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learning_paradigms:cognitivism [2011/03/21 13:32] jpetrovic [Criticisms] |
learning_paradigms:cognitivism [2011/06/30 12:13] jpetrovic [About cognitivism] |
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===== About cognitivism ===== | ===== About 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. | + | 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 setting 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]] slowly replaced by cognitivism. |
[[:glossary#cognition|Cognitive]] approach to learning, unlike behavioral, | [[:glossary#cognition|Cognitive]] approach to learning, unlike behavioral, | ||
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* sees learning as the **active** acquisition of new knowledge and developing adequate **mental** constructions, | * 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, | * 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 | + | * attempts to open the "black box" of his mind and **explain** complex **cognitive processes**, |
+ | * addresses learning with regard to **insight**, **information processing**, **memory**, **perception**, and | ||
* emphasizes the role of **prior knowledge** for learning outcomes. | * emphasizes the role of **prior knowledge** for learning outcomes. | ||
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===== Human memory system ===== | ===== 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** 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 crucial 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]] | + | * [[memory_models:A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]] |
+ | * [[memory_models:Human Working Memory]] | ||
===== Learning theories: ===== | ===== Learning theories: ===== | ||
* [[learning_theories:Gestalt Psychology]] - [[http://en.wikipedia.org/wiki/Max_Wertheimer|Max Wertheimer (1880 – 1943)]] | * [[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: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: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:Conditions of Learning]] - [[http://www.ibstpi.org/Products/pdf/appendix_A-C.pdf|Robert Gagné (1916 - 2002)]] |
* [[learning_theories:Schema Theory]] - [[http://www.education.com/reference/article/anderson-richard-chase-1934-/|Richard Anderson (1934 - )]] | * [[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:Script Theory]] - [[http://www.rogerschank.com/|Roger Schank]] | ||
+ | * [[learning_theories:Dual Coding Theory]] - [[http://en.wikipedia.org/wiki/Allan_Paivio|Allan Pavio (1925 - )]] | ||
* [[learning_theories: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]] | ||
* [[learning_theories: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]] | ||
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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 ===== | ||
+ | |||
+ | [[http://arrow.dit.ie/cgi/viewcontent.cgi?article=1003&context=engscheleart|Ashworth, Frank et al. : Learning Theories and Higher Education. Level 3, Issue 2, June 2004.]] | ||
[[http://www.learning-theories.com/cognitivism.html|Cognitivism at Learning Theories.]] Retrieved February 21, 2011. | [[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.]] | + | [[http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm|Dabbagh, N. The Instructional Design Knowledge Base. George Mason University, Instructional Technology Program.]] Retrieved March 8, 2011. |
===== Read more ===== | ===== Read more ===== | ||
- | Leidlmair, Karl. After Cognitivism: A Reassessment of Cognitive Science and Philosophy. Springer, 2009. | + | [[http://www.google.com/books?hl=hr&lr=&id=nbBjFvXL7BMC&oi=fnd&pg=PR7&dq=After+Cognitivism:+A+Reassessment+of+Cognitive+Science+and+Philosophy&ots=NfM4_aQlvU&sig=vLk7QZe2VFKLSHf0rsivSfTqoTE#v=onepage&q&f=false|Leidlmair, Karl. After Cognitivism: A Reassessment of Cognitive Science and Philosophy. Springer, 2009.]] |
- | Crane, T. Book review of "The Mind’s Provisions" by Vincent Descombes. European Journal of Philosophy 12, no. 3: p399–406. 2004. | + | [[http://web.mac.com/cranetim/Tims_website/Book_reviews_files/Descombes%20review.pdf|Crane, T. Book review of "The Mind’s Provisions" by Vincent Descombes. European Journal of Philosophy 12, no. 3: p399–406. 2004.]] |