 Is the study of the information processing of

the mind. All processes of thought fall within

the realm of cognition. These processes
operate by manipulating information that
comes into the mind. When the mind
receives new information, it does two things:
codes it as 'new' information or retrieves it
from memory as 'not new' information. For
this reason, cognition also means knowing.
There are three basic steps to the cognition
or thinking process: perception, selective
attention, and memory.
1. Piaget's cognitive
developmental theory,
2. Vygotsky's sociocultural
theory, and
3. Information-processing
theory
Piaget (1952) defined a schema as:
"a cohesive, repeatable action sequence
possessing component actions that are tightly
interconnected and governed by a core
meaning."
Assimilation
– Which is using an existing schema to deal with a new object or
situation.
Accommodation
– This happens when the existing schema (knowledge) does not
work, and needs to be changed to deal with a new object or
situation.
Equilibration
 – This is the force which moves development along. Piaget
believed that cognitive development did not progress at a steady
rate, but rather in leaps and bounds.
 Equilibrium occurs when a child's schemas can deal with most
new information through assimilation. However, an unpleasant
state of disequilibrium occurs when new information cannot be
fitted into existing schemas (assimilation).
 Equilibration is the force which drives the learning process as we
do not like to be frustrated and will seek to restore balance by
mastering the new challenge (accommodation). Once the new
information is acquired the process of assimilation with the new
schema will continue until the next time we need to make an
adjustment to it.
 Piaget's
(1936) states that children construct
their understanding of the world and go
through four stages of cognitive development
 Discovery learning – the idea that children
learn best through doing and actively
exploring - was seen as central to the
transformation of the primary school
curriculum.
 Piaget's theory is based upon biological
maturation and stages, the notion of
'readiness' is important. Readiness concerns
when certain information or concepts should
be taught. According to Piaget's theory
children should not be taught certain
concepts until they have reached the
appropriate stage of cognitive development.
 According to Piaget (1958), assimilation and
accommodation require an active learner,
not a passive one, because problem-solving
skills cannot be taught, they must be
discovered.
 Within the classroom learning should be
student-centered and accomplished through
active discovery learning. The role of the
teacher is to facilitate learning, rather than
direct tuition.
 Vygotsky’s sociocultural theory of human
learning describes learning as a social
process and the origination of human
intelligence in society or culture. The
major theme of Vygotsky’s theoretical
framework is that social interaction plays
a fundamental role in the development of
cognition. Vygotsky believed everything is
learned on two levels.
1. Through interaction with others, and then
integrated into the individual’s mental
structure.
Every function in the child’s cultural
development appears twice: first, on the social
level, and later, on the individual level; first,
between people (interpsychological) and then
inside the child (intrapsychological). This
applies equally to voluntary attention, to
logical memory, and to the formation of
concepts. All the higher functions originate as
actual relationships between
individuals.(Vygotsky, 1978)

2. The potential for cognitive development is

limited to a "zone of proximal development"
(ZPD).
Vygotsky believed that language was the
most important tool that human could
utilize. Vygotsky's focus on language as a
part of cognitive development was based on
the idea that at the beginning of a child's
life, language and thought begin as separate
systems within a child's brain.
 Educational theorists have specifically focussed
on Vygotsky’s sociocultural theory due to the
recognition of the fundamental functions played
by social cultural factors and influences in the
processes of learning and development.
 According to the sociocultural theory, learning
can be passed on to individuals using three
approaches, namely imitative learning,
instructed learning and collaborative learning.
 In brief, imitative learning occurs when the child
tries to copy or imitate another individual within
the social context, while instructed learning
occurs when a child recalls the instructions or
directions given by an instructor and then puts
them into practice.
 Emphasizes that individuals manipulate
information, monitor it, and strategize about
it.
 focuses on the idea that humans process the
information they receive from the
environment, in the manner of a computer,
rather than merely responding to stimuli.
The student's brain brings information in,
manipulates it, and stores it ready for future
use – this is the learning aspect.
 Information-processing theory has definite
educational implications for students with
learning and behavior problems. Teachers
with a greater understanding of the theory
and how it is formed to, select learning
strategies in order to improve the retention
and retrieval of learning.