KML 6023 Psychology of Learning For Instruction

KML 6023 Psychology of Learning
for Instruction
Learning Theories: Cognitivism
Norehan Zulkiply
Cognitivism...at a glance
Learning = process of knowledge acquisition

(i.e. information is transmitted)
Learning Theories
Cognitivism
Constructivism
Information Processing
Major Cognitive Theorists
Gestalt Psychologists
Jean Piaget
Information Processing Theory
Acknowledges role of mental process in

learning
Configuration/
Gestalt Theory pattern
If the eye sees stimuli in a certain way, they give

illusion of motion = phi phenomenon
Max
Wertheimer
Sensation of motion cannot be explained by
analyzing each light flashing on/off
We adds something to experience that is NOT contained
in sensory data = organization
Experience of motion emerges from combination of
elements
We do not see the stimuli as isolated or separated (such as the

on and off lights), but instead as combined together into
meaningful configuration
The whole is different from the sum of its parts
Gestalt theory
(the whole is different than the sum of its parts)
Learners are rather active, not
passive
Do not simply record data, rather
actively gather & restructure data in
order to make sense of it
But how data are restructured
influenced by previous experience &
current states
During perception, the mind groups
patterns according to rules they
called the laws of perceptual
organization
Configuration/pattern
Gestalt laws of perceptual organization
Law of Pragnanz (Good form)

Law of Closure
Law of Similarity
Law of Good Continuation
Law of Proximity (or nearness)
Law of Figure/Ground
Law of Familiarity
Law of Pragnanz (Good form)
A stimulus will be organized into as good a figure as
possible
Law of Closure
Humans tend to close up a space to complete a contour
(ignore gaps in the figure)
Law of Similarity
similar things are grouped together
Law of Good Continuation

People tend to draw a good continuous line
Law of Proximity (or nearness)
things that are closer together will be perceived as grouped
together
Law of Figure/Ground
A stimulus will be perceived as separate from it's ground
Theory of Cognitive Development
Provides a basis for human intelligence by

categorizing the major stages in child
development and how they contribute to
intelligence
Intelligence
A dynamic trait an intelligent act will change as the Jean Piaget
organism matures biologically & as it gains
experience
Intelligence cannot be defined by the number of
items correctly answered in Intelligence Test
Knowledge is not entirely innate, but rather an interaction

between heredity and environment.
Theory of
Cognitive development - a progressive
Cognitive
reorganization of mental processes
Development
(cognitive structures) as a result of
biological maturation and environmental
experience
Cognitive structures schemes used to
understand and respond to environment
4 stages of development that all children
must pass through in developing
Jean Piaget
knowledge
Sensorimotor Pre-operational Concrete Formal

(birth to age 2) (2-7 years) Operational Operational
(7-11 years) (11 years onwards)
Piagets Cognitive Developmental Stages
Sensory-motor (birth to age 2) - understands his environment

through the basic senses
Intuitive /Pre-operational ( 2-7 years) - Thoughts more flexible,

memory and imagination begin to play a part in learning, capable of
more creativity; quite egocentric
Concrete Operational (7-11 years) Can go beyond the basic

information given, but still dependent on concrete material and
examples to support reasoning; understand concepts of
conservation and reversibility
Formal Operational (11 years onward) Abstract reasoning

(hypothetical thinking) becomes increasingly possible
Concrete Operational stage (7-11 years)
Conservation
Quantity remains the same despite changes in
appearance
Reversibility
Awareness that actions can be reversed.
Piagets Cognitive Developmental Stages
Piagets theory of learning
Learning process is iterative, in which new information
is shaped to fit in with the learners existing
knowledge, and existing knowledge is also modified to
accommodate the new information
Four basic concepts:

Schema
Assimilation
Adaptation the ability to fit in with
Accommodation the physical environment
Equilibrium
Schema/Scheme mental or cognitive structures which
enable a person to adapt and organize the environment
Assimilation the process of taking new information or

experience and incorporate them into our previously
existing schemas.
Accommodation - the process of changing or modifying our

Processes
existing schemas to fit the new information or experience,
critical to
or the creation of new schema.
development
Equilibrium the process through which a balance

between assimilation and accommodation is achieved
Assimilation Assimilation Assimilation

Concrete Formal
Sensorimotor Preoperationalequilibration
equilibration equilibration
Operational Operational
Accommodation Accommodation Accommodation
E.g.
Disequilibrium an imbalance between assimilation and
accommodation
When disequilibrium occurs, the learner must seeks

equilibrium, i.e., further assimilate and accommodate
Equilibrium - the force which moves development along &
organize experience to ensure maximal adaptation
Assimilation Assimilation Assimilation

Concrete Formal
Sensorimotor Preoperational
equilibration equilibration equilibration
Operational Operational
Accommodation Accommodation Accommodation
We are continually relying on the complementary processes of assimilation and

accommodation to adapt to environments.
But biological maturation also plays important role
Task 1
Discuss the implications of Piagets Cognitive Theory
on teaching and learning, or on daily life/workplace
activities. Provide relevant examples.
Cognitive information processing
Focus: To study how the mind processes information
How is the computer and the human

memory similar?
Stage Theory: The
Multistore Model
(Atkinson & Shriffin, 1968)
Richard
Richard
Shriffin
Atkinson
Encoding/
elaborative
rehearsal
retrieval
Cognitive Learning: Schools of Thoughts
Learning acquisition or reorganization of cognitive structures
Cognitive Information Cognitive Constructivism

Processing Model
Describes learners as the information attempts to provide understanding
processor (in much the same way of learning through accounts that
computers do) relate the individual learner with
Mind = computer their schemata.
E.g., Stage Theory (Atkinson &
Shriffin, 1968)
Social Learning Theory
Behaviorism too simplistic
Learning could occur via social observation, without
changes in overt behavior Albert
Learning is not purely behavioral; rather a cognitive process Bandura
that takes place in a social context
Changes accounted by internal representations
Most human behavior is learned observationally through modeling: from observing

others, one forms an idea of how new behaviors are performed, and on later
occasions this coded information serves as a guide for action.
Cognitivism Reciprocal Determinism
Albert Bandura
Learning is the result of interacting

variables, each affecting one another

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KML 6023 Psychology of Learning

Learning Theories: Cognitivism

Learning = process of knowledge acquisition

Acknowledges role of mental process in

If the eye sees stimuli in a certain way, they give

We do not see the stimuli as isolated or separated (such as the

Law of Pragnanz (Good form)

Law of Good Continuation

Provides a basis for human intelligence by

Knowledge is not entirely innate, but rather an interaction

Sensorimotor Pre-operational Concrete Formal

Sensory-motor (birth to age 2) - understands his environment

Intuitive /Pre-operational ( 2-7 years) - Thoughts more flexible,

Concrete Operational (7-11 years) Can go beyond the basic

Formal Operational (11 years onward) Abstract reasoning

Four basic concepts:

Assimilation the process of taking new information or

Accommodation - the process of changing or modifying our

Equilibrium the process through which a balance

Assimilation Assimilation Assimilation

When disequilibrium occurs, the learner must seeks

Assimilation Assimilation Assimilation

We are continually relying on the complementary processes of assimilation and

How is the computer and the human

Cognitive Information Cognitive Constructivism

Most human behavior is learned observationally through modeling: from observing

Learning is the result of interacting

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