Cognitivism

Cognitivism theory

1. COGNITIVISM By : Raya Gilang Safitri S 200 130 010

2. A. Defnition Skinner’s theory of verbal behavior has gained the strong attacks, especially from Noam Chomsky who claimed Skinner’s model was not adequate to account for language acquisition. The definition of cognitive learning we learn in the class is that Learning is a relatively permanent change in mental representations or associations due to experience

3. Cognitivism is totally different from behaviorism. Cognitivism rejects behaviorism because behaviorism insists that complex human behavior is just the simple result of stimulus and response. Cognitive theory attempts to explain human learning by understanding the internal mental process. Human head is not a black box, cognitive theory compares human mind to a computer, and learning really happens there.

4. Cognitivism , as a perspective in education, has a premise that humans generate knowledge and meaning through sequential development of an individual’s  cognitive abilities , such as the  mental processes  of recognize, recall, analyze, reflect, apply, create, understand, and evaluate . Cognitivism focuseson the inner mental activities; opening the “black box” of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem solving need to be explored.

5. B . An Overview of Cognitive Theory Cognitivism There several basic characteristics of cognitive: Cognitive is a process This process is mental This process is purposive By implication, this process internal By implication this process is ultimately under the control of the learner

6. Principles and assumptions of Cognitivism Some learning processes are unique to human beings, complex language is an example. Learning involves the formation of mental representations or associations that are not necessarily reflected in overt behavior changes. Learning involves an internal, mental change rather than the external behavior change. People are actively involved in the learning process rather than being passive victims of environmental conditions. Knowledge is organized and stored in schema. The focus of scientific inquiry must be on objective, systematic observations of people's behaviors, but behaviors often allow reasonable inferences about unobservable mental processes. Learning is a process of relating new information to previously learned information. Cognitive processes are the focus of study

7. The key concept in Ausubel’s cognitive theories of learning is that learning must be meaningful. The learner must understand what is to be learned. Meaningful learning takes place in the following condition: 1. the learners comprehend the material; (2) they can relate the material to their present knowledge system in a non-arbitrary and non-verbatim manner; (3) they consciously intent to integrate the material being learned into their own cognitive structure.

8. C. The Application of Cognitive Theory in Language The cognitive psychology viewed the learning process as a two – way process between the organism and its environment. In cognitive theory the mind is viewed as an agent in the learning process. Learners are active processors of information. The role of the teacher in cognitive code learning, therefore, is to recognize the importance of the students’ mental assets and mental activity in learning.

9. Classroom procedures based on cognitive theories of learning emphasize understanding rather than habit formation. The teacher task is to facilitate student acquisition, organization, and storage of knowledge. The goal of the teacher is to expand the student’s ability to create meaningful replies. The teacher can do the following : Build on what the students already know Help the students relate new material to themselves, their life experiences, and their previous knowledge Avoids rote learning Use graphic and schematic procedure to clarify relationships Utilize both written and spoken language in order to appeal to as many senses as possible Attempt to select the most appropriate teaching – learning situation for the students involvement Employ the first language, visual, or demonstration as a base from which to build conceptualization of meaning and form in the second language Use inductive, deductive, or discovery learning procedures as the situations warrants.

10. In cognitive based lesson, the presentation of target language item can be managed either deductively or inductively. In deductive learning, a situation is created in which the target item is embedded in a meaningful context. In inductive learning, the student is given a number of examples and asked to work out the rules through a process of guided discovery.