1. Consultancy Project Experiential Learning
MGT529
Dr. Khurrum S. Mughal

2. Lecture 3

3. Cognitivism

4. Cognitivism
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.
Grew in response to Behaviorism in an effort to better understand the mental processes behind learning

5. Cognitivism
"the psychology of learning which emphasizes human cognition or intelligence as a special endowment enabling man to form hypotheses and develop intellectually“
It is also known as cognitive development. 
Grew in response to Behaviorism in an effort to better understand the mental processes behind learning

6. Cognitivism
The underlying concepts of cognitivism involve how we think and gain knowledge. 
Cognitivism involves examining learning, memory, problem solving skills, and intelligence.  
Grew in response to Behaviorism in an effort to better understand the mental processes behind learning

7. Cognitivism Grew in response to Behaviorism
Knowledge is stored cognitively as symbols
Learning is the process of connecting symbols in a meaningful & memorable way
Studies focused on the mental processes that facilitate symbol connection
Grew in response to Behaviorism in an effort to better understand the mental processes behind learning

8. Cognitivism
Cognitive growth involves an interaction between basic human capabilities and "culturally invented technologies that serve as amplifiers of these capabilities.“
These culturally invented technologies include not just obvious things such as computers and television, but also more abstract notions such as the way a culture categorizes phenomena, and language itself.
Grew in response to Behaviorism in an effort to better understand the mental processes behind learning

9. Cognitive Learning Theory
Discovery Learning - Jerome Bruner
Meaningful Verbal Learning – David Ausubel

10. Cognitive Learning Theory
Discovery Learning
1. Bruner said anybody can learn anything at any age, provided it is stated in terms they can understand.

11. Cognitive Learning Theory
Discovery Learning
Transfer to many different situations
Only possible through Discovery Learning
Confront the learner with problems and help them find solutions.
Do not present sequenced materials.
2. Powerful Concepts (not isolated facts)
An example of a powerful concept is addition. Instead of drilling facts
1 + 1 = 2
1 + 2 = 3
into people’s heads, teach them the CONCEPT of addition.

12. Discovery Learning
Discovery learning is an inquiry­based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.
Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.
An example of a powerful concept is addition. Instead of drilling facts
1 + 1 = 2
1 + 2 = 3
into people’s heads, teach them the CONCEPT of addition.

13. Discovery Learning
Result: students may be more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissionist model).
Models that are based upon discovery learning model include: guided discovery, problem­based learning, simulation­based learning, case­based learning, incidental learning, among others.
An example of a powerful concept is addition. Instead of drilling facts
1 + 1 = 2
1 + 2 = 3
into people’s heads, teach them the CONCEPT of addition.

14. Cognitive Learning Theory
Meaningful Verbal Learning
Advance Organizers:
New material is presented in a systematic way, and is connected to existing cognitive structures in a meaningful way.
New material is related to something they already know!

15. Cognitive Learning Theory
Meaningful Verbal Learning
When learners have difficulty with new material, go back to the concrete anchors (Advance Organizers). Provide a Discovery approach, and they’ll learn. .

16. Meaningful Verbal Learning
The key concept for Ausubel is the cognitive structure. He sees this as the sum of all the knowledge we have acquired as well as the relationships among the facts, concepts and principles that make up that knowledge. Learning for Ausubel is bringing something new into our cognitive structure and attaching it to our existing knowledge that is located there. 
An example of a powerful concept is addition. Instead of drilling facts
1 + 1 = 2
1 + 2 = 3
into people’s heads, teach them the CONCEPT of addition.

17. Cognitivism in the Classroom
Inquiry-oriented projects
Opportunities for the testing of hypotheses
Curiosity encouraged
Staged scaffolding
Staged scaffolding: not based on ability or experience…based on developmental stage (age most predominantly)

18. Cognitivism and Practice
Information Processing looks at how information is stored and retrieved.
Learning is attained through rehearsal and consistent use of the information.
Retention strategies such as breaking down information and comparing the information to long term storage are great techniques.

19. Critiques of Cognitivism
Like Behaviorism, knowledge itself is given and absolute
Input – Process – Output model is mechanistic and deterministic
Does not account enough for individuality
Little emphasis on affective characteristics, especially motivation
Does not account enough for individuality and differences in staged development
Little emphasis on affective characteristics, especially motivation

20. Social Learning Theory

21. Social Learning Theory (SLT)
Grew out of Cognitivism
Alferd Bandura (1973)
Learning takes place through observation and sensorial experiences
Imitation is the sincerest form of flattery
SLT is the basis of the movement against violence in media & video games
Imitation: Individuals adopt the modeled behavior more readily and completely if the person they are observing is admired by the observer
We more readily model behavior if it results in outcomes we value or approve of

22. Social Learning Theory (SLT)
Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling.
The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation.
Imitation: Individuals adopt the modeled behavior more readily and completely if the person they are observing is admired by the observer
We more readily model behavior if it results in outcomes we value or approve of

23. Social Learning Theory
Necessary Conditions for effective modeling:
1. Attention to pertinent clues
2. Code for memory (store a visual image) retention
3. Accurately reproduce the observed activity
4. Possess sufficient motivation to apply new learning

24. Social Learning Theory
Research indicates that the following factors influence the strength of learning from models:
1. How much power the model seems to have
2. How capable the model seems to be
3. How nurturing (caring) the model seems to be
4. How similar the learner perceives self and model
5. How many models the learner observes

25. Social Learning Theory
Four interrelated processes establish and strengthen identification with the model:
1. Children want to be like the model
2. Children believe they are like the model
3. Children experience emotions like those the model is feeling.
4. Children act like the model.

26. Social Learning Theory
Through identification, children come to believe they have the same characteristics as the model.
When they identify with a nurturant and competent model, children feel pleased and proud.
When they identify with an inadequate model, children feel unhappy and insecure.

27. SLT in the Classroom Collaborative learning and group work
Modeling responses and expectations
Opportunities to observe experts in action

28. Critiques of Social Learning Theory
Does not take into account individuality, context, and experience as mediating factors
Suggests students learn best as passive receivers of sensory stimuli, as opposed to being active learners
Emotions and motivation not considered important or connected to learning
Think of a laboratory environment, for instance. What’s more effective in your estimation…watching the faculty member conduct the lab, or you doing it yourself?