Consultancy Project Experiential Learning

MGT529Dr. Khurrum S. Mughal

Lecture 3

Cognitivism

Cognitivism

• In psychology, cognitivism is a theoretical framework for understanding the mind that gained credence in the 1950s. The movement was a response to behaviorism, which cognitivists said neglected to explain cognition.

Cognitivism

• "the psychology of learning which emphasizes human cognition or intelligence as a special endowment enabling man to form hypotheses and develop intellectually“

• It is also known as cognitive development.

Cognitivism

• The underlying concepts of cognitivism involve how we think and gain knowledge.

• Cognitivism involves examining learning, memory, problem solving skills, and intelligence.

Cognitivism

• Grew in response to Behaviorism

• Knowledge is stored cognitively as symbols

• Learning is the process of connecting symbols in a meaningful & memorable way

• Studies focused on the mental processes that facilitate symbol connection

Cognitivism

• Cognitive growth involves an interaction between basic human capabilities and "culturally invented technologies that serve as amplifiers of these capabilities.“– These culturally invented technologies include not

just obvious things such as computers and television, but also more abstract notions such as the way a culture categorizes phenomena, and language itself.

Cognitive Learning Theory

Discovery Learning - Jerome Bruner

Meaningful Verbal Learning – David Ausubel

Cognitive Learning Theory

Discovery Learning

1. Bruner said anybody can learn anything at any age, provided it is stated in terms they can understand.

Cognitive Learning Theory

Discovery Learning

2. Powerful Concepts (not isolated facts)

a. Transfer to many different situationsb. Only possible through Discovery Learningc. Confront the learner with problems and help

them find solutions. d. Do not present sequenced materials.

Discovery Learning • Discovery learning is an inquiry based,

constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.

• Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.

Discovery Learning • Result: students may be more likely to

remember concepts and knowledge discovered on their own (in contrast to a transmissionist model).

• Models that are based upon discovery learning model include: guided discovery, problem based learning, simulation based learning, case based learning, incidental learning, among others.

Cognitive Learning Theory

Meaningful Verbal Learning Advance Organizers:

New material is presented in a systematic way, and is connected to existing cognitive

structures in a meaningful way.

Meaningful Verbal Learning

Cognitive Learning Theory

When learners have difficulty with new material, go back to the concrete anchors

(Advance Organizers). Provide a Discovery approach, and they’ll learn.

Meaningful Verbal Learning • The key concept for Ausubel is the cognitive

structure. He sees this as the sum of all the knowledge we have acquired as well as the relationships among the facts, concepts and principles that make up that knowledge. Learning for Ausubel is bringing something new into our cognitive structure and attaching it to our existing knowledge that is located there.

Cognitivism in the Classroom

• Inquiry-oriented projects

• Opportunities for the testing of hypotheses

• Curiosity encouraged

• Staged scaffolding

Cognitivism and Practice• Information Processing looks at how information is stored and

retrieved.• Learning is attained through rehearsal and consistent use of the

information. – Retention strategies such as breaking down information and

comparing the information to long term storage are great techniques.

Critiques of Cognitivism

• Like Behaviorism, knowledge itself is given and absolute

• Input – Process – Output model is mechanistic and deterministic

• Does not account enough for individuality

• Little emphasis on affective characteristics, especially motivation

Social Learning Theory

Social Learning Theory (SLT)

• Grew out of Cognitivism

• Alferd Bandura (1973)

• Learning takes place through observation and sensorial experiences

• Imitation is the sincerest form of flattery

• SLT is the basis of the movement against violence in media & video games

Social Learning Theory (SLT)

• Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling.

• The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation.

Social Learning Theory

Necessary Conditions for effective modeling:

1. Attention to pertinent clues

2. Code for memory (store a visual image) retention

3. Accurately reproduce the observed activity

4. Possess sufficient motivation to apply new learning

Social Learning Theory

Research indicates that the following factors influence the strength of learning from models:

1. How much power the model seems to have2. How capable the model seems to be3. How nurturing (caring) the model seems to be4. How similar the learner perceives self and

model 5. How many models the learner observes

Social Learning Theory

Four interrelated processes establish and strengthen identification with the model:

1. Children want to be like the model2. Children believe they are like the

model3. Children experience emotions like

those the model is feeling.4. Children act like the model.

Social Learning Theory

Through identification, children come to believe they have the same characteristics as the model.

When they identify with a nurturant and competent model, children feel pleased and proud.

When they identify with an inadequate model, children feel unhappy and insecure.

SLT in the Classroom

• Collaborative learning and group work

• Modeling responses and expectations

• Opportunities to observe experts in action

Critiques of Social Learning Theory

• Does not take into account individuality, context, and experience as mediating factors

• Suggests students learn best as passive receivers of sensory stimuli, as opposed to being active learners

• Emotions and motivation not considered important or connected to learning