COGNITIVE APPROACH TO LEARNING
General Overview
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Focuses on how cognitive processes
(reasoning, perception, memory, intelligence) change over time.
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Questions how these changes can account
for behaviour shown at different ages.
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Assumes that major changes occurring
during childhood impact the individual as they move through their life.
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Key influential theorists are Piaget and
Vygotsky with constructivist approach to cognitive development
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The belief is, “children must construct
their own understandings of the world in which they live”.
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Concerned with qualitative changes
within a child’s cognitive process.
Difference
between theories:
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Piaget’s theory enhances the
understanding of how children react and learn according to their age while
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Vygotsky’s theory help us understand the
role of society in children’s learning.
COGNITIVE LEARNING
BY JEAN
PIAGET
Driving question is,
“How does
knowledge grow?”
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Knowledge develop through cognitive
structures known as schemas.
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Schemas are mental representations
of the world and how the individual interacts with it.
For
example a schema for sucking, reaching, and gripping
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As children interact with the world,
their schemas constantly develop and are modified as result of new experience.
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Modification of schema is called
adaptation.
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Knowledge is “individually constructed”
since children actively construct knowledge themselves as a result of
their interaction with new objects and experiences (constructism)
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Cognitive development is a result of
cognitive adaptation (to meet the need)
COGNITIVE ADAPTATION
Types of adaptation:
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Assimilation–new events (such as objects, experiences, ideas and
situations) are fitted into existing schemas of what the child already
understands about the world.
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Accommodation–new events do not fit existing schemas and therefore
the schema has to be modified to allow the new world view, or a new schema has
to be created.
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Is
the creation of new knowledge and the rejection or adaptation of existing
schemas occurring in four stages.
PIAGETIAN PRINCIPLES
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Intelligence
is under genetic control and develops in the form of predetermined stages.
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Children
do not passively receive their knowledge; they are curious, self-motivated and
seek out information to construct their own understanding of the environment.
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Children
think qualitatively differently from adults (their mental processes are
different from adults).
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Individuals
construct their view of the world through mental frameworks of understanding
(schema).
STAGE OF COGNITIVE LEARNING
The
sensorimotor stage (0–2 years)
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The infant has no formal schema for the
world or itself. It can only know the world via its immediate senses and the
motor or movement actions it performs.
Limitations:
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Profound
egocentrism – The infant cannot distinguish between itself and the environment
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A
lack of object permanence –unless the object is seen, then it does not exist
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Involuntary
body movements define the infants’ behaviour
The
pre-operational stage (2–7 years)
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Operations are logical mental rules.
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At this stage generally, the child
cannot internalize these rules and relies on external appearances rather than
internal mental logic.
Milestone:
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Establishment of object permanence and
emergence of concrete operations.
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Profound egocentrism reduces (the child
recognizes their identity)
Limitation:
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Lack of conservation–
the realization objects can remain the same despite a change in appearance
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classification limitation –inability
to classify similar objects into the same groups.
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Egocentrism
– the child fails to see things in other people’s perspectives.
Concrete operational stage (7–11 years)
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The child develops schemas/rules for
ordering or making sense the world (operations), but only applied to
real objects in the real ‘concrete’ world.
Milestone:
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Conservation– the realization objects
can remain the same despite a change in appearance.
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Egocentrism is resolved
Limitation:
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Abstraction (logic): Requires physical
presence of things/objects
Formal operational stage (11 years
onwards)
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Mental structures are well developed
that ideas can be manipulated mentally without the need for physical objects.
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Abstraction (imagination) is achieved
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Hypothetical problems and abstract
concepts are worked out:
For example,
if A > B > C, then A > C (where > means ‘is greater than’).
EDUCATIONAL IMPLICATION
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Learning activities should be matched to
the child’s level of conceptual development.
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Including spontaneous experimentation to
build children’s own understanding
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Knowledge must be actively constructed by the
child.
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The learning environment should support
the activity of the child (i.e., an
active, discovery-oriented environment)
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Adopt instructional strategies that make
children aware of conflicts and inconsistencies in their thinking (i.e., conflict
teaching and Socratic dialog)
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Peer interactions play an important role
in the child’s cognitive development.
SOCIAL-CULTURAL LEARNING
BY
LEV VYGOTSKY
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The theory is a reaction to Jean Piaget
and was more concerned with how a child interacts with his culture and society.
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The Vygotskian child makes sense of the
world through shared meaning with others whereas the Piagetian child makes
sense of the world as the result of innate maturation process that drives
cognitive development
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Viewed cognitive development as socially
co-constructed between people as they interact.
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Vygotsky believed that children are born with
elementary mental abilities such as perception, attention and memory.
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As children develop and interact
socially with their culture and society, these innate characteristics are
further developed.
The theory focused on:
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how
children play and socialize
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language
development in the context of their understanding of the world (key concept)
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the
culture and language in a child’s cognitive development.
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Mental ability devided into basic innate
capabilities called elementary functions (e.g. attention and sensation) and
higher mental functions which develop as a result of cultural interaction.
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Culture as a body of knowledge held by
persons of greater knowledge is the means by which cognitive development takes
place
LANGUAGE DEVELOPMENT
Pre-intellectual
social speech (0–3 years)
Thought is not constructed using language
and speech is only used to enact social change (e.g. receiving objects from a
parent).
Egocentric
speech (3–7 years)
Language controls the child’s own behaviour
and is spoken out loud (e.g. when children play games they often verbalize
their actions).
Inner
speech (7+ years)
The child uses speech silently to develop
their thinking and publicly for social communication.
Zone of Proximal Development
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The difference between what
children can do on their own, and what they could do with the assistance of
others.
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The ZPD indicates what a child's level
of mental development is at a particular time .
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Interactions with adults and peers in
the zone of proximal development help children move to higher levels of mental
functioning.
Educational Implication
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Role of private speech in cognitive
development (the question of language in teaching and learning)
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The importance of guided participation
and scaffolding.
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The role of peer interactions in
cognitive development.
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Collaborative learning activities would
also be emphasized in the Vygotsky classroom (discussions with knowledgeable
peers)
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