Definition of Learning: An internal mental process involving the acquisition, storage, and retrieval of information. It is a change in the learner’s mental structures or “schemata.”
Role of the Learner: Active; the learner is an information processor who interprets and organizes their experiences.
Key assumptions:
- The human mind as a complex, active information-processing system that involves internal mechanisms (attention, perception, memory etc.) that allow humans to acquire and apply knowledge.
- Learning is the process of building, refining, and restructuring mental models.
- For example:
- A cognitivist teacher would explain that a student studies not just because of a past grade, but because they have internally processed the value of the information and organized it into their existing knowledge.
- The Internal Fact: Instead of just seeing “10 problems finished,” the teacher looks for understanding. They might notice the student is using a specific mental strategy, like breaking a complex problem into smaller “chunks” to avoid overwhelming their working memory.
- The “Why”: The student studies because they have developed a schema (a mental map) where “Math Skills” are connected to “Future Career Goals.” The motivation isn’t just a reaction to a grade; it’s a conscious decision based on expectancy: “I believe that if I put in this mental effort, I will successfully encode this information into my long-term memory.”
- A cognitivist teacher would explain that a student studies not just because of a past grade, but because they have internally processed the value of the information and organized it into their existing knowledge.
1. The Mind as a Processor (The Computer Analogy)
Explain that the human mind isn’t a passive sponge (just absorb information) but it’s an active processor.
- Emphasis: Learning is the process of inputting information, encoding it (changing the format so the brain can store it), and retrieving it later.
- Teaching Point: If a student “forgets” something, it might not be gone, but the “retrieval path” might simply be broken or the information was never encoded properly in the first place.
2. The Role of Prior Knowledge (Schema Theory)
This is arguably the most important concept for future educators. We don’t learn in a vacuum as we “attach” new info to what we already know.
- Emphasis: Schemas are mental filing cabinets. A schema is a mental framework for any type of information, including auditory patterns.
- Effective teaching is about helping students find the right “folder” to put new information into.
- The brain processes verbal and visual information through different channels. When you present a concept using both words and images, the memory trace becomes stronger.
- Principle in teaching: Using “dual-coded” materials (like a diagram paired with a verbal explanation) increases the likelihood of successful retrieval later.
- The brain processes verbal and visual information through different channels. When you present a concept using both words and images, the memory trace becomes stronger.
- Effective teaching is about helping students find the right “folder” to put new information into.
- Teaching Point: If a student lacks the necessary prior knowledge (the “anchor”), the new information has nothing to “hook” onto and will likely be lost from working memory.
3. Limited Capacity (Cognitive Load)
Students need to understand that the “workbench” of the mind (Working Memory) is very small.
- Emphasis: Cognitive Overload. If you give a student too much information at once, or if the instructions are too complex, the “workbench” overflows and learning stops.
- Teaching Point: This justifies why we use “chunking,” scaffolding, and clear visuals in our teaching materials.
4. Active Construction (Meaning-Making)
Contrast this with rote memorization.
- Emphasis: Learning is an active process. For information to move into Long-Term Memory, the learner must do something with it such as to reorganize it, compare it, or apply it.
- Teaching Point: This is why “interactive notes” are so effective. By embedding questions, you are forcing the students to engage in elaborative rehearsal rather than just passive reading.
Quick Comparison between Behaviorist and Cognitivist Views of Learning
