1. Cognitive Learning Theory

2. Key Points
 Emerges as a reaction to Behaviorism’s theory in the 1960s
rejecting the idea that people only respond to environmental
stimuli, like “programmed animals”.
 States that human beings are rational, and learning is a
complex mechanism that encompasses certain mental
processes similar to a computer:
 Information goes in.
 It is processed.
 There is an outcome.
 People’s actions are a consequence of thinking, and the
changes observed in their behavior are the product of what
goes on inside their heads (Shelley et al., 2012, p. 261)

3. Famous Cognitivists
Allan Paivio:
 He developed the Dual Coding Theory that assumes that people
process information in two different ways:
 Processing of images
 Processing of language.
 There are three sub-processes:
 Representational: verbal and non-verbal representations are influenced
directly.
 Referential: verbal system is activated by non-verbal communication and vice
versa.
 Associative: both, text based systems and graphic representations can
trigger mental association.
 Became the basis of subsequent educational theories (Shelley et
al., 2012, p.p. 261-62).

4. Famous Cognitivists
Robert Cagne:
 He created cognitive learning hierarchies which involve development of skills
based on a building-block principle.
 Categories of Learning Outcomes:
 Verbal information.
 Intellectual skills.
 Cognitive strategies.
 Motor skills.
 Attitudes.
 Nine Events of Instruction:
 Gain attention of learners.
 Inform learners of the objective.
 Stimulate recall of prior learning.
 Present lesson.
 Provide instruction,
 Elicit Performance
 Provide feedback.
 Assess performance.
 Enhance retention and transfer.
Courtesy of Chris Carey. Pics4Learning.com
(Shelley et al., 2012, p. 262-63)

5. Famous Cognitivists
Howard Gardner:
 Harvard Professor who developed the Multiple Intelligences Theory
which recognizes 8 different types:
 Logical-Mathematical.
 Linguistic.
 Bodily-Kinesthetic.
 Musical.
 Spatial.
 Interpersonal.
 Intrapersonal.
 Naturalist.
 He re-defined the term intelligence as “ the capacity to solve problems
or to fashion products that are valued in one or more cultural settings”.
 This theory has caused to many educators to redesign the curricula in
order to fit the different students’ intelligences. (Miller &
Zitterman, 2009, p.p. 38-9)

6. Famous Cognitivists
Benjamin Bloom:
 Educational psychologist who classified learning into 3 different
domains:
 Cognitive: what the student knows and how organizes ideas and thoughts.
 Affective: student’s emotions, attitudes, interests, attention, and awareness.
 Psychomotor: student’s motor skills and physical abilities.
 The six levels of Bloom’s Taxonomy:
 Evaluation.
 Synthesis.
 Analysis.
 Application.
 Comprehension.
 Knowledge
(Shelley et al., 2012, p.p. 265-66)

7. Classroom Implications
 Many teachers are very aware of the importance of making an
assessment of their students’ learning styles so they can identify
their strengths and preferences when it comes to acquiring
knowledge.
 Lesson plans and class activities should be the product of careful
planning where the instructor tries to implement different tools to
engage as many students as possible based on their leaning styles.
 Whether the lessons include the use of technology such as smart
board, power point presentations, use of different educational
software in classroom computers or media center, or no technology
tools are available, the teacher can use different activities
outdoors, drawing, songs, pictures, maps, etc., in order to engage
students.

8. Classroom Implications
 Teachers should try to incorporate Cagne’s Nine Events of
Instruction into their lesson plans in order to make the internal
process of learning become optimal for the student, especially if
there is access to technology that can capture their attention.
 At the same time the teacher needs to create a physical
environment conducive to an educational atmosphere that fosters
or encourages the knowledge acquisition process.
 By using Scaffolding and considering what the students already
know and what they should learn, teachers create lesson plans that
use Bloom’s Taxonomy levels in order to make them develop problem
solving and critical thinking skills, and not only regurgitate
information.

9. What students do
 Students’ educational process does not end at the level of
knowledge and comprehension. Thanks to the use of Bloom’s
Taxonomy when designing lesson plans, they are able to take the
learning process even further. They are taught to
analyze, synthesize and evaluate information. In other
words, they learn to use Critical Thinking, which enables them
to apply the knowledge acquired in any situation.
 Students feel engaged and interested, whether technology is
available or not, because of the multiple intelligences approach
that is given to the lesson plan, making sure everybody is
participating in the process.
 Technology helps to take the process much more easily to the
Analysis level and entices students to stay interested and
involved.

10. What I Think
 Traditional approaches to education do not seem to be
engaging enough for our technology driven kids.
 Some teachers do not realize the fact that some lesson
plans only cover the first 2 level of Bloom’s Taxonomy.
 As educators it is our responsibility to keep up the pace
with new learning theories and technology available out
there in order to make sure our kids develop the skills
needed to compete in a highly competitive and technology
driven world.
 By using the Cognitivist approach in education we are making
sure our kids grow up to be creative, critical thinkers and
problem solvers.