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--- learning_paradigms:cognitivism [2011/03/04 14:03]
jpetrovic [Learning theories:]
+++ learning_paradigms:cognitivism [2011/03/21 13:30]
jpetrovic [Criticisms]
@@ Line 4: / Line 4: @@
 ===== About 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.
+One of the first criticisms of [[learning_paradigms:behaviorism|behaviorist learning]] approach came from [[learning_theories:gestalt_psychology|gestalt psychologists]] during the first decades of the 20th century and was related to behaviorist dependencies exclusively on overt behavior. It was the [[:glossary#gestalt|gestalt]] views on learning that influenced **new approaches** extending 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 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**.
+[[:glossary#cognition|Cognitive]] approach to learning, unlike behavioral,
-===== Learning theories: =====
+  * 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**, and
+  * emphasizes the role of **prior knowledge** for learning outcomes.
-  * [[learning_theories:Gestalt Psychology]] - [[http://en.wikipedia.org/wiki/Max_Wertheimer|Max Wertheimer (1880 – 1943)]]
+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:Stage Theory of Cognitive Development]] [[http://www.piaget.org/aboutPiaget.html|Jean Piaget (1896 - 1980)]]
-  * [[learning_theories:Social Cognitive Learning Theory]] - [[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura (1925 - )]]
-  * [[learning_theories:Schema Theory]] [[http://www.education.com/reference/article/anderson-richard-chase-1934-/|Richard Anderson (1934 - )]]
-  * [[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]]
+===== Human memory system =====
+**Memory** is often defined as //an organism's ability to store, retain, and recall information and experiences//(([[http://en.wikipedia.org/wiki/Memory|Wikipedia: Memory.]] Retrieved March 21, 2011.)). Since it has a crutial role in acquisition and retention of knowledge, it was the subject of many researches and an essential part of many cognitivist learning theories.
+  * [[memory_models:overview|Overview of Human Memory Models]]
+===== Learning theories: =====
+  * [[learning_theories:Gestalt Psychology]] - [[http://en.wikipedia.org/wiki/Max_Wertheimer|Max Wertheimer (1880 – 1943)]]
+  * [[learning_theories:Stage Theory of Cognitive Development]] - [[http://www.piaget.org/aboutPiaget.html|Jean Piaget (1896 - 1980)]]
+  * [[learning_theories:Assimilation Theory]] - [[http://www.davidausubel.org/|David  Ausubel (1918 - 2008)]]
+  * [[learning_theories:Social Cognitive Learning Theory]] - [[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura (1925 - )]]
+  * [[learning_theories:Conditions of Learning]] - [[http://www.animukerji.com/newfaculty201/gagne_bio.htm|Robert Gagne (1916 - 2002)]]
+  * [[learning_theories:Schema Theory]] - [[http://www.education.com/reference/article/anderson-richard-chase-1934-/|Richard Anderson (1934 - )]]
+  * [[learning_theories:Script Theory]] - [[http://www.rogerschank.com/|Roger Schank]]
+  * [[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: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 (1900 – 1985)]]
-  *[[instructional_design: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]]
-  *[[instructional_design:Component Display Theory]] ([[http://mdavidmerrill.com/index.htm|Dave Merrill]])
+  *[[instructional_design: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]])
+  *[[instructional_design:Component Display Theory]] - [[http://mdavidmerrill.com/index.htm|Dave Merrill]]
-  *[[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]])
+  *[[instructional_design:structural_learning|Structural Learning Theory]] - [[http://www.scandura.com/|Joseph Scandura]]
-  *[[instructional_design:scripts|Scripts Theory]] ([[http://www.rogerschank.com/|Roger Schank]])
-  *[[instructional_design:structural_learning|Structural Learning Theory]] ([[http://www.scandura.com/|Joseph Scandura]])
 ===== 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 an 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 human mental functions and therefore cannot be successfully used to describe them. Common examples for this are:
+  * **[[http://www.miskatonic.org/godel.html|Gödel's incompleteness theorem]]** which claims that "//within any given branch of mathematics, there would always be some propositions that couldn't be proven either true or false using the rules and axioms... of that mathematical branch itself. You might be able to prove every conceivable statement about numbers within a system by going outside the system in order to come up with new rules and axioms, but by doing so you'll only create a larger system with its own unprovable statements.//"((Jones & Wilson. An Incomplete Education. In [[http://www.miskatonic.org/godel.html|Denton, W. Gödel's Incompleteness Theorem. Miskatonic University Press.]])). Oversimplified, this means computers will never be capable of human-like cognition since they are limited to a limited set of axioms. The information-processing model should therefore have a limited application in case of humans.
+  * **[[http://www.scientificamerican.com/article.cfm?id=why-is-turings-halting-pr|Turing's halting problem]]** which claims that given a description of a program, it is impossible to decide whether the program finishes running or continues to run forever for any given program input. This theorem proven by [[http://www.alanturing.net/|Alan Turing]] in 1936 shows how some things are naturally non-computable.
-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 =====
-[[http://www.learning-theories.com/cognitivism.html|Cognitivism at Learning Theories.]]
+[[http://www.learning-theories.com/cognitivism.html|Cognitivism at Learning Theories.]] Retrieved February 21, 2011.
 [[http://www.authorstream.com/Presentation/timdev-589723-learning-theory-cognitivism/|Learning Theory Cognitivism Ppt Presentation.]]

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