Explore what cognitivism is. Understand how we can use cognitivism in education. See cognitivism examples. Learn about cognitive learning theory and its components.
Updated: 11/21/2023
Cognitivism | Education, Examples & Learning Theory & Strategies
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Frequently Asked Questions
What is an example of cognitivism?
Cognitivism is all about the internal mental processes that are responsible for learning taking place, such as receiving, organizing, storing, and retrieval of information. An example of cognitivism is the way that we solve problems by using prior knowledge.
How is cognitivism used in the classroom?
Cognitivism is used in the classroom by educators to make learning meaningful and permanent for students. Educators can use a variety of strategies in the beginning, middle, and conclusion of a learning cycle so that connections are made in the brains of the learners.
What is the main idea of cognitivism?
The mind is an information processor and learners process information by activating prior knowledge, or schema, in order to make connections for new learning. Cognitivism is essentially how we absorb information, solve problems, and ultimately learn.
Why is cognitivism important in education?
Cognitivism is the basis for most learning theories, as it deals with the way our brains absorb, retain, and recall knowledge. Cognitivism is also crucial in the development of learning new skills and memorizing concepts that would otherwise be difficult to remember without the connection of neural pathways.
What is cognitivism theory of learning?
Cognitivism theory of learning uses the concept that our mind is like a computer and explains how it accesses schema (file folders) and then uses the stored information to create new learning and store it in a practical place. If the new information is stored properly and permanently, then learning has taken place.
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ShowCognitivism is a theory of learning that focuses on processes of the mind. Cognitivist learning states that the way we learn is determined by the way our mind takes in, stores, processes, and then accesses information. When we learn new things, our brains are able to transfer the information we have learned and apply the information to new situations or problems. This is the main goal of most learning theories. Cognitivism, also known as cognitive learning theory, helps in developing better programs for learners because it uses research that focuses on the brain and mental processes for acquiring and using new information. Developing a strong knowledge of cognitivism can help anyone who is attempting to teach new information or concepts to others. Even when a student is trying to learn something new, there is usually some sort of prior knowledge that they can use to anchor that new information and connect the new knowledge to it. That is the basis of cognitivism. The mind is basically an internal processor that uses our internally stored information and connects it to external factors in order to create new learning. Because learning involves activating pre-existing knowledge and gathering information from previous experiences to make sense of our world, cognitivists believe that their theory is the primary foundation for explaining how we learn things. Cognitivism is viewed as the mainstream for all research and foundations of learning design.
What Happens When We Learn?
The mind is like a computer. When it comes to learning, cognitivist theory focuses on the process of learning and acquiring new information. Cognitivism is the theory that focuses on how we receive, organize, store, and recall information in our minds. One of the main contributors of cognitivism was Jean Piaget. Piaget identified stages of cognition that all children pass through universally based on their age and stage of mental development. The predictable stages of cognition that Piaget identified were sensorimotor, pre-operational, concrete operational, and formal operational. Piaget stated that "Teaching means creating situations where structures can be discovered." Real learning depends on our ability to access information from our long-term memory when we need it.
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When we learn something new, the process that occurs in our minds begins with the activation of prior knowledge. The prior knowledge that is already in our minds can serve as a hook to grab on to the new information and form a connection to it. If we have a schema, or a familiar structure to compare it to, then the knowledge can flow through the pathways of our brains and connect. The schema is the framework that learners use to understand new information that they are receiving. In the case that a student is learning information that opposes something they already believed to be true, they must accommodate and work to unlearn that previous concept, and then replace it with the correct concept by making a new connection. At first, the information we are exposed to goes into our short-term memory. If the learning is made meaningful to us or if we are able to successfully connect it to something we know, it is more likely that we will be able to store the new information into our long-term memory. Our brains already have knowledge pathways, and when we acquire and build new knowledge, the pathways become stronger.
Cognitive Learning Strategies
Educators and learners alike can use different strategies to offer a richer learning experience, where hopefully the new knowledge that is acquired can be stored away into long-term memory and become part of our permanent knowledge base. It is important to be clear about the task involved and what type of learning is required to employ the task for that strategy to be effective. There are strategies that can be used in the beginning, middle, and end of the learning cycle in order to conceptualize the learning and build new knowledge.
- Beginning strategies: Anticipation guides and KWL charts. An anticipation guide is similar to a pre-test. It allows the learner to look at questions before the concept is taught, try to guess correct answers, and also to discuss or wonder what the lesson will be about based on the anticipatory set of questions. A KWL (Know, Want to know, Learn) chart is a table that allows students to write down what they know about a topic and what they want to know about it. During or after the lesson cycle they fill in the "L" section of the chart according to what they are learning.
- Middle strategies: Concept maps, sorting activities, classifying information, and note-taking. Concept maps, also known as mind maps, are visual representations of information. Another term for concept maps is graphic organizers, or thinking maps. They can take the shape of tables, T-charts, Venn diagrams, bubble maps, timelines, and tree maps (to branch off concepts into details). Sorting activities, or concept sorts, are more hands-on and are usually prepared by the teacher ahead of time so that students can categorize concepts using cards or strips of paper. Classification of information, either by sorting or concept mapping, is effective because it supports the development of schema in the brain so that further connections can be made. Different methods of note-taking styles can be employed to organize information, such as outlines or Cornell style notes.
- Ending strategies: Reflection questions, compare and contrast, completing the "L" section of the KWL chart, drawing a picture, or talking to a partner about what they learned. Learners can also choose a product to display what they learned, such as a poster or a pamphlet. There are limitless opportunities to formatively assess whether a new concept or skill has been learned. Creating a product is a way for the learner to cement their learning in a way that makes sense to them.
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Cognitivism is used in education to learn new skills and strategies by making meaningful connections in the brain. Cognitivism in the education field is the basis for learning because it is constructive, meaning that it builds upon the knowledge that students may already have in their brains. Cognitivism helps children to learn faster and better because it helps to grow and connect the pathways in the brain and allows for students to use their brains more effectively. Cognitive learning focuses on the processes and addresses how information is received, processed, organized, and then later retrieved by the mind. Using these processes, educators can structure their lessons to deliver their content in a way that students can attain, process, use, and hopefully store the knowledge long term. Because cognitive learning reinforces making meaningful connections to schema, educators can help the process further by activating prior knowledge or creating background knowledge for students to access and structure the learning in their minds for future use.
Cognitivism Examples
Cognitivism can be observed in many types of scenarios in a learning environment or in any situation where new learning might be taking place.
- Explicit learning: Teaching concepts while strictly pointing out the facts and details that must be learned.
- Implicit learning: Teaching concepts without pointing out desired facts, but rather exposing various examples.
- Meaningful learning: Teaching concepts while invoking personal interests so that concepts are meaningful and connected to the learner.
- Discovery learning: Giving students the tools and access to information so that they can discover it themselves, or posing a problem that students can solve while discovering evidence.
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Cognitive learning theory stems from the science of cognitivism and it states that learning happens through the internal processing of information in our brains. Pathways are formed and connections are made within the neurons (brain cells) and dendrites (brain cell connectors) as new knowledge is acquired. Cognitive learning theory states that the acquisition of new information is a neurological process that students or learners of any age can employ by accessing prior knowledge, or schema, and attaching it to the new information to make connections. These connections are what makes the learning permanent in our minds. The theory comes from Jean Piaget, who focused primarily on child brain development and how children used their senses and their bodies to make sense of the world and form schema from the world around them. There are three components to Piaget's cognitive learning theory:
- Schemas: Building blocks that are used to scaffold knowledge.
- Adaptation processes: Assimilation and accommodation are used to transition from one stage of learning to another.
- Stages of development: Children pass through four stages of development that are based on age.
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Cognitivism is a theory in psychology that focuses on how the mind receives, processes, organizes, stores, and retrieves information. Cognitivism relates to the cognitive learning theory, which was developed and first published by Jean Piaget. Piaget was an expert in child development and child learning theories. Jean Piaget identified four predictable stages of cognition that all children pass through starting at birth, using their senses and observations of the world around them to build new knowledge. These four stages of cognition are sensorimotor, pre-operational, concrete operational, and formal operational.
According to cognitivism, our minds learn through the use of schema, which is a framework we use to understand new concepts. Schema operates like a filing system of information that our minds categorize and store away for when it is necessary to make meaningful connections with new learning. In the case that a learner receives information that opposes what they originally believed to be true, they must accommodate their learning to adjust the prior knowledge and replace it with new knowledge. Cognitivism is used in education because it focuses on the processes of the brain that create new learning by connecting the neural pathways. These pathways are formed when students are able to connect prior learning to new learning in meaningful ways. Many strategies and activities can be used to support the development of schema, such as anticipation guides, KWL charts, classification activities, and concept maps.
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Video Transcript
What is Cognition?
Cognitive processes combine the acquisition of knowledge and skills with the ability to apply information to new situations. For example, when a student learns about addition and subtraction, he is able to transfer that knowledge when he uses it to create a budget to help him save money for a new video game. Transfer is a term that refers to drawing conclusions and solving problems using information that was learned in a different context. Thanks to theorists like Jean Piaget, we understand how the brain functions when new information is learned, and we can apply that knowledge to the classroom. Let's learn more about cognitivism.
What Happens When We Learn?
Let's start by talking about what happens when we learn. Within our brains, we have schema, which is like a large hard drive that the learner fills with folders containing everything we know. When we learn something new, we must either organize it in one of the existing folders or create a new folder. Assimilation is the process of integrating new knowledge with existing schema. However, there are times when the learner's schema does not align with new the information, which is called cognitive dissonance. This is uncomfortable and must be resolved. In this instance, the learner is forced to make accommodations to their schema in order to process new learning. Accommodation is the process of modifying existing schema to integrate new knowledge.
Strategies to Support Cognition
You may be wondering how this is going to help you in the classroom. Well, the key to building schema is making connections. We'll now take a look at some strategies for developing schema to help students process information.
- One of these strategies is activating prior knowledge before beginning a lesson to help prepare students to connect new information. Prior knowledge can be activated using a KWL chart or an anticipation guide. KWL charts document what students know, want to know, and have learned in a learning segment. Anticipation guides ask students questions about what they are getting ready to learn, giving them the opportunity to guess the correct answer, which engages them and helps them prepare for a new learning experience.
- Another strategy is using mind maps, a way of graphically organizing thoughts. Mind maps begin with a general idea from which related information branches out, becoming increasingly more specific.
- Another strategy called classification uses the same concept in reverse -- students begin with something specific and increasingly put it into broader categories. For example, a teacher may show students a grasshopper and then allow students to figure out what else it is. A grasshopper may also be classified as an insect, a plant-eater, consumer, pest, prey, orthopteran, etc. The same process is used when a student sorts objects, words, and concepts. Sorting is putting specific things into a broader category.
- Finally, you can use compare and contrast activities. These allow students to make connections by identifying similarities and differences.
Jean Piaget's Cognitive Theory
What do the theorists say? Although many theorists contributed to helping us understand how the brain functions, the psychologist who contributed the most to studying cognition in children is Jean Piaget. Piaget's Cognitive Theory is comprised of three basic components:
- All knowledge is built from schema.
- Children pass through cognitive stages by balancing their cognitive dissonance through assimilation and accommodation.
- Children pass through predictable stages of development that explain their ability to process information.
According to Piaget, the stages of development are sensorimotor, in which most of what children learn is through reflexive responses; pre-operational, in which children learn about language and representative objects; concrete operational, in which children are able to begin seeing things from other viewpoints and think logically; and formal operational, in which children are able to view things from various perspectives and solve abstract problems. Educators are able to use Piaget's theories to better understand the way children think and to develop learning activities that support the development of schema according to the developmental capabilities of their students.
Lesson Summary
Cognition happens when students acquire new knowledge or skills and find ways to transfer, or apply, that information to a new context. Our brains have schema, which is like a large hard drive with folders containing everything we know. When new information is learned, it is either assimilated, meaning integrated into existing schema, or it is accommodated, where the schema must be adjusted to integrate new ideas. Until students find a way to either assimilate or accommodate the new information, they will experience an uncomfortable cognitive dissonance that must be resolved.
Teachers can help students through the cognitive process by using instructional strategies that support making connections. Activating prior knowledge through the use of a KWL chart or anticipation guides, using mind maps, classifying, and comparing and contrasting various concepts help students build schema. Jean Piaget's cognitive theory explains much of what we know about how children learn through various developmental stages including sensorimotor, pre-operational, concrete operational, and formal operational.
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