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learning_paradigms:cognitivism [2011/02/08 14:28] jpetrovic [About cognitivism] |
learning_paradigms:cognitivism [2011/02/25 09:37] jpetrovic [Learning theories:] |
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===== About cognitivism ===== | ===== About cognitivism ===== | ||
- | One of the first critics of [[learning_paradigms: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 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. |
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- | [[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: ===== | ||
- | * [[learning_theories:Gestalt Psychology]]([[http://en.wikipedia.org/wiki/Max_Wertheimer|Max Wertheimer]]) | + | * [[learning_theories:Gestalt Psychology]] - [[http://en.wikipedia.org/wiki/Max_Wertheimer|Max Wertheimer (1880 – 1943)]] |
- | * [[Social learning|Social Cognitive Learning Theory]] ([[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura]]) | + | * [[learning_theories:Social Cognitive Learning Theory]] - [[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura]] (1925 - ) |
- | * [[Assimilation Theory]] ([[http://www.davidausubel.org/|David Ausubel]]) | + | * [[learning_theories:Assimilation Theory]] [[http://www.davidausubel.org/|David Ausubel]] |
- | * [[Cognitive Load Theory]] ([[http://education.arts.unsw.edu.au/staff/john-sweller-726.html|John Sweller]]) | + | * [[learning_theories: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 Mayer]]) | + | * [[learning_theories:Cognitive Theory of Multimedia Learning]] [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]] |
- | * [[Schema Theory]] ([[http://www.ppsis.cam.ac.uk/bartlett/|Sir Frederic Bartlett]]) | + | * [[learning_theories:Schema Theory]] [[http://www.ppsis.cam.ac.uk/bartlett/|Sir Frederic Bartlett]] |
- | * [[learning_theories:Stage Theory of Cognitive Development]] ([[http://www.piaget.org/aboutPiaget.html|Jean Piaget]]) | + | * [[learning_theories:Stage Theory of Cognitive Development]] [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] |
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===== Instructional design theories and learning models: ===== | ===== Instructional design theories and learning models: ===== | ||
- | *[[Cone of Experience]] ([[http://en.wikipedia.org/wiki/Edgar_Dale|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]]) |
- | ===== Criticism ===== | + | ===== 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. |