Table of Definitive Questions for Cognitive Learning Theory
CIP
How does
learning
occur?
What factors
influence
learning?
What is the
role of
memory?
How does
transfer
occur?
What types of
learning are
best
explained by
this theory?
Learning occurs as information
about stimuli in the environment
in processed from sensory
memory to working memory and
is then transferred to long term
memory.
The perception of stimuli
(specifically attending to
particular information). The
capacity of working memory to
process information. The
successful transfer of information
to long-term memory.
Sensory memory is the shortterm storage of perceptual
information. Working memory is
a short-term storage space for
processing information. Long
term memory is the storage
space for information for later
recall and use.
Perceptual information is briefly
stored in sensory memory.
Information is then moved to
working memory where it is
integrated with information from
long term memory and then
moved to long term memory for
storage.
Meaningful and diverse practice
to transfer information to
memory. Multimedia learning to
encode information through
various channels.
Piaget’s Cognitive Theory
Situated Cognition
Learning occurs as existing
schemata (cognitive
representations of information)
are formed, updated,
restructured, and automated.
Learning occurs as individuals
progress through discrete stages
of development. Disequilibrium
for existing cognitive structures is
balanced through assimilation of
new information and
accommodation of existing
mental schemes.
Learning occurs through social
interactions and the manipulation
of signs and symbols in different
communities/cultures.
Prior knowledge and
experiences. Meaningfulness of
new information.
Maturation through various
developmental stages. Points of
disequilibrium where existing
cognitive perceptions do not
satisfy presented cognitive
demands.
Characteristics of the culture
and/or specific “community of
practice.”
Memory consists of schemas
(knowledge structures) that can
be added to (“instantiated”),
modified, constructed, or
restructured.
Memory is composed of
cognitive, stage-dependent
schemas
Information is stored in the world.
Memory and cognition involve
the manipulation of signs and
symbols.
Meaningful new information
activates existing schemas. New
information is integrated with
existing schemas through
accretion, tuning, and
restructuring.
Transfer occurs as new
information is assimilated within
existing schemas, is used to
modify existing schemas through
accommodation, and leads to
more advanced schemas through
equilibration.
Transfer occurs as an individual
applies meaning to signs and
symbols with the context of
participating in social activity.
Building connections to prior
knowledge. Context-based
activities. Use of visual
organizers to outline, summarize,
and compare/contrast
information.
Activity-based learning.
Interactions with peers and play
(particularly for younger
children). Exploratory learning
with concrete objects.
Opportunities to reconcile
cognitive conflict.
Learning through social
interactions. Apprentice-type
learning. Context-based
problem-solving. Collaborative
and group activities.
Schema Theory
Table of Definitive Questions for Cognitive Learning Theory
CIP
How is
technology
used for
learning in
your
industry?
Computer Aided Instruction in the
form of tutorial software (e.g.
PLATO, ALEKS, etc.) can be
used to provide students with
incremental practice activities
that utilize multimedia to present
information through various
sensory channels. Programs like
ALEKS also allow the flexibility to
somewhat adapt to the learning
needs of students by adjusting
the current knowledge of the
individual using the program.
Schema Theory
Software programs such as
Inspiration/Webspiration provide
mind-mapping tools for students
and teachers to construct visual
maps of the connections
between various pieces of
information, concepts, themes,
and so forth.
Piaget’s Cognitive Theory
Situated Cognition
Manipulatives can be used in
mathematics course at all levels
to provide students with concrete
materials that can aid in
developing abstract concepts.
Examples of these manipulatives
include algebra tiles, equation
balances, fraction tiles, and so
forth.
The use of webcams, SKYPE,
synchronous chat, blogs, and
asynchronous discussion forums
bring individuals from different
locations into the same learning
community to share ideas,
discussion concepts, and engage
in learning activities. These
programs can also provide
students with access to domain
experts who can provide
additional insight and/or training
for given topics.
Analysis of an Area of Need
An area of need where the faculty that I am a member of is not performing well involves communication through the use of
Google Docs. In conjunction with the transition to g-mail accounts for the entire staff, the administration has asked the staff to use
Google Docs to complete various tasks: adding items agendas to weekly staff meetings; updating building documents include course
description guides, weekly tutoring lists, and course syllabi; completing weekly and quarterly feedback and reflections; and so forth. A
majority of the staff members are not proficient with maneuvering around Google Docs, accessing documents through links provided via
email, confidently making additions and corrections to existing documents, and creating new documents. In order to help faculty
members improve their skills, a professional development session could be arranged for staff members to learn the expectations set by
the administration for the use of Google Docs, to practice accessing live documents via email links, to make additions to existing
documents, and to create and share new documents with others. The activities of the professional development session could include
discussing and refining the expectations, accessing mock documents sent to staff members by the facilitator via email, making
additions to the mock documents, and creating new practice documents to share with others. Since the needs are rooted in
communicating with others in the district and in the specific expectations established within the school community, training exercises
would be based upon Situated Learning Theory. The activities themselves would place the staff in a learning situation centered around
interacting with colleagues to explore, review, and practice the necessary skills in order to more effectively use the technology.