1. CRISTINE REMY & Krystal Torres
COGNITIVISM
CRISTINE REMY & Krystal Torres

2. WHAT IS COGNITIVISM?
“Cognitivism is based on the proposition that mental processes exist and can be studied.  A related proposition is that humans are active participants in their learning rather then passive recipients. Reinforcement is seen as being important in learning, not just because it strengthens responses, but because it is a source of information or feedback.” (Wool, 2001) (Gunning, T. G. 2016, p. 3)
Cognitivism tells us that the mind is much like a computer in that information goes into the mind and humans process that information resulting in certain outcomes.

3. COGNITIVE THEORIES BACKGROUND: JEAN PIAGET
Piaget became interested in studying children when they gave reasons for their wrong answers to simple questions such as “how many wheels does a bicycle have?”
He believed that how children think is more revealing than what they know
Piaget’s central idea on cognitive theory was: “how children think changes with time and experience, and their thought processes affect their behavior.” (Gunning, 2016, p. 47)

4. COGNITIVE THEORIES BACKGROUND: JEAN PIAGET PIAGET’S Stages of Cognitive Development
Birth to age 2
Sensorimotor
2 to 6 years of age
Preoperational
6 to 11 years of age
Concrete Operational
12 years of age through adulthood
Formal Operational

5. COGNITIVE THEORIES BACKGROUND: LEV VYGOTSKY
“What children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone” (Vygotsky, 1980) (Berger, 2015, p. 282
Vygotsky brought about the idea of social learning - the thought that the ideas and views of the people children grow up around, culture, and the environment will affect the way the child develops
Vygotsky explained that with the help of mentors in the form of teachers, parents, older siblings, etc. children learn further because these mentors are able to do things such as present challenges and offer assistance to the child.
Vygotsky also believed that everyone learns within their own Zone of Proximal Development

6. COGNITIVE THEORIES BACKGROUND: LEV VYGOTSKY
Lev Vygotsky - Zone of Proximal Development (ZPD)
The space in which one can master new skills with the help of scaffolding from a mentors.
Scaffolding is when mentors offer support in order to help the student master whatever task is at hand

7. COGNITIVISM THEORY
HOW CHILDREN LEARN?

8. USING COGNITIVISM IN THE CLASSROOM
Begin class with a “hook” to grab attention
Start class with a review quiz to help students refresh prior knowledge. This can help find out what their ZPD is and allows for successful scaffolding
Use visual aides and representative photos
Show students an activity using a step by step process and have them repeat
Use movies that relate to the lesson and follow with a discussion
Use graphs and charts to help create structure and relate the content of the lesson

9. REASONING
PROBLEM SOLVING
INFORMATION PROCESSING

10. WHO’S THE FOCUS?
Cognitive methods are typically student-centered

11. USING COGNITIVISM IN THE CLASSROOM
Begin class with a “hook” to grab attention
Start class with a review quiz to help students refresh prior knowledge. This can help find out what their ZPD is and allows for successful scaffolding
Use visual aides and representative photos
Show students an activity using a step by step process and have them repeat
Use movies that relate to the lesson and follow with a discussion
Use graphs and charts to help create structure and relate the content of the lesson

12. ASSESMENTS USE TO MEASURE CHILDREN LEARNING ABILITIES

13. TEST OF EARLY MATH
TEST OF EARLY MATH WAS USE AS AN ASSEMENT TO ANALYZED CHILDREN FROM KINDREGARTEN AND THIRD GRADE MATHEMATICS DEVELOPMENT. BASED ON THE DATA RESEARCHERS CAN DETERMINE WHETHER A CHILD HAVE A LEARNING DIABILITY IN MATHEMATICS.

14. COGNITIVE LOAD TYPES
COGNITIVE LOAD MEASUREMENT IS USE BY RESEARCHERS TO MEASURE THREE COGINITIVE LOAD TYPE INSTRINSIC,EXTRANEOUS, AND GERMANE.
INSTRINSIC – IS MEASURING CHILDREN LEVEL OF UNCOMPREHENSION IN ACADEMICS.
EXTRANEOUS-IS CONSIDERING OTHER TEACHING METHODS THAT INFLUENCE THE CREATION OF LEARNING METHODS.
GERMANE- FOCUS ON THE YEARS OF CHILDREN LEARNING STORE IN A LONG TERM MEMORY.

15. MEASUREMENTS USE TO MEASURE THE THREE COGNITIVISM LOAD TYPES
SUBJECTIVE
PHYSIOLOGICAL
BEHAVIORAL

16. Data on Cognitive skill on Toddler between the age 12-24 months
Researchers consider
Income
Quality care
Demographic

17. Toddler 24 months quality care Researchers found 51% parental care 18% relative care 15% family childcare 16% center care

18. Researchers found children that received medium to high quality care have a higher cognitive skill than children that received low care quality. However, there's no evidence of income level playing role in determining cognitive skill level in children. Children from low income family rarely received high quality care.

19. ATHLETICS TRAINING EXAMPLE ON COGNITIVE LEARNING
Researchers created Athletics training examples to explain cognitive learning.
Examples of athletic training is use to explain three types of memory auditory sensory memory, working and short or long term memory. 

20. References
Berger, K. S. (2015). The developing person: through childhood and adolescence. New York: Worth Publishing. 
Clark, Ruth, and Gary L. Harrelson. “Designing Instruction That Supports Cognitive Learning Processes.” Journal of Athletic Training, Attr, 2002,
Use a Learning Theory: Cognitivism. (2013, July 05). Retrieved September 24, 2017, from
Gunning, T. G. (2016). Creating literacy instruction: for all students. Boston: Pearson.
Murphy, M. M., Mazzocco, M. M., Hanich, L. B., & Early, M. C. (2007). Cognitive Characteristics of Children With Mathematics Learning Disability (MLD) Vary as a Function of the Cutoff Criterion Used to Define MLD. Journal of Learning Disabilities, 40(5), doi: /

21. Ruzek, E. , Burchinal, M. , Farkas, G. , & Duncan, G. J. (2014)
Ruzek, E., Burchinal, M., Farkas, G., & Duncan, G. J. (2014). The quality of toddler child care and cognitive skills at 24 months: Propensity score analysis results from the ECLS-B. Early Childhood Research Quarterly, 29(1), doi: /j.ecresq
Skulmowski, A., & Rey, G. D. (2017). Measuring Cognitive Load in Embodied Learning Settings. Frontiers in Psychology, 8. doi: /fpsyg