Cognitive theory

Name: - Thakar Aneri R.

Roll no: - 1

SEM: - 3

Paper no: - 12 English learning teaching

Topic: - Cognitive theory

Guided by: - Heena ma’am

Submitted to:- Department of English,

                             Maharaja Krishanakumarsinji Bhavnagar University.

Introduction: -   language learning is a complex process and the different methods, approaches and theories can help us in learning and make it easy to understand. We find some approaches like communicative approach, functional approach, situational approach and structural approach. Through these approaches we get knowledge of structure of language and how it functions. And through different methods and theories we make language intresting and easy.  Also we can achieve different goles in easy way.

·        What is Cognitive theory

·        Cognitive theory is a learning theory of psychology that attempts to explain human behavior by understanding the thought processes. The assumption is that humans are logical beings that make the choices that make the most sense to them. Information processing is a commonly used description of the mental process, comparing the human mind to a computer.

·        Key People Associated with the Cognitive Theory

•      Allan Paivio

    -Dual Coding Theory: people process information in two distinctly different was, 1.) processing images and 2.) Processing of language.

•      Robert Gagne

    -He is known to contributing to learning hierarchies. The five learning outcomes he established are: 1. Verbal information 2. Intellectual skills: composed of concrete and defined concepts 3.  Cognitive strategies 4. Motor skills 5. Attitudes

•      Howard Gardner

    -Gardner’s original eight intelligences: 1.Linguistic-verbal 2. Logical- mathematical 3.Spatial- visual 4. Body-kinesthetic 5. Musical 6. Interpersonal 7. Intrapersonal 8.Naturalist

•      Benjamin Bloom

     -Learning in three domains: 1. Cognitive domain – a student

S intellectual level. 2. Affective domain – student’s emotions. 3. Psychomotor – a student’s motor skills and physical abilities..

·        Bloom’s Taxonomy’s 6 level

·        6 levels within the cognitive domain that are used to acquire knowledge.

·        Has been linked to mastery learning

ž  Levels from basic to complex:

¡  Knowledge

¡  Comprehension

¡  Application

¡  Analysis

¡  Synthesis

¡  Evaluation

·        Key points of the theory

·        The Cognitive theory states that activities like thinking and remembering seem like a behavior, thus providing an avenue to use behavior analysis to measure their affect on learning.

·        This theory came along right after the Behaviorism theory, so there has always been tension between them. A response to the Behaviorism theory is, people are not “programmed animals.”

·        Cognitive revolution (1960s)

o   Cognitivism replaces Behaviorism as the “dominant paradigm”

·        Focuses on the inner mental activities

o   This is a shift from behaviorism which views mental activity as irrelevant.

o   Mental activities (thoughts and interpretation of information) and behavior are not mutually exclusive.

·        Computer Metaphor

o   Information input > information is processed > leads to output (behavior and/or other outcomes)

·        Scientific Method

o   Thinking and remembering are, in their own ways, very similar to visible behaviors. As such, they can be measure.

o   Branches from psychological idea of thinking, deciding, remembering, etc.

o   Uses behavior analysis to measure effect on learning, cognitivist believe thinking and recollecting is behavior.

o   Thinking plays a role.

o   Unlike Behaviorism, this theory focuses on humans needing to process information and participate in order to learn.

·        Teaching: With/without technology

With Technology	Without Technology
Word processing programs	Gain attention from learners
Database programs	Inform learners of objective
Draw and Paint programs	Stimulate recall of prior learning
Software requiring alternate input such as a joystick	Present the stimulus or lesson
Programs that combine stories with songs	Provide learning guidance and instruction
Telecommunications programs	Elicit performance
Tutorial software	Assess performance
Problem solving software	Enhance retention and transfer

·        Learning: With/without technology

With Technology	Without Technology
Programs that require reading and answering questions	They can arrange, repeat, recall, define, list, match, name, order, narrate, describe
Programs that Technology at let students to experiment with problems and observe results and strategy game formats	Summarize, classify, explain, discuss, give examples, identify
Programs that use visual clues	Analyze, demonstrate, solve, change, discover, experiment, interpret, show, present
Programs that use a joystick, touch windows or graphics tablet	Collect, assemble, compose, develop, design
Programs that associate letters/sounds with music	Invent, create, plan, revise, role-play, theorize
Programs that include group participation	Compare, assess, contrast, criticize, debate, judge
Programs that encourage self-awareness	Value, predict, estimate, appraise
Strategy game formats

·        Classroom Implication

·        What the teacher does under this theory:

·        Without technology:

·        Use single, coherent representations to avoid students to split attention between two places

·        Link new material with what is currently known

·        Recognize the limits of attention

·        “Provide an opportunity for both verbal and imaginary encoding that helps students to remember.”

·        Instructional materials should include demonstration, illustrative examples, and constructive feedback

·        Bloom's Taxonomy can be used to write learning objectives and come up with interesting projects for the students to demonstrate mastery of a concept. This helps change instructional methods to help students master the content covered in class.

·        What the teacher does under this theory:

·        With technology:

·        Provide organized instructions through concept maps of other graphic representation (multimedia and/or text description)

·        With technology, a teacher can provide multimedia content  that helps students with different learning styles retain information and stimulate thought for the higher levels in Bloom's Taxonomy.

·        Teachers can show demonstrative videos, present visual and audio content in PowerPoint presentations, create tutorials through video blogs, and provide students with technological outlets for their own original ideas, discussions, and debates.

·        Classroom Implication

What the student does under this theory:

•         Without technology:

o       Students can participate in open discussions and debates as a class and share their original ideas, point of views, and philosophical questions.

They can use more traditional media for projects like display boards, writing a story or report, and interactive group activities

·        What the student does under this theory:

·        With technology:

·        Students can use technology in the Synthesis and Evaluation stages by creating projects based on the concepts they learned.

·        They could use podcasts, PowerPoint presentations, and Microsoft Moviemaker to present their ideas in a multimedia setting to other students.

·        They can even participate in open discussions and debates with students from other school or all over the world through Skype.

ž Conclusion :- I would like to conclude my point of cognitivist theory with these points

ž Cognitive theory facilitates students’ development in their thinking skills. It engages them in a process of investigating an issue and finding its solution.

ž It helps teachers to recognize the individual differences in students’ cognitive structures by merging new knowledge with the old knowledge they already have; based on their experiences.

ž Before allowing the students to complete the task at hand, ask questions about the instructions just given as a “quiz” to simulate recall.

ž The assignments must always have some educational value to the students. NO BUSY WORK. Students should be given ample time to work in groups and have discussions. 

ž Answer questions and give clarification to individual students and to the whole class. Remind students of instructions and procedures periodically.

ž Leave room for creativity and individuality in each of the assignments.

ž Bloom's taxonomy is very useful in a class setting. Most teachers find that their assignments usually fall into the first two levels, Knowledge and Comprehension.

ž Personally, I love the idea of providing students with the opportunity to apply what they learn, create their own original ideas, and openly discuss important themes.

ž The levels Application, Analysis, Synthesis, and Evaluation help organize these concepts of furthering the students' understanding of what they learn and provide a useful tool/reminder for me as I'm thinking of projects for them. 

ž Always be sure to grade the assignment and inform students why they received the grade they earned. This will help them correct mistakes and/or ineffective techniques/habits.