Cognitivist Learning Theories

Cognitivist learning theories revolve around the idea of information processing (what goes on in the mind) where each idea is considered to be connected to one another.  It is multisensory in nature and involves both the short-term and long-term memory.  Forgetting becomes merely the act of temporarily losing the connection to the information.  The primary mechanism for transferring the information from short-term to long-term memory is elaboration.   Allan Paivio postulated a dual-coding hypothesis, taking the cognitivist approach one step further, where people simultaneously store the information to be remembered in both a visual image format and as text. 

What impact does this have on the classroom?  Prior knowledge takes on a whole new meaning as learners attempt to connect the new learning to that which is already familiar.  Organization of materials (and presentation thereof) is critical to creating the logical pathways that make the new teachings easier for the learner to recall.  Visuals, mnemonics, concept maps, spreadsheets and the like – virtually anything that allows the learner to organize the information – are vital tools for the cognitivist teacher to not only disseminate the new information but elevate their students processing skills to Bloom’s higher level thinking orders. 

Cognitivist teachers receive a boon from the plethora of technological resources that help to both organize and visualize curriculum.  The highly informative text Using Technology with Classroom Instruction that Works suggests using various strategies such as cues, questions and advanced organizers along with summarizing and note taking to enhance the learners’ classroom experience.  Cues, questions, and advanced organizers focus on the students’ ability to structure the information in an orderly process for much easier retrieval and manipulation by the learner.  Examples include tables, spreadsheets, and concept maps that arrange information in a hierarchal order (from greatest to least or broadest to specific).  Summarizing and note taking delineate the ability of the learner to synthesize the new information and assemble it in a new format.  Summarizing and note taking are improved through the use of Word’s AutoSummarizing tool or the ability of the author (or teacher) to track changes to the document being developed.  Note taking, whether done individually or collaboratively, is refined through the incorporation of blogs, wikis, or again concept maps. 

An interesting website that definitively advocates for the cognitivist method of teaching is Learning Rx (http://www.learningrx.com/cognitive-learning-styles.htm).  This resource delves into the various applications for brain training encompassing everything from preschoolers to students who struggle with learning disabilities.

Works Cited

Corp., L. R. (2012). Learnning Rx Cognitive Learning Styles. Retrieved March 13, 2012, from http://www.learningrx.com/cognitive-learning-styles.htm

Pitler, H., Hubbell, E. R., Kuhn, M., & Malennoski, K. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-continent Research for Education and Learning.