Running head: COGNITIVIST LEARNING METHODS ANALYSIS 1

Cognitivist Learning Methods Analysis

Teresa E. Sampson

Trevecca Nazarene University at Nashville, TN

COGNITIVIST LEARNING METHODS ANALYSIS 2

Cognitivist Learning Methods Analysis

In this paper, I will provide an analysis of some of the cognitivist learning methods. The

first section begins with the impacts and models of cognitivist approaches on learning. Next, I

will discuss the contributions from two learning theorists on cognitive development. The final

section will elaborate on the differences in learning experiences and applications of cognitivist

thinking and social cognitivist thinking.

Impacts and Models of Cognitivist Approaches on Learning

According to Merriam, Caffarella, and Baumgartner (2007), learning that occurs as an

internal assimilation process, building on past experiences and knowledge, is considered an

cognitivist approach. There are several factors that impact the cognitive abilities of the learner.

Biological Aging

Biological changes that occur naturally as people age impact their ability to learn.

Cognitive functions that rely on visual, audible and the other senses to learn can be affected

because these functions tend to fail or decrease in effectiveness as we age (Koenig and Smith,

2013). To overcome the failing senses, it is important to design learning environments that can

accommodate the more stringent requirements necessary to meet the needs of these learners.

This can include larger print materials, hearing-impaired accommodations, different lighting for

best viewing, or working one-on-one with the learner to assist them with their individual needs.

Psychological Development

Koenig and Smith (2013) relay that people experience various life-changing situations

throughout their lives that impact their psychological development. As people progress through

life, they are influenced by past experiences associated with family, work, society, friends, and

religion (Koenig and Smith, 2013). To accommodate for the stage of psychological development
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of the learner, the developmental stage of the learner should be recognized, then instruction

designed and delivered accordingly. Arranging students in classes according to age groups

would also fit in this category because they are all of similar psychological development at that

particular times in their lives.

Socioculture Implications on Development

McVee, Dunsmore, and Gavelek (2005) state that, Sociocultural perspectives explore

the role of ideal and material tools and activities, noting that both are ensconced in cultural

systems and thus are devoid of meaning outside particular contexts and activities (p. 533). This

premise underlines the idea that learning does not happen in a vacuum, but that the entire

environment, past experiences, interactions, and observations of others all contribute to the

learning process (McVee, Dunsmore, and Gavelek, 2005). Based on this model, instructors can

design learning that is not intended to replace current knowledge but to build upon the vast

opportunities of existing knowledge and experiences of the individual learners.

Integrative Development

Integrative development concerns the idea of combining multiple subjects or ideas into

one learning environment. An example of this approach is using an integrative approach to teach

STEM students in multiple subjects (Becker and Park, 2011). According to Becker and Park

(2011), the students involved in the integrated learning environment had a higher level of

achievement in those subjects and their attitude and interest associated with STEM subjects were

also improved. This approach to learning has shown to result in better achievement when

introduced to learners at an earlier stage (Becker and Park, 2011). Based on these findings,

instruction should be designed based on the age of the learners for maximum effect.

Insights from Learning Theorists

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This part of the paper includes some insights from cognitive theorists on childhood and

lifelong cognitive development.

Piaget and Childhood Cognitive Development

Jean Piaget provided a structural model that depicted the different stages of intellectual

functioning and focused on how the individual used experiences to structure knowledge (Leahy,

1995). According to Leahy (1995), the sequence of the stages is based on the biological maturity

of the learner and exhibits progressive development. Cognitive development at an early age

forms schema that serve as the foundation that all future learning is based upon (Leahy, 1995).

Development issues can occur beginning at an early age as a result of experiences and early

schemas created at the preoperational level (Leahy, 1995).

Perry and Lifelong Cognitive Development

William G. Perry evaluated the cognitive development of college level students and

named nine positions associated with their process of development (Jackson, 2007). Perry

placed the nine positions into four categories: dualism, multiplicity, relativity, and commitment

(Jackson, 2007). Perry described dualism as the students only seeing two possible sides, such as

right or wrong, with nothing in between (Jackson, 2007). The second stage is multiplicity where

students change their perspective because of their immersion in the diverse environment at

college, opening up consideration for opinions (Jackson, 2007). The revolutionary stage is

relativistic because certainty is limited to only a few areas and the final category is commitment,

from which stems lifelong learning (Jackson, 2007).

Cognitivist Thinking and Social Cognitivist Thinking

This section discusses the differences in learning experiences and applications of

cognitivist thinking and social cognitivist thinking.

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Differences in Learning Experience

Passmore, Owen, and Prabakaran (2011) state that students taught from a cognitivist

perspective develop schemas that promote problem-solving and create meaningful learning.

Meaningful learning from a cognitivist perspective, as depicted by Jean Piaget, occurs when

students take new knowledge and assimilate it into the structure of their existing knowledge,

forming logical links of information (Passmore, Owen, and Prabakaran, 2011). According to

Gibson (2004), social learning is comprised of four pieces: Attention, retention, behavior

production, and motivation. Social learning, as represented by Lev Vygotsky, can occur by

observing the behavior of a mentor and learning how to incorporate the new knowledge into the

appropriate situation. Cognitivism is primarily an internal thought process that assimilates

pieces of new knowledge with existing knowledge. Social cognitivism includes more

environmental components to this process, such as mentors, peers, cultural aspects, etc.

Application in Learning Environments Today

An example of cognitivist learning in the classroom is the use of concept maps to learn

content for a nuclear medicine technology course (Passmore, Owen, and Prabakaran, 2011).

Students learn the material in packets or concepts and link it back to their existing knowledge

base for relational assimilation (Passmore, Owen, and Prabakaran, 2011). An example of social

cognitivist learning would be training in the workplace. In a manufacturing environment, the

new employee observes the process being performed by an experienced employee, and then they

imitate the process while being coached by the mentoring employee. This environment provides

immediate opportunities for feedback and correction so that the learning is effective and timely.

Conclusion
COGNITIVIST LEARNING METHODS ANALYSIS 6

In conclusion, this paper analyzed various aspects of cognitivism and how the different

approaches impact learning. Cognitivism and social cognitivism are most effectively used in

conjunction with each other to promote learning by internal thought processes, reflection on

experiences, as well as observing and modeling the behavior of others. Encouraging learners to

use their internal thoughts and assimilation to build construct knowledge based on top of their

experiences as well as learning from others will help them become lifelong learners and be better

prepared for continuous learning. Wisdom comes from a lifetime of knowledge viewed through

thoughtful contemplation of how our actions can influence others and our lives.
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References

Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology,

engineering, and mathematics (STEM) subjects on students' learning: A preliminary

meta-analysis. Journal of STEM Education : Innovations and Research, 12(5), 23-37.

Retrieved from https://trevecca.idm.oclc.org/login?url=https://search-proquest-

com.trevecca.idm.oclc.org/docview/893425366?accountid=29083

Gibson, S. K. (2004). Social learning (cognitive) theory and implications for human resource

development. Advances in Developing Human Resources, 6(2), 193-210. Retrieved from

https://trevecca.idm.oclc.org/login?url=https://search-proquest-

com.trevecca.idm.oclc.org/docview/221206794?accountid=29083

Jackson, R. (2007). Cognitive development: The missing link in teaching information literacy

skills. Reference & User Services Quarterly, 46(4), 28-32. Retrieved from

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com.trevecca.idm.oclc.org/docview/217885233?accountid=29083

Koenig, A. L., & Smith, A. R. (2013). Learning against the clock: Examining learning and

development concepts in the curious case of benjamin button. New Horizons in Adult

Education & Human Resource Development, 25(1), 36-45. Retrieved from

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com.trevecca.idm.oclc.org/docview/1323504731?accountid=29083

Leahy, R. L. (1995). Cognitive development and cognitive therapy. Journal of Cognitive

Psychotherapy, 9(3), 173-184. Retrieved from

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McVee, M. B., Dunsmore, K., & Gavelek, J. R. (2005). Schema theory revisited. Review of

Educational Research, 75(4), 531-566. Retrieved from

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com.trevecca.idm.oclc.org/docview/214117944?accountid=29083

Merriam, S., Caffarella, R., and Baumgartner, L. (2007). Learning in adulthood: A

comprehensive guide. San Francisco, CA: Jossey-Bass.

Passmore, G. G., Owen, M. A., & Prabakaran, K. (2011). Empirical evidence of the effectiveness

of concept mapping as a learning intervention for nuclear medicine technology students

in a distance learning radiation protection and biology course. Journal of Nuclear

Medicine Technology, 39(4), 284-9. Retrieved from

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com.trevecca.idm.oclc.org/docview/913588247?accountid=29083