Running head: COGNITIVE LEARNING THEORY

Cognitive Learning Theory

Angelica Rinebarger
Northern Arizona University
December 10th, 2014

COGNITIVE LEARNING THEORY

Cognitive Learning Theory

There are many types of Cognitive Learning Theories. Those most familiar to
teachers are the Cognitive Developmental Theories based on biology and neuroscience
formulated by Piaget and Vygotsky (Slavin, 2014). These alone can describe occurrences
such as elaboration and metacognition. However, other theoretical frameworks are also
explanatorysuch as Cognitive Information Processing Theory, which came became
increasingly popular as computers began to serve as our societys metaphor for
processing and storing information. I will examine the prompt scenario from both of
these perspectives.
When referring to Ms. Gregorios use of cognates in her classroom, an
understanding of elaboration would help explain her approach. Elaboration is the process
of connecting new material to information or ideas already in the learners mind (Slavin,
2014). Elaboration affects long-term memory because it enhances episodic memory, a
part of the long-term memory that stores images of our personal experiences. Elaboration
also affects the recalling of information because the brain is able to retain new knowledge
while recalling previous experiences. Ms. Gregorios approach of using cognates with
her students contains elaboration because her students are making connections between
information and ideas already in their mind to enhance their understanding of the new
material. Elaboration has the biological-developmental effect of encouraging the growth
of electrochemical synaptic pathways which, with further elaboration, become hard
wired resourcesmaking this information more easily retrievable in the future (Slavin,
2014). Piaget might say that manipulation of concepts in multiple ways creates schema.
Cognitive Information Processing theorists would say that elaboration of new information

COGNITIVE LEARNING THEORY

moves it from short-term to long-term memory. There are different cognitive views on
the same phenomena, but both are useful for teachers to consider when planning lessons.
The concept of metacognition would help explain Ms. Gregorios strategy of
teaching simple memory tricks for spelling. Metacognition is the knowledge of ones
own learning or how to learn (Slavin, 2014). Metacognition affects the working memory
because it helps the working memory organize and connect information. Metacognition
also affects long-term memory because it helps the long-term memory keep information
for long periods of time. Ms. Gregorios approach to teaching simple memory tricks uses
the concept of metacognition because her students are assessing their own understanding
by choosing an effective strategy to examine or solve problems, such as spelling. When
considering English Language Learners (ELLs), metacognition can develop gradually as
they discover what works for them and what does not. The importance of multiple
modalities of concept presentation cannot be underestimated. The more types of
elaboration, the more chances for success. Metacognition or learning about how I learn
best will develop for ELL students as Ms. Gregorio points out instances of real
achievement and asks students questions like, When you learned the most, how did you
practice? For some, it might be physical/kinesthetic rehearsal, for others, it might be
reliance on games or songs. Just as Ms. Gregorio does not consider all her learners the
same, she should regard her English Language Learners similarly. With awareness of
real achievement and interaction (Lev Vygotsky as referenced in Slavin, 2014) with the
more capable peer, English Language Learning students will develop metacognition
gradually.

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The concept of working memory helps explain Ms. Gregorios approach of

providing complicated instructions one step at a time and waiting a little bit before going
on to the next step. Working memory is the component of memory in which limited
amounts of information can be stored for a few seconds (Slavin, 2014). Working
memory is where the mind operates on information, organizes it for storage or discarding,
and connects it to other information. Teaching too much material too rapidly is likely to
be ineffective because, unless students are given time to mentally rehearse each new
piece of material, later information is likely to drive it out of their working memories,
affecting future performance. When Ms. Gregorio gives instructions one-step at a time,
she is supporting her students working memories by lowering the amount of information
they need to remember at once. This is such good practice to use for English Language
Learners who require more time to process language. Some of them may be translating
during wait time. The concept understanding, in this case, will come after the
translation.
Piaget and Vygotsky might recommend for all educators to understand Cognitive
Learning Theories because they are useful in helping to explain how ones mind
functions and offer ways to benefit that functioning as well.

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References

Slavin, R. (2014). Educational psychology: Theory and practice (10th ed.). Boston:
Pearson Education.

ORIGINAL WORKS
Piaget, J. (1952a). The language and thought of the child. London: Routledge and
Kegan-Paul.
Piaget, J. (1952b). The origins of intelligence in children. New York: Basic Books.
Piaget, J. (1964). The moral judgement of the child. New York: Free Press.
Vygotsky, L. S. (1978). Mind in society. (M. Cole, V. John-Steiner, S. Scribner, & E.
Souberman, Eds.). Cambridge, MA: Harvard University Press.