Cognitive Theories

By: Charles, Lauren, Ashley, Sean, Alaina, Emily

Cognitive(View learning and remembering as a behavior to be studied)

Allan Paivio- believes in presenting information both visual and verbal form enhances recall and recognition.Dual coding theory- we process both images and language.Three sub processes- representational, referential, and associative.Possible shortcoming- placed equal emphasis on verbal and non verbal learning.

Robert Gagne- worked on cognitive learning hierarchies.Five main categories of learning

Verbal InformationIntellectual SkillsCognitive StrategiesMotor SkillsAttitudes

Nine Events of Instruction Gain Attention of Learners, Inform Learners of the objective, Stimulate recall of prior learning, Present the stimulus or lesson, Provide learning guidance and instruction, Elicit performance, Provide feedback, Assess performance, Enhance retention and transfer.

Cognitive(View learning and remembering as a behavior to be studied)

Howard Gardner- Developed the multiple intelligences.Linguistic-verbal-has a strong ability with languageLogical-mathematical-has a strong ability of reasoningSpatial-visual-has a strong sense of the way things lookBody-kinesthetic-has a strong ability in hands on thingsMusical-has a strong connection with understanding musicInterpersonal-has a strong connection with communicating with othersIntrapersonal-has a strong connection with oneselfNaturalist-has a strong connection with nature

Benjamin Bloom- classified learning into three domainsCognitive domain, affective domain, psychomotor domainBlooms taxonomy-six levels

Knowledge-learner can recall informationComprehension- learner can predict and explainApplication-learner can solve problems and use informationAnalysis-learner can see patterns and organize informationSynthesis-learner uses old ideas to create new onesEvaluation-learner can compare, judge, and value ideas

Cognitive Load Theory of Multimedia Learning

John Sweller : Originator • Three types of cognitive load:

▫extraneous cognitive load under the control of instructional designers.  This

form of cognitive load is generated by the manner in which information is presented to learners.

▫ intrinsic cognitive load the idea that all instruction has an inherent

difficulty associated with it and this may not be altered by an instructor.

▫germane (effective) cognitive load the load dedicated to the processing, construction

and automation of schemas (i.e. organized pattern of thought or behavior) and is encouraged to be promoted. 

•Classroom Implications▫Teachers

In this theory, teachers should use germane cognitive load, which is influenced by the instructional designer. It is the teacher’s responsibility to find the best way to present information to students so that they can fully learn and remember material. This may include using technology as a tool, which students are familiar with.

▫Students increases in effort or motivation can increase the

cognitive resources devoted to a task.Personal Thoughts:

I agree with this theory because it seems that the germane cognitive load would be the most effective out of the three. Teachers really should be able to analyze their students and find effective ways to communicate new information in the best way possible, making learning as easy as possible for the students.

Albert Bandura•Although Bandura is generally a behavioral

theorist, towards the end of his career he began identifying himself as a cognitive theorist, a new theory that was just starting to take root.

•Bandura is often called the father of the cognitivist movement.

•He is largely famous for his Social Cognitive Theory, which states that people acquire behaviors through observation of others and then imitating what they observed.

Albert Bandura Cont.

•Bandura is most well known for his Bobo doll experiment

•He showed a group of young children a video of an adult beating up a Bobo doll and shouting aggressive phrases. The children were then moved to a play room where there was a Bobo doll. The children began to punch, kick, and jump on the doll and shout at the doll, just like they had seen in the video.

Albert Bandura Cont.

•Bandura established that there were steps involved in his modeling process:▫Attention▫Retention▫Reproduction▫Motivation

Past, promised, and vicarious reinforcement Past, promised, and vicarious punishments

Attribution Theory

•Initially associated with Fritz Heider, but the original attribution model was developed by Bernard Weiner

•Explains connections with how people interpret/explain causes for failures and success

•Perceptions determine future efforts for success and achievement

•People tend to attribute their own success internally and failures externally but others success as external and failures as internal

Alaina

Alaina

Attribution Theory•Teachers can control perception of teaching with positive comments and feedback

•Students can assume failure due to changeable, controllable factors instead of poor instruction or luck

•In my experience, it’s hard not to blame external factors, such as time restrictions or poor teaching. This theory reminds me of the motion picture He’s Just Not That into You because it displays how women create every explanation except the obvious one to avoid rejection. I could take advantage of this theory by encouraging student effort and insisting good grades come from individual sufficient efforts. I would incorporate the philosophy that every student learns at different paces and project this to my students.

Cognitive Theory of Multimedia Learning (Mayer)

Also Known as the “Multimedia Principle”Developed by Richard MayerTheory States that “people learn more deeply from words and pictures than from words alone” (Mayer, p. 47)Relies on the utilization of sensory, working, and long-term memory.

Cognitive Theory of Multimedia Learning, Continued.

Three Main Assumptions: There are two separate channels (auditory and visual) for processing

information (sometimes referred to as Dual-Coding theory); Each channel has a limited capacity Learning is an active process of filtering, selecting, organizing, and integrating

information based upon prior knowledge

Uses in Classroom Online Scavenger hunts for informative Videos Mock games centered around Team Q & A with built in video prompts Memory Challenge built around matching Video clips to audio prompts

Credits

•http://create.alt.ed.nyu.edu/courses/2174/reading/Paas_Renkl_Sweller_EP.pdf

•www.education.com•http://www.learning-theories.com•Mayer, R. E.; R. Moreno (1998). “A

Cognitive Theory of Multimedia Learning: Implications for Design Principles”. http://www.unm.edu/~moreno/PDFS/chi.pdf