Cognitivism (psychology)

In psychology, cognitivism is a theoretical framework for understanding the mind that gained credence in the 1950s. The movement was a response to behaviorism, which cognitivists said neglected to explain cognition. Cognitive psychology derived its name from the Latin cognoscere, referring to knowing and information, thus cognitive psychology is an information-processing psychology derived in part from earlier traditions of the investigation of thought and problem solving.

Behaviorists acknowledged the existence of thinking but identified it as a behavior. Cognitivists argued that the way people think impacts their behavior and therefore cannot be a behavior in and of itself. Cognitivists later claimed that thinking is so essential to psychology that the study of thinking should become its own field.

Attention

Attention is the first part of cognitive development. It pertains to a person's ability to focus and sustain concentration. Attention can also be how focus minded an individual is and having their full concentration on one thing. It is differentiated from other temperamental characteristics like persistence and distractibility in the sense that the latter modulates an individual's daily interaction with the environment. Individuals have a mental capacity; there are only so many things someone can focus on at one time.

A theory of cognitive development called information processing holds that memory and attention are the foundation of cognition. It is suggested that children's attention is initially selective and is based on situations that are important to their goals. This capacity increases as the child grows older since they are more able to absorb stimuli from tasks.

Process of learning

Cognitive theory mainly stresses the acquisition of knowledge and growth of the mental structure. Cognitive theory tends to focus on conceptualizing the student's learning process: how information is received; how information is processed and organized into existing schema; how information is retrieved upon recall. In other words, cognitive theory seeks to explain the process of knowledge acquisition and the subsequent effects on the mental structures within the mind. Learning is not about the mechanics of what a learner does, but rather a process depending on what the learner already knows (existing information) and their method of acquiring new knowledge (how they integrate new information into their existing schemas). Knowledge acquisition is an activity consisting of internal codification of mental structures within the student's mind. Inherent to the theory, the student must be an active participant in their own learning process. Cognitive approaches mainly focus on the mental activities of the learner like mental planning, goal setting, and organizational strategies.

In cognitive theories not only the environmental factors and instructional components play an important role in learning. There are additional key elements like learning to code, transform, rehearse, and store and retrieve the information. The learning process includes learner's thoughts, beliefs, and attitude values.

Role of memory

Memory plays a vital role in the learning process. Information is stored within memory in an organised, meaningful manner. Here, teacher and designers play different roles in the learning process. Teachers supposedly facilitate learning and the organization of information in an optimal way. Whereas designers supposedly use advanced techniques (such as analogies, mnemonic devices, and hierarchical relationships) to help learners acquire new information to add to their prior knowledge. Forgetting is described as an inability to retrieve information from memory. Memory loss may be a mechanism used to discard situationally irrelevant information by assessing the relevance of newly acquired information.

Process of transfer

According to cognitive theory, if a learner knows how to implement knowledge in different contexts and conditions, then we can say that transfer has occurred. Understanding is composed of knowledge - in the form of rules, concepts and discrimination. Knowledge stored in memory is important, but the use of such knowledge is also important. Prior knowledge will be used for identifying similarities and differences between itself and novel information.

Types of learning explained in detail by this position

Cognitive theory mostly explains complex forms of learning in terms of reasoning, problem solving and information processing. Simplification and standardization are two techniques used to enhance the effectiveness and efficiency of knowledge transfer. Knowledge can be analysed, decomposed and simplified into basic building blocks. There is a correlation with the behaviorist model of the knowledge transfer environment. Cognitivists stress the importance of efficient processing strategies.

Basic principles of the cognitive theory and relevance to instructional design

A behaviorist uses feedback (reinforcement) to change the behavior in the desired direction, while the cognitivist uses the feedback for guiding and supporting the accurate mental connections.

For different reasons learners' task analyzers are critical to both cognitivists and behaviorists. Cognitivists look at the learner's predisposition to learning (How does the learner activate, maintain, and direct their learning?). The cognitive theory mainly emphasizes the major tasks of the teacher / designer and includes analyzing various learning experiences to the learning situation, which can impact learning outcomes of different individuals.

Organizing and structuring the new information to connect the learners' previously acquired knowledge abilities and experiences.

The new information is effectively and efficiently assimilated/accommodated within the learners cognitive structure.

Theoretical approach

Cognitivism has two major components, one methodological, the other theoretical. Methodologically, cognitivism has a positivist approach and says that psychology can be (in principle) fully explained by the use of the scientific method, there is speculation on whether or not this is true. This is also largely a reductionist goal, with the belief that individual components of mental function (the 'cognitive architecture') can be identified and meaningfully understood. The second says that cognition contains discrete and internal mental states (representations or symbols) that can be changed using rules or algorithms. Both points, Searle claims, refute cognitivism.

Another argument against cognitivism is the problems of Ryle's Regress or the homunculus fallacy. Cognitivists have offered a number of arguments attempting to refute these attacks.