Cognitive Theories in Learning

COGNITIVE THEORIES
IN LEARNING
AWARENESS
• Prayer
• Brainstorming
ACTIVITY
• 1. What are cognitive theories in learning?
• 2. How it affects the development of the child?
• 3. Why is it important?
ANALYSIS
• 1. What are cognitive theories in learning?
• 2. How it affects the development of the child?
• 3. Why is it important?
ABSTRACTION
Cognitive Theories of Learning – explains thinking and differing mental
processes and how they are influenced by internal and
external factors in order to produce learning in individuals.
- based on the cognitive model of human behavior
- emphasizes on the free will and positive aspects of
human behavior
- individual’s thoughts, feelings, ideas, knowledge and
understanding about himself and the environment
Types of cognitive learning theories:
1. Bandura’s Social Cognitive Learning Theory –
- Albert Bandura
- people learn from one another, via observation,
imitation, and modeling
- bridge between behaviorist and cognitive
learning theories because it encompasses
attention, memory, and motivation
2. Bruner’s Cognitive Learning Theory
- Jerome Bruner
- theory of development based upon the idea that
the goal of education should be intellectual
development.
- development does not consist of discrete stages
but is a continuous process.
- language is a cause and not a consequence of
learning
Three Stages of Representation
1. Enactive – representation of knowledge through actions
- encoding and storage of information
- direct manipulation of objects without any internal
representation of the objects
Example: a baby shakes a rattle and hears a noise; the baby has directly
manipulated the rattle and the outcome was pleasurable sound; in the
future, the baby may shake his hand, even if there is no rattle,
expecting his hand to produce the rattling sounds; the baby does not
have an internal representation of the rattle and therefore, does not
understand that it needs the rattle in order to produce the sound.
2. Iconic – appears from one to six years old
- involves an internal representation of external objects visually

in the form of a mental image or icon
Example: a child drawing an image of a tree or thinking of an image of a

tree would be representative of this stage.
3. Symbolic – seven years and up
- information is stored in the form of a code or symbol such as
language
- each symbol has a fixed relation to something it represents
- symbols, unlike mental images or memorized actions, can be
classified and organized
- most information is stored as words, mathematical symbols, or
in other symbol systems
Example: the word ‘dog’ is a symbolic representation for a single class

of animal
3. Ausubel’s Meaningful Learning Theory
- David Paul Ausubel
- learned information is completely understood and can now be
used to make connections with other previously known
knowledge, aiding in further understanding
- often contrasted with rote learning, a method in which you

just memorize information, but do not understand it or know
how to relate it
-
Ausubel Theories
1. Meaningful Verbal Learning
- meaning is created through some forms of representational
equivalence between language and mental context.
Two processes involved:

1. Reception – employed in meaningful verbal learning
2. Discovery – involved in concept formation and problem solving
2. Subsumption Theory
- existing cognitive structure ( organization, stability and clarity of
knowledge in a particular subject) is the principal and basic factor
influencing the learning and retention of meaningful new mats the
importance of relating new idesas to a student’s existing knowledge
base before the new material is presented
Two types:
1. Correlative subsumption – new material is an extension or
elaboration of what is already known
2. Derivative subsumption – new material or relationships can be
derived from the existing structure
3. Motivation Theory
- attaches great importance to student motivation

- the cognitive drive achievement motivation, self-improving
internal driving force, and the subsidiary internal driving
composition.
- student desire knowledge, understanding and mastery of
knowledge and representations and the need to solve the
problem
APPLICATION
• Do you believe that cognitive theories of learning affect the child’s
development? Why?
ASSESSMENT
• How the different theories differ?
ASSESSMENT
• Kindly answer the analysis, application and assessment parts.
• Answers will be collected two weeks after the lifting of the
quarantine.

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COGNITIVE THEORIES

- involves an internal representation of external objects visually

Example: a child drawing an image of a tree or thinking of an image of a

Example: the word ‘dog’ is a symbolic representation for a single class

- often contrasted with rote learning, a method in which you

Two processes involved:

- attaches great importance to student motivation

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