran, 2011).
Students learn the material in packets or concepts and link it back to their existing knowledge
base for relational assimilation (Passmore, Owen, and Prabakaran, 2011). An example of social
new employee observes the process being performed by an experienced employee, and then they
imitate the process while being coached by the mentoring employee. This environment provides
immediate opportunities for feedback and correction so that the learning is effective and timely.
Conclusion
COGNITIVIST LEARNING METHODS ANALYSIS 6
In conclusion, this paper analyzed various aspects of cognitivism and how the different
approaches impact learning. Cognitivism and social cognitivism are most effectively used in
conjunction with each other to promote learning by internal thought processes, reflection on
experiences, as well as observing and modeling the behavior of others. Encouraging learners to
use their internal thoughts and assimilation to build construct knowledge based on top of their
experiences as well as learning from others will help them become lifelong learners and be better
prepared for continuous learning. Wisdom comes from a lifetime of knowledge viewed through
thoughtful contemplation of how our actions can influence others and our lives.
COGNITIVIST LEARNING METHODS ANALYSIS 7
References
Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology,
com.trevecca.idm.oclc.org/docview/893425366?accountid=29083
Gibson, S. K. (2004). Social learning (cognitive) theory and implications for human resource
https://trevecca.idm.oclc.org/login?url=https://search-proquest-
com.trevecca.idm.oclc.org/docview/221206794?accountid=29083
Jackson, R. (2007). Cognitive development: The missing link in teaching information literacy
skills. Reference & User Services Quarterly, 46(4), 28-32. Retrieved from
https://trevecca.idm.oclc.org/login?url=https://search-proquest-
com.trevecca.idm.oclc.org/docview/217885233?accountid=29083
Koenig, A. L., & Smith, A. R. (2013). Learning against the clock: Examining learning and
development concepts in the curious case of benjamin button. New Horizons in Adult
https://trevecca.idm.oclc.org/login?url=https://search-proquest-
com.trevecca.idm.oclc.org/docview/1323504731?accountid=29083
https://trevecca.idm.oclc.org/login?url=https://search-proquest-
com.trevecca.idm.oclc.org/docview/89069032?accountid=29083
McVee, M. B., Dunsmore, K., & Gavelek, J. R. (2005). Schema theory revisited. Review of
https://trevecca.idm.oclc.org/login?url=https://search-proquest-
com.trevecca.idm.oclc.org/docview/214117944?accountid=29083
Passmore, G. G., Owen, M. A., & Prabakaran, K. (2011). Empirical evidence of the effectiveness
https://trevecca.idm.oclc.org/login?url=https://search-proquest-
com.trevecca.idm.oclc.org/docview/913588247?accountid=29083