learning_paradigms:cognitivism
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
|
learning_paradigms:cognitivism [2011/04/26 14:01] jpetrovic [Human memory system] |
learning_paradigms:cognitivism [2011/06/30 12:27] jpetrovic [Human memory system] |
||
|---|---|---|---|
| Line 4: | Line 4: | ||
| ===== 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, | ||
| Line 11: | Line 11: | ||
| * 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**, | * 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 | + | * addresses learning with regard to **insight**, **information processing**, **memory**, **perception**, |
| - | * emphasizes the role of **prior knowledge** for learning outcomes. | + | * emphasizes the role of **prior knowledge** and experiences for learning outcomes, and |
| + | * sees learner as an **organized information processor**. | ||
| - | Cognitivist theories emphasize the **importance of the learner**, especially his **prior knowledge and experiences** as well as his role of an **organized information processor**. | ||
| - | + | ===== Human memory ===== | |
| - | ===== 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 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** 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. | ||
| Line 32: | Line 31: | ||
| * [[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]] | ||
| Line 42: | Line 42: | ||
| *[[instructional_design:Concept Mapping]] - [[http://www.ihmc.us/groups/jnovak/|Joseph Novak]] | *[[instructional_design:Concept Mapping]] - [[http://www.ihmc.us/groups/jnovak/|Joseph Novak]] | ||
| *[[instructional_design:Component Display Theory]] - [[http://mdavidmerrill.com/index.htm|Dave Merrill]] | *[[instructional_design:Component Display Theory]] - [[http://mdavidmerrill.com/index.htm|Dave Merrill]] | ||
| - | *[[instructional_design:Component Design Theory]] - [[http://mdavidmerrill.com/index.htm|Dave Merrill]] | ||
| *[[instructional_design:structural_learning|Structural Learning Theory]] - [[http://www.scandura.com/|Joseph Scandura]] | *[[instructional_design:structural_learning|Structural Learning Theory]] - [[http://www.scandura.com/|Joseph Scandura]] | ||
learning_paradigms/cognitivism.txt · Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
