Cognitivism

Summary: The cognitivist paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information processor (like a computer).

Originators and important contributors: Merrill -Component Display Theory (CDT), Reigeluth (Elaboration Theory), Gagne, Briggs, Wager, Bruner (moving toward cognitive constructivism), Schank (scripts), Scandura (structural learning)

Keywords: Schema, schemata, information processing, symbol manipulation, information mapping, mental models

Cognitivism

The cognitivist revolution replaced behaviorism in 1960s as the dominant paradigm. Cognitivism focuses on the inner mental activities – opening the “black box” of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata.

A response to behaviorism, people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking. Changes in behavior are observed, but only as an indication of what is occurring in the learner’s head. Cognitivism uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes.

Category: Cognitive Theories

Cognitive Load Theory of Multimedia Learning (Sweller)

Summary: A theory that focuses the load on working memory during instruction.

Originators and proponents: John Sweller

Keywords: cognitive load theory, working memory, multimedia learning

Cognitive Theory of Multimedia Learning (Mayer)

Summary: A cognitive theory of multimedia learning based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information.

Originator: Richard Mayer

Key terms: dual-channel, limited capacity, sensory, working, long-term memory

Cognitivism

Summary: The cognitivist paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information processor (like a computer).

Originators and important contributors: Merrill -Component Display Theory (CDT), Reigeluth (Elaboration Theory), Gagne, Briggs, Wager, Bruner (moving toward cognitive constructivism), Schank (scripts), Scandura (structural learning)

Keywords: Schema, schemata, information processing, symbol manipulation, information mapping, mental models

Social Learning Theory (Bandura)

Summary: Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation.

Originator: Albert Bandura

Key Terms: Modeling, reciprocal determinism

Attribution Theory (Weiner)

Summary: Attribution Theory attempts to explain the world and to determine the cause of an event or behavior (e.g. why people do what they do).

Originator: Bernard Weiner (1935- )

Key terms: Attribution, locus of control, stability, controllability