Cognitivism is a learning theory where “learning is shaped by providing optimal instructional conditions.” Conditions differ according to the skill being taught and simple skills are presented first as a foundation on which to build more difficult skills. (Roblyer, 38).
Robert Gagne, a cognitive-behavioural theorist, established the following principles of cognitivism: gaining attention ; informing the learner of the objective; stimulating recall of prerequisite learning; presenting new material; providing learning guidance; eliciting performance; providing feedback about correctness; assessing performance; and enhancing retention and recall.
Gagne also offered five major categories of learning:
Verbal information
Intellectual skills
Cognitive strategies
Motor skills
Attitudes
http://hsc.csu.edu.au/pro_dev/teaching_online/how_we_learn/cognitive.htm
Learning from the point of view of the cognitive-behaviourist theory is reflective and cognitive. There is personal control over content and structure of what is being learned. The learner begins to initiate what he/she wants to know. Therefore, learning is emergent as the learner becomes more personally invested.
References
Cognitive Theories of Learning. Retrieved July 11, 2007 from http://hsc.csu.edu.au/pro_dev/teaching_online/how_we_learn/cognitive.htm
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
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The two learning theories explored thus far, behaviourism and cognitivism, are based on the objectivists theory and are part of the directed instruction view . "Knowledge has a separate, real existence of its own outside the human mind. Learning happens when this knowledge is transmitted to people and the store it in their minds." Roblyer,(2006), p. 37.
The next part of this focus on theories of learning will explore the constructivist or inquiry-based learning. "Humans construct all knowledge in their minds by participating in certain experiences. Learning occurs when one constructs both mechanisms for learning and his or her own unique version of the knowledge, coloured by background, experience and aptitiudes." Roblyer, (2006), p. 37.
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