Cognitivism: Think About It by Melissa Lynn

Cognitivism in the Library (Melissa Ida)

assilem367 — 2015-06-30 02:52:43 UTC

This blog entry by a teacher-librarian looks at how cognitivsim can be applied in the classrom with library science students.

Social Cognitive Theory (Melissa Ida)

assilem367 — 2015-06-30 03:03:03 UTC

This PowToon provides a quick glimpse into the basics of this theory.

Cognitivism & Maker Spaces (Melissa Ida)

assilem367 — 2015-06-30 03:43:40 UTC

This article offers a critique of the cognitive load theory and looks at maker spaces in school libraries.

brettsiegel89 — 2015-06-30 05:53:37 UTC

Cognitive Theory & Practice (Brett Siegel)

brettsiegel89 — 2015-06-30 06:03:38 UTC

This article provides a closer look at the driving theories of Piaget and Vygotsky, as well as practical applications for cognitive-based instruction.

Scaffolding Infograph (Melissa Ida)

assilem367 — 2015-06-30 15:53:28 UTC

This infograph explores the concept of scaffolding in relation to developing cognitive skills in the classroom.

abigailarmour — 2015-07-04 00:33:38 UTC

"...emphasis on mind, or the mechanisms through which people perceive, process, and recall information" (Booth, p. 38) (Abby Armour)

Graphic Comparing Learning Theories - How Does Cognitivism Compare?

abigailarmour — 2015-07-04 00:36:57 UTC

(Abby Armour)

Cognitivism in Less Than 4 Minutes!

abigailarmour — 2015-07-04 00:40:20 UTC

Learn about the Cognitivism learning theory in a short, humorous video. (Abby Armour)

abigailarmour — 2015-07-04 00:47:27 UTC

"If experiences or situations are at odds with an individual's current ways of perceiving and/or thinking about the world...a tension or ambiguity results....Faced with a disconnect between new experiences and old mental models, learners feel the need to reexamine or reconstruct their worldview in order to incorporate the new information. If successful, a revised worldview is developed, and the information becomes part of the learners' new mental model." (Grassian & Kaplowitz, p. 31) (Abby Armour)

Real World Experiences with Constructivism

abigailarmour — 2015-07-04 01:06:17 UTC

"I believe we should implement constructivist principles in our instructional design but not as a completely constructivist teaching method. I see constructivism as problem based learning (PBL) where the students have to determine how to solve the problems with only minimal teaching help....The students had trouble applying prior knowledge because they did not have any or could not remember it....I believe the theory of PBL is a great way to increase student engagement and learning but the way it is implemented has to be improved. I think that it is something that the students and instructors have to be willing and shown how to use." (Khitt, retrieved from https://khitt.wordpress.com/2012/01/) (Abby Armour)

Anti-Cognitivism (Brett Siegel)

brettsiegel89 — 2015-07-05 00:54:32 UTC

I've included an example of recent anti-cognitivist literature that seeks to expose and deconstruct cognitivism's overintellectualization of emotions.

brettsiegel89 — 2015-07-05 01:00:58 UTC

Metacognition (Brett Siegel)

brettsiegel89 — 2015-07-05 01:11:35 UTC

New literature from the cognitivist camp emphasizes metacognition, which emphasizes active learning. critical thinking, and metaliteracy in IL.

Cognitive Overload (Melissa Ida)

assilem367 — 2015-07-05 18:52:11 UTC

"Another study cautions against cognitive overload, including too much 'learning by doing,' warning that too much 'extraneous processing' not directly related to achieving intended learning outcomes may actually hinder learning ('cognitive load theory'). In this study, students did better on a test after reading material containing prepared graphic organizers than when they were asked to prepare their own graphic organizers (Stull and Mayer, 2007). All of this leads to the conclusion that a balanced and flexible approach is essential, particularly when encountering learners' incorrect mental models in a range of library, media, and information center environments." (Grassian & Kaplowitz, p. 75)

The biggest point to take away from this study is the fact that balance is key. As the authors state, too much "extraneous processing" simply puts on a strain on students' ability to learn when "learning by doing". ~Melissa Ida

The Birth of Cognitivism (Melissa Ida)

assilem367 — 2015-07-05 19:25:24 UTC

“By the mid-twentieth century, an alternative approach known as cognitivism began to address what many theorists viewed as the more problematic aspects of behaviorism: that learning is passive rather than active, that knowledge is externally imposed, and that the evidence of learning is as simple as a correct answer. Cognitivists known as Gestalt theorists challenged the idea that learning is the result of behavioral conditioning, proposing instead that in the real world it is a series of internal processes that result in moments of insight that cannot be satisfactorily explained by trial and error or repetition. Cognitivism in effect internalized the study of learning, shifting its focus from outward behavior to the psychology and science of information processing and to some degree to the motivational and emotional factors that contribute to knowledge formation.” (Booth, p. 39)

As witnessed here, behaviorism was clearly not perfect. Learning is also an internal process, and the development of cognitivism proved that learning in an internalized experience as well. The further behavioral theorists delve into this field, the more we come to realize that learning is often a complex process involving many, many factors and that it is best to keep an open mind and be flexible in one's own pursuit of learning and teaching others. -Melissa Ida