learning_paradigms:cognitivism
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learning_paradigms:cognitivism [2011/01/26 09:54] admin created |
learning_paradigms:cognitivism [2011/03/04 11:52] jpetrovic [Learning theories:] |
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| ===== About cognitivism ===== | ===== About cognitivism ===== | ||
| - | One of the first critics of [[behaviorism|behaviorist learning theories]] approach came from [[http://webspace.ship.edu/cgboer/gestalt.html|gestalt psychologists]] and was related to behaviorist dependencies exclusively on overt behavior. It was the gestalt views of learning that **offered a new approach to learning** that extended beyond [[behaviorism|behaviorism]] and set the **basic principles of what is today known** as [[glossary#cognition|cognitive]] theories. In the 1960s behaviorism as a dominant [[learning_paradigms|learning paradigm]] was replaced by cognitivism. | + | One of the first criticism of [[learning_paradigms:behaviorism|behaviorist learning]] approach came from [[learning_theories:gestalt_psychology|gestalt psychologists]] and was related to behaviorist dependencies exclusively on overt behavior. It was the [[:glossary#gestalt|gestalt]] views of learning that offered a **new approach to learning** that extended beyond behaviorism and set the **basic principles** of what is today known as **[[:glossary#cognition|cognitive]] theories**. In the 1960s behaviorism as a dominant [[:learning_paradigms|learning paradigm]] was replaced by cognitivism. |
| - | [[glossary#cognition|Cognitive]] approach to learning, unlike behavioral, sets the **learner as the locus of control** and not just as a passive participant. It attempts to open the "black box" of his mind and **explain complex processes** in it. Cognitivist theories emphasize the **importance of the learner**, especially **his prior knowledge and experiences** as well as **his role of an organized information processor**. | + | [[:glossary#cognition|Cognitive]] approach to learning, unlike behavioral, sets the **learner** as the **locus of control** and not just as a passive participant in the process of learning. It attempts to open the "black box" of his mind and **explain complex cognitive processes** in it. Cognitivist theories emphasize the **importance of the learner**, especially his **prior knowledge and experiences** as well as his **role of an organized information processor**. |
| + | ===== Learning theories: ===== | ||
| + | * [[learning_theories:Gestalt Psychology]] - [[http://en.wikipedia.org/wiki/Max_Wertheimer|Max Wertheimer (1880 – 1943)]] | ||
| + | * [[learning_theories:Social Cognitive Learning Theory]] - [[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura (1925 - )]] | ||
| + | * [[learning_theories:Assimilation Theory]] [[http://www.davidausubel.org/|David Ausubel (1918 - 2008)]] | ||
| + | * [[learning_theories:Cognitive Load Theory]] [[http://education.arts.unsw.edu.au/staff/john-sweller-726.html|John Sweller]] | ||
| + | * [[learning_theories:Cognitive Theory of Multimedia Learning]] [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]] | ||
| + | * [[learning_theories:Schema Theory]] [[http://www.education.com/reference/article/anderson-richard-chase-1934-/|Richard Anderson]] | ||
| + | * [[learning_theories:Stage Theory of Cognitive Development]] [[http://www.piaget.org/aboutPiaget.html|Jean Piaget (1896 - 1980)]] | ||
| - | ===== Learning theories: ===== | ||
| - | |||
| - | * [[Social learning|Social Cognitive Learning Theory]] ([[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura]]) | ||
| - | * [[Assimilation Theory]] ([[http://www.davidausubel.org/|David Ausbel]]) | ||
| - | * [[Cognitive Load Theory]] ([[http://education.arts.unsw.edu.au/staff/john-sweller-726.html|John Sweller]]) | ||
| - | * [[Cognitive Theory of Multimedia Learning]] ([[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Meyer]]) | ||
| - | * [[Schema Theory]] ([[http://www.ppsis.cam.ac.uk/bartlett/|Sir Frederic Bartlett]]) | ||
| ===== Instructional design theories and learning models: ===== | ===== Instructional design theories and learning models: ===== | ||
| - | *[[instructional_design:Cone of Experience]] (Edgar Dale) | + | *[[instructional_design:Cone of Experience]] ([[http://en.wikipedia.org/wiki/Edgar_Dale|Edgar Dale]]) |
| - | *[[Concept Mapping]] ([[http://www.ihmc.us/groups/jnovak/|Joseph Novak]]) | + | *[[instructional_design:Concept Mapping]] ([[http://www.ihmc.us/groups/jnovak/|Joseph Novak]]) |
| - | *[[Component Display Theory]] ([[http://mdavidmerrill.com/index.htm|Dave Merrill]]) | + | *[[instructional_design:Component Display Theory]] ([[http://mdavidmerrill.com/index.htm|Dave Merrill]]) |
| - | *[[Elaboration Theory]] ([[http://www.indiana.edu/~syschang/decatur/bios/biographies.html|Charles Reigeluth]]) | + | *[[instructional_design:Elaboration Theory]] ([[http://www.indiana.edu/~syschang/decatur/bios/biographies.html|Charles Reigeluth]]) |
| - | *[[mental_models|Mental Model Theory Of Thinking And Reasoning]] ([[http://weblamp.princeton.edu/~psych/psychology/research/johnson_laird/index.php|Philip Johnson-Laird]]) | + | *[[instructional_design:mental_models|Mental Model Theory Of Thinking And Reasoning]] ([[http://weblamp.princeton.edu/~psych/psychology/research/johnson_laird/index.php|Philip Johnson-Laird]]) |
| - | *[[scripts|Scripts Theory]] ([[http://www.rogerschank.com/|Roger Schank]]) | + | *[[instructional_design:scripts|Scripts Theory]] ([[http://www.rogerschank.com/|Roger Schank]]) |
| - | *[[structural_learning|Structural Learning Theory]] ([[http://www.scandura.com/|Joseph Scandura]]) | + | *[[instructional_design:structural_learning|Structural Learning Theory]] ([[http://www.scandura.com/|Joseph Scandura]]) |
| - | ===== Critic ===== | + | ===== Criticisms ===== |
| Since its development during the 1960s various critics of cognitivism have emerged, challenging its assumption that **mental functions can be compared to a information processing model**. Some authors like John Searle or Roger Penrose claim that computation, **due to its inherent limitations**, can never achieve the complexity and possibilities of mental functions and therefore cannot be successfully used to describe them. **Gödel's incompleteness theorem** or **Turing's halting problem** are often held as proves for this point of view. | Since its development during the 1960s various critics of cognitivism have emerged, challenging its assumption that **mental functions can be compared to a information processing model**. Some authors like John Searle or Roger Penrose claim that computation, **due to its inherent limitations**, can never achieve the complexity and possibilities of mental functions and therefore cannot be successfully used to describe them. **Gödel's incompleteness theorem** or **Turing's halting problem** are often held as proves for this point of view. | ||
learning_paradigms/cognitivism.txt · Last modified: 2023/06/19 18:03 (external edit)
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