Cognitive Learning
Theory
Group 2:
Akilah Al-Din
Olabisi Asaya
Sylvia Chamberlain
Daniel Cheptumo
Cognitive development focuses on the
mental activities in which a person
engages in perception, categorization,
understanding, inference drawing,
logical reasoning, problem solving,
imagination, and memory.
Cognitive Theorists
There are several early childhood theorists
that focus on the Cognitive Learning Theory.
They are:
Jean Piaget
Lev Vygotsky
Wolfgang Kohler
Robert Gagne
Wolfgang Kohler
Wolfgang Kohler
 Köhler gained fame with his studies on cognitive processing
involved in problem-solving by animals.
 Köhler argued that animals do not learn everything through a
gradual trial-and-error process, or stimulus-response association.
His tests in Tenerife in the 1910s with chimpanzees suggested
that these animals solved problems by understanding - like human
beings, they are capable of insight learning, the "aha!" solutions to
problems.
 Köhler also discovered with von Restoff the isolation effect in
memory, contributed to the theory of memory and recall, and
developed a non-associationist theory of the nature of
associations.
Robert Gagne
Robert Gagne believes that it is important to provide proper
conditions for learning.
The 9 Events of Instruction for several types of learning are:
1. Gaining attention
2. Informing the learner of the objective
3. Stimulating recall of prerequisite learning
4. Presenting new material
5. Providing learning guidance
6. Eliciting performance
7. Providing feedback about correctness
8. Assessing performance
9. Enhancing retention and recall
Jean Piaget
Stages of Cognitive Development
Stage
Characterized by
Sensorimotor
(Birth-2 yrs)
Differentiates self from objects
Recognizes self as agent of action and begins to act intentionally: e.g.
pulls a string to set mobile in motion or shakes a rattle to make a noise
Achieves object permanence: realizes that things continue to exist even
when no longer present to the sense (pace Bishop Berkeley)
Pre-operational
(2-7 years)
Learns to use language and to represent objects by images and words
Thinking is still egocentric: has difficulty taking the viewpoint of others
Classifies objects by a single feature: e.g. groups together all the red
blocks regardless of shape or all the square blocks regardless of color
Concrete
operational
(7-11 years)
Can think logically about objects and events
Achieves conservation of number (age 6), mass (age 7), and weight (age
9)
Classifies objects according to several features and can order them in
series along a single dimension such as size.
Formal operational
(11 years and up)
Can think logically about abstract propositions and test hypotheses
systematically
Becomes concerned with the hypothetical, the future, and ideological
problems
Lev Vygotsky
Lev Vygotsky
* Vygotsky asserts that the most fruitful experience in a
child's education is his or her collaboration with more skilled
partners.
*Vygotsky explains that the more experienced partner provides help
in the way of an intellectual scaffold, which allows the less
experienced learner to accomplish more complex tasks than may be
possible alone (Stone, 1995; McClellan, 1994).
*Within a multiage setting, many opportunities exist for interaction
between children of different ages, experiences, and developmental
levels.
The learning cycle integrates the three phases of learning:
exploration, conceptual invention and discovery (Based on Charles
R. Barman, An Expanded View of the Learning Cycle: New Ideas
About an Effective Strategy.
Summary
Given that the Cognitive Learning Theory
focuses on the how information is
processed, it is imperative, that once the
teacher has identified the area in which a
child is weak in; that they are engaged in
interactive learning to reinforce the skills
they have, build upon and strengthen them.
Conclusion
 Technology can play a vital roll in cognitive
development.
 The website: www.KidBiz.3000.com
demonstrates how cognitive learning can take
place using a computer with child friendly
software.
 As teachers we must build upon the knowledge
that young people possess and make learning fun
again, no matter what age or grade they are in.
Credits
Ormrod, Jeanne E. Child Development
and Education. Pearson Education 2002.
110,114.
Roblyer, M.D. Intergrating Educational
Technology Into Teaching. Pearson
Educational, Inc. 2006.38,39.