learning_paradigms:cognitivism
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learning_paradigms:cognitivism [2011/01/26 09:54] admin created |
learning_paradigms:cognitivism [2011/03/04 15:16] jpetrovic [Instructional design theories and learning models:] |
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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 was as a dominant [[:learning_paradigms|learning paradigm]] 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, |
| + | * sees learning as the **active** acquisition of new knowledge and developing adequate **mental** constructions, | ||
| + | * sets the **learner** as the **locus of control** and not just as a passive participant in the process of learning, | ||
| + | * attempts to open the "black box" of his mind and **explain** complex **cognitive processes**. | ||
| + | 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: ===== | ||
| - | * [[Social learning|Social Cognitive Learning Theory]] ([[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura]]) | + | * [[learning_theories:Gestalt Psychology]] - [[http://en.wikipedia.org/wiki/Max_Wertheimer|Max Wertheimer (1880 – 1943)]] |
| - | * [[Assimilation Theory]] ([[http://www.davidausubel.org/|David Ausbel]]) | + | * [[learning_theories:Stage Theory of Cognitive Development]] - [[http://www.piaget.org/aboutPiaget.html|Jean Piaget (1896 - 1980)]] |
| - | * [[Cognitive Load Theory]] ([[http://education.arts.unsw.edu.au/staff/john-sweller-726.html|John Sweller]]) | + | * [[learning_theories:Assimilation Theory]] - [[http://www.davidausubel.org/|David Ausubel (1918 - 2008)]] |
| - | * [[Cognitive Theory of Multimedia Learning]] ([[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Meyer]]) | + | * [[learning_theories:Social Cognitive Learning Theory]] - [[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura (1925 - )]] |
| - | * [[Schema Theory]] ([[http://www.ppsis.cam.ac.uk/bartlett/|Sir Frederic Bartlett]]) | + | * [[learning_theories:Schema Theory]] - [[http://www.education.com/reference/article/anderson-richard-chase-1934-/|Richard Anderson (1934 - )]] |
| + | * [[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]] | ||
| + | |||
| ===== 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 (1900 – 1985)]] |
| - | *[[Concept Mapping]] ([[http://www.ihmc.us/groups/jnovak/|Joseph Novak]]) | + | *[[instructional_design:Elaboration Theory]] - [[http://www.indiana.edu/~syschang/decatur/bios/biographies.html|Charles Reigeluth ()]]) |
| - | *[[Component Display Theory]] ([[http://mdavidmerrill.com/index.htm|Dave Merrill]]) | + | *[[instructional_design:Concept Mapping]] ([[http://www.ihmc.us/groups/jnovak/|Joseph Novak]]) |
| - | *[[Elaboration Theory]] ([[http://www.indiana.edu/~syschang/decatur/bios/biographies.html|Charles Reigeluth]]) | + | *[[instructional_design:Component Display Theory]] ([[http://mdavidmerrill.com/index.htm|Dave Merrill]]) |
| - | *[[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 the beginning of its intensive 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. |
| - | During the 1970s **humanism evolved as an opposing view to both behaviorism and cognitivism** beginning with the **holistic approach**, belief in the power of an individual and view **learning as a way of fulfilling his potentials**. | + | During the 1970s **humanism** evolved as an opposing view to both behaviorism and cognitivism beginning with the **holistic approach**, belief in the power of an individual and view **learning as a way of fulfilling his potentials**. |
| ===== Bibliography ===== | ===== Bibliography ===== | ||
learning_paradigms/cognitivism.txt · Last modified: 2023/06/19 18:03 (external edit)
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