Cognitive Approach to Learning Paul Ford

Nov 01 2009 The cognitive approach to learning insists that even though learning can be inferred from behaviour, it is separate from the behaviour itself. This is very different from the behavioural approach , which measures learning in terms of relatively permanent changes in behaviour. The cognitive approach is defined as a relatively permanent change in cognition occurring as a result of experience. Learning represents a change in the content, organization, and storage of information in the brain. Individuals possess a set of cognitive structures for understanding their environment and how it works. They decide what is important to learn and learn through techniques and strategies they feel comfortable with. The cognitive approach to learning involves two critical processes: accommodation and assimilation. Accommodation is the process of changing our cognitive map, or our view of the world, to correspond with our experience in it. It occurs through the creation of categories in our mind to accommodate experience that does not fit into existing categories. Assimilation is the incorporation of new experience into existing categories, and the modification of those existing categories to make the new information fit. The cognitive approach suggests that the learner controls learning. The trainer and the learning environment facilitate that process to a greater or lesser degree. This implies that self-paced or correspondence training could be a viable option, as cognitive learners do not require reinforcement to motivate them to learn. However, if the trainee does not have any motivation to learn the new material to begin with, the cognitive theory suggests that reinforcement will not change their level of enthusiasm for the course, so it is important for the delivery and design of training to incorporate adult education principles to motivate trainees to learn. The learner's role is active, self-directed, and self-evaluating. This means the trainer will most likely spend less time lecturing, and more time will have to be devoted to activities, discussions, and group work. The trainer's role is as facilitator, coordinator, and presenter. The trainer should not tell the trainees what to do; rather they should guide the trainees in discovering the correct solutions and ways of thinking. The training content is problem or task oriented. The training climate is more relaxed, mutually trustful, respectful, and collaborative. Learner motivation is more internally motivated; therefore, if the trainee has no motivation to learn, it will be difficult to impossible for the trainer to motivate them. Also, instructional goals are collaboratively developed and activities are interactive, group and project oriented, and experiential. This means that more class time will be devoted to activities and discussions, which are generally harder to control and to plan for time. With more interactive training, it is also more difficult to involve large groups. When using the cognitive approach to learning, it is better to train smaller groups so that each individual has a chance to participate in the interactivity that is so important to cognitive learning.