The Cognitive Learning Theory
Cognitive learning theories are based on how people think (Ormrod, 2008). The information processing model takes us through steps to explain how people learn. As information is acquired through one’s senses, it is transferred to working short-term memory. If the information is rehearsed and practiced through elaboration, the information then moves to long-term memory. Once in long-term memory, information may be later retrieved through other connections (Laureate Education Inc., 2008a).
There are three types of long-term memory: declarative (facts), procedural (how to do things), and episodic (events in your life). The cognitive learning theory has four key components/processes that enable us to remember information:
Limited short-term / working memory
Elaboration
Paivio’s dual Coding hypothesis
Network model of memory
(Laureate Education Inc., 2008a)
There are multiple strategies that enhance learning through cognitive processes such as using cues, questioning, and advanced organizers, summarizing and note taking, and virtual field trips.
Howard Pitler et al. have provided strategies to enhance students’ ability to retrieve, use, and organize information. The first strategy encourages teachers to use cues, questions, and advanced organizers to enhance learning (Pitler et al., 2007, 73). Cues, questioning, and advanced organizers should focus on pertinent information and use higher-level questioning to encourage deeper learning. Advanced questions are effective learning tools when asked before the activity so the students may concentrate on the essential idea(s) (Pitler et al., 2007, 74). Teachers should avoid unusual or tricky cues and questions that may lead students in the wrong direction. This strategy supports the cognitive learning theory because cues and questions can tap into students episodic memories to access prior knowledge. Throughout the lesson, students are able to focus on essential ideas. Once the essential ideas are established, advanced organizers enable students to organize information in a meaningful way, thus promotes the main concept(s). Advanced organizers also provide a visual for students to use. This supports cognitive learning because students’ are not only using, but creating the visual that supports Paivio’s dual coding hypothesis (Laureate Education Inc., 2007a). While creating the advanced organizer, students are using higher-level thinking skills that are more effective in the learning process (Forehand, 2005).
Concept maps are a type of advanced organizers that allow students to create an outline or web of pertinent information. Concept maps are valuable web based tools that can allow students to synthesize their learning in a way the replicates the network model of memory. They allow students to outline the information in a way that is conceptually clear. They may then connect the new concepts with prior knowledge or schema (Novak & Canas, 2008). Concept mapping also supports dual coding of information where students can visualize the information, and therefore, be more likely to retain the information (Laureate Education Inc., 2008b).
Summarizing and note taking is another strategy suggested by Pitler et al. that supports the cognitive learning theory (2007, 119). Summarizing is the ability to delete, substitute and/or keep information in order to record important information. Teachers may provide templates and ready-made notes for students to use. Pitler et al. suggest teaching and modeling summarizing as well as giving students opportunities to create their own notes (2007, 121). Summarizing and note taking promotes the cognitive learning theory because students are creating episodic memories through the experience of note taking. They are also creating a visual that may aid in later retrieving the information. When students attempt to remember information, it is more likely that their brains will be able to make connections because the visual imprint has been previously introduced into their memory (Laureate Education Inc., 2008a).
Another tool that promotes the cognitive learning theory is the use of virtual field trips. Virtual field trips are web based tools, many provided on the Internet, which allow students to visit places that they would not be able to physically go otherwise. Virtual field trips enhance learning because they create experiences, or episodes, that have a strong possibility to transfer into episodic memory (Laureate Education Inc., 2008b). Effective teachers attempt to create experiences that will enhance episodic memories because these types of experiences are meaningful to the learner. Through virtual field trips, students no longer rely on the pictures in the textbook, but are actually able to witness the places or events in which they are learning about. From this, teachers are able to engage students in critical thinking activities that can further encourage life-long learning.
When implementing cognitive learning theories, technology can be used to incorporate all of the strategies mentioned: cues, questioning, advanced organizers such as concept maps, summarizing, note taking, and virtual field trips. Technology is beneficial to use while implementing the cognitive learning theory because it enables students to elaborate information, tap into episodic memory, and use images effectively (Laureate Education Inc., 2008a&b). The information processing model allows educators to understand the importance of integrating multiple senses during presentations to improve learning. Teachers should offer a wide variety of visuals, audios, and other techniques to tap into students’ senses (Laureate Education Inc., 2008a). Cognitive technologies are tools that may be provided through any medium. These tools aid students in gaining memory, promoting critical thinking, and providing opportunities for problem solving (Orey, 2001). Word processors, spreadsheets, organizing software, and multimedia applications can aid students when conceptualizing new information (Pitler et al., 2007). Though this, students will be more likely to transfer information into long-term memory, and therefore, have truly learned.
References:
http://jwar.edublogs.org
Forehand, M. (2005). Bloom’s Taxonomy: Original and revised. In Michael Orey (Ed.),
emerging perspectives on learning, teaching, and technology. Retrieved (July 11, 2012) from:http://projects.coe.uga.edu/epltt
Laureate Education, Inc. (Producer). (2008). Cognitive learning theories. [Video webcast]. Retrieved from http://www.courseurl.com
Laureate Education, Inc. (Producer). (2008). Spotlight on technology. [Video webcast]. Retrieved from http://www.courseurl.com
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Ormrod, J. (2008). Human Learning (5th ed.). New Jersey, NY: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD