Cognitive approach in learning.pptx

Cognitive approach in learning

1. Cognitive approach in learning Dr.M.Deivam Assistant Professor (C) Department of Education The Gandhigram Rural Institute (Deemed to be University) Gandhigram , Dindigul District, Tamil Nadu – 624 302

2. Cognitive approach in learning Cognitivism involves internal processes of learning, understanding, motivation, and retention. The mind is seen as complex and capable of absorbing event-responses. The brain and mind are central to an organism's interaction with the environment, leading to reciprocal changes. Cognitive theorists stress the significance of unobservable processes like thinking, memory, perceptions, intentions, and emotions in learning .

3. Contd., Cognitive theorists recognize that learning involves associations through contiguity and repetition. Reinforcement is important for providing feedback on correctness of responses rather than just being a motivator. Cognitive theory views learning as acquiring or reorganizing cognitive structures used for processing and storing information. Knowledge is organized into sections called "schemas" and stored as linked ideas in the mind. Learning involves perceiving new relationships among concepts. It entails rearranging and reorganizing one's existing knowledge and understanding.

4. Contd., Modern cognitive theories are rooted in Gestalt psychology and Kurt Lewin's field theory. Learning is seen as perceiving patterns and relationships between concepts. Cognitivism emphasizes goal-oriented behavior and intuitive thinking . Knowledge is organized into cognitive structures or schemas. Learning leads to changes in both the amount of knowledge and the arrangement of information in schemata. Cognition encompasses processes like perceiving, attending, remembering, reflective thinking, creative thinking, language use, and problem-solving.

5. Information Processing Model Information processing theory focuses on how learners receive, store, integrate, retrieve, and use information through perception and memory. Learning is considered as the input of information, which is stored for future retrieval and application. The information processing view divides learning into three phases: Attending to new information, and Acquiring and retaining information; Retrieving information from memory and transferring it to a new situation

6. Contd., Information Processing Model: The Information Processing Model describes how information is received, processed, stored, and retrieved in a step-wise manner. Sensory Register: Input from the senses enters the sensory register. Sensory data is held for a very brief duration ( less than a second to around four seconds). Information that is not deemed important quickly disappears through decay or replacement. The sensory register actively monitors incoming information , and relevant data is acted upon if necessary.

7. Contd., Short-Term Memory (STM): Important or interesting information is transferred from the sensory register to short-term memory. Short-term memory retains information for up to 20 seconds or more if repeatedly reviewed. STM has a limited capacity and can hold around 7 plus or minus 2 items . Chunking, grouping items into meaningful parts, can increase STM's capacity . Long-Term Memory (LTM): Long-term memory stores information from STM for long-term use. LTM has a seemingly unlimited capacity. Some information is moved into LTM through rote memorization and overlearning. Deeper levels of processing, such as creating connections between old and new information, enhance successful retention .

8. Contd., Comparison to Computer Processing: The Information Processing Model draws an analogy between how the mind processes information and how computers process data. Similar to how computers have input, processing, storage, and output, the human mind processes information through these stages.

9. JEAN PIAGET’S VIEW OF COGNITIVE DEVELOPMENT Schema: A "schema" is a cognitive framework or mental structure that individuals use to organize and understand their experiences and the world around them. Piaget used the term " schema " to describe a person's understanding of different aspects of their world. A schema is like a map or an outline that helps individuals make sense of their experiences. Schemata are developed through experiences and observations , and they influence how new information is perceived and integrated.

10. Contd., Assimilation: Assimilation involves incorporating new information or experiences into existing mental frameworks (schemata). It's the process of interpreting new information in a way that fits with one's current understanding of the world. Accommodation: Accommodation is the process of adjusting or modifying existing schemata to incorporate new information or experiences that don't fit. It's about adapting one's cognitive structures to accommodate new learning.

11. Contd., Equilibration: Equilibration is the process of balancing assimilation and accommodation . It's a drive to maintain a balance or equilibrium between existing schemata and new information. Children and individuals strive to achieve a cognitive balance by adjusting their schemata based on new experiences. Equilibration drives cognitive development and is seen when learners refine their strategies to improve their understanding.

12. Contd., Piaget's theory highlights that cognitive development involves a continuous cycle of assimilation, accommodation, and equilibration. Through this cycle, individuals refine their cognitive structures, leading to higher levels of understanding and complexity.

13. Four stages of cognitive development Sensorimotor stage (birth to 2 years):  In this stage, children learn about the world through their senses and their motor skills. They learn about objects by touching, tasting, smelling, seeing, and hearing them. They also learn about cause and effect by moving objects around and seeing what happens. Preoperational stage (2 to 7 years):  In this stage, children begin to use language and symbols to represent their thoughts. They also develop the ability to think about things that are not present, such as imaginary objects and past events. However, their thinking is still egocentric, meaning that they have difficulty taking other people's perspectives into account.

14. Contd., Concrete operational stage (7 to 11 years):  In this stage, children develop the ability to think logically about concrete objects and events. They can also solve problems by using mental operations, such as reversibility and transitivity. However, they still have difficulty thinking about abstract concepts. Formal operational stage (11 years to adulthood):  In this stage, children develop the ability to think abstractly and to reason about hypothetical situations. They can also think about multiple perspectives and to consider the implications of their actions.

15. Educational Implications True learning as discriminated from verbal learning involves the acquisition of new structures of mental operations that permit the child to assimilate new experiments. Hence experiential curriculum is advocated. Emphasis on discovery approach in learning. Curriculum should provide specific educational experience based on children’s development level. Arrange classroom activities so that the assist and encourage self-learning.

16. Contd., Do not treat children as miniature adults; they think and learn differently from adults. Co-curricular activities have equal importance as that of curricular experience in the cognitive development of children. Fruitless pushing beyond a child’s cognitive stage as well as needless delays should be avoided. Sufficient time should be provided to the child to internalize the experience.

17. Contd., Moral and intellectual growth go together and only after the age of 11, can the child evaluate actions in the light of motives. Activity approach at the primary classes and concrete methods of illustration (like use of aids, demonstrations, etc) at the middle school level are advocated. Verbal method of teaching should be practised only from high school classes.

18. Source: IGNOU study material Role of the learner Passive and reactive Active and engaged Role of the teacher Director and controller Facilitator and guide

19. Bruner's discovery learning Jerome Bruner was an American psychologist who made important contributions to cognitive psychology and educational psychology. His theory of cognitive development is based on the idea that the goal of education should be intellectual development as opposed to just memorization of facts. He also believed that education should aim at creating an autonomous learning environment with learners essentially learning how to learn.

20. Contd., Ausubel introduced the concept of advance organizers , which are introductory materials or frameworks that help learners connect new information to their existing knowledge. Ausubel emphasized meaningful learning, which involves connecting new information to the learner's existing cognitive structure or "schema." He contrasted meaningful learning with rote learning, where learners memorize information without understanding its underlying concepts.

21. P rinciples of Bruner's theory Learning should be active, not passive. Learners should construct their own knowledge, not be told what to know. Learning should be meaningful, not arbitrary. Learning should be progressive, building on what learners already know. Learning should be challenging, but not too difficult.

22. Human brain: Three modes of representation Enactive Mode (0-2 year): Enactive mode involves representing knowledge through actions and direct experiences . They learn by doing, by touching, tasting, and moving. Example: A child who can ride a bicycle based on their physical actions, but might struggle to verbally explain the procedure. Iconic Mode (2-7 years): Iconic mode is characterized by internal imagery, where knowledge is represented by mental images, graphics, or drawings . Example: A learner uses images or diagrams to represent a concept, like drawing a triangle to convey the idea of " triangularity ," without fully explaining it.

23. Contd., Symbolic Mode (7 + years): Symbolic representation is the most advanced mode, involving the use of words and symbols to describe concepts or experiences. Symbolic representation relies on an abstract, arbitrary, and flexible system of thought. Language becomes crucial as a means of receiving and expressing ideas. Example: At this stage, a child can explain the concept of " triangularity " using words or describe the mechanics of bicycle operation.

24. Educational Implications Learning should be active and experiential . Bruner believed that learners should be actively engaged in the learning process, rather than passively receiving information (learners to explore, experiment, and make mistakes). Instruction should be organized in a spiral curriculum.  This means that concepts should be introduced in a way that builds on prior knowledge, and that they should be revisited and expanded upon throughout the learner's education. Instruction should be tailored to the learner's level of development . Learners should be presented with material that is appropriate for their stage of development.

25. Contd., Learning should be collaborative.  Learners should be encouraged to work together to solve problems and to share their ideas. This helps to promote understanding and to develop critical thinking skills. Teachers should be facilitators of learning . Teachers should not be the sole source of knowledge in the classroom. They should instead create a learning environment where learners can explore, discover, and make mistakes.

26. References https://egyankosh.ac.in/bitstream/123456789/46576/1/Unit-2.pdf https://egyankosh.ac.in/handle/123456789/44768 https://egyankosh.ac.in/bitstream/123456789/8507/1/Unit-10.pdf Eysenck, W. Michael. 1994. Perspectives on Psychology. United Kingdom: Psychology Press. Carr, Alan. 2012. Clinical Psychology: An Introduction. United Kingdom: Routledge. Nevid , S. Jeffrey. 2012. Psychology: Concepts and Applications. United States: Cengage Learning.

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