Lesson 2: Cognitivism Learning Theory Approach

Behavioral psychology is based on factual and procedural rules, rewards, and

punishment. It gives way to cognitive psychology, which is based on models for
making sense of real-life experiences and how we receive and interpret information
(Lesh Lamon, 1992), Research suggests that learners-from a very young age-make
sense the world and actively engaged in a process of comprehension or “minds on”
work (Wilso & Peterson, 2006). This gave birth to multiple cognitive theorists who
advocate on the existence of prior knowledge or background, better known as schema
in learning new information.

They became interested in the function of the brain and memory. How does the brain
hold, compress, and interpret information to give good results to existing and
problematic phenomena? What are the memory and the process of information
needed to yield desirable and excellent outcomes?

In a cognitivist approach, cognitive processes and activities such as processing

information, mental representations, guesses, and expectations are accepted as bases
in the interpretation of learning.

Beliefs of Cognitivist Approach

• It focuses on memory as the storage and retrieval of information.

• It prefers to concentrate on analyzing cognitive processes.

• It considers schema as essential in learning.

Cognitivism Learning Theories

1. Edward Chance Tolman’s Latent Learning Place Learning.

This theory was first introduced by Hugh Blodgett, who made use of the paradigm of
learning without reinforcement. Tolman, on the other hand, captured the idea and
developed studies on “latent learning.” According to this theory, learning occurs in
situations where there is no certain reward because of the presence of “cognitive
maps.” Living organism organize a map in their minds about their physical
environment. An example of this is a human being’s innate need to know where and
how to go to places that will provide food when he or she is hungry, not because of
the connection of stimulus response. This is the reason why Tolman emphasized
that organisms organize behavior around a purpose, which he calls the theory of
“purposive behaviorism.”
 2. Jerome Bruner’s Discovery Learning Theory/Inquiry Method/Theory of
Instruction.

This theory, as opposed to Ausubel’s theory of meaningful verbal learning,

emphasizes that learning is more meaningful to learners when they have the
opportunity to interact among themselves and with their environment through
conducting experiments, exploring and manipulating materials and equipment,
wrestling with questions, and finding solutions to their questions.

3. George A. Miller’s Theory of Data Processing.

This theory is grounded on Edward C. Tolman’s latent learning, claiming that learning
is a complex and internal process that occurs with some mental processes. This theory
emphasized that information is the basic means of learning and explains learning in
terms of the memory system. It focuses on how information goes into the memory
and how it is stored and retrieved as the need arises.

Three Main Elements of Information Processing

1. Information Stores. It is the stage where first-hand information is processed

an turned into behavior before it is transferred to long term memory:
1.1 Sensory record. It is the stage where first-hand information is received
using the different senses.

1.2. Short-term memory (processor). It is the stage where information is

processed and turned into behavior before it is transferred to long-term memory

1.2 Long-term memory. It is the stage where information is continually stored

and has three different parts where different types of information are kept as:

1.3.1 Semantic memory. It is the storage of verbal information such a concepts,

principles, and generalizations in solving problems.

1.3.2 Recollectional memory. It is the storage of records and events phenomena,

time, and places which have a memorable impact on the learners.

1.3.3 Operational memory. It is the storage of skills and ordinal, applied, and
methodological information needed to complete a task.

2. Cognitive processes. It refers to mental activities that help in transferring

information from one memory to another such as:

2.1 Attention. It is the power to focus on selective information. Efficient learning

depends on the
2.2 Selective ability of the learner.
2.2. Perception. It is the process of describing the information received.

2.3 Repetition. It is the process of storing repetitive information for it to stay longer
in the short-term memory.

2.3 Coding. It is the process of deducing or using codes when transferring

information from shortterm memory to long-term memory. In other words,
learners need to filter information that is
2.4 Necessary for learning.
2.5 Storing. This process is anchored on Anderson and Bower’s model that
information is seen verbal units including structures of subject and verb
rather than perception. This means that the learners’ stored information are
reliable and sufficient to stand the test of time.
2.6 Retrieving. It is the process of looking for, finding, and activating
information when needed.

3. Executive cognition or cognition information. It refers to the harmonization

between information stores and cognitive processes for data processing.

Information Processing Model

4. Richard Atkinson’s and Richard Shiffrin’s Information Processing

Theory.T theory describes how information is processed into memory so that
learners get the best out of the stored information. Memory is the central point
for learning, which is the ability to store information that can be used at a later
time. Hence, learners learn when the human mind takes in information
(encoding), performs an operation in it, stores the information (storage), and
retrieves it when needed (retrieval).

Stages of Human Memory

1. Sensory Memory (SM). This stage utilizes all the different senses such as
olfactory, auditory, sight, smell, and touch in capturing information. Senses
must be functional because they help encode captured information that will be
transferred to the short-term memory. However, it would only last for less than a
second. An example of this is a learner going to school who may enjoy looking
at the beautiful green trees around but may tend to forget once he or she
reaches school.

2. Short-term Memory (STM). This stage selects information through processes

of attention and perception transferred by the sensory memory. The STM’s role
is to process information perceived by
 The sensory memory. It is said to be the temporary storage of information
because the short-term memory is working in progress while filtering the most
important information to be stored in the long-term memory (LTM). Once
information is filtered, it is transferred to the LTM. Nonetheless, if the LTM judges
it as unnecessary and needs more filtering, it goes back to the STM for review.
After the STM reviews and deduces information, it is transferred to the LTM.
Once information is appropriate and right, it is brought to the LTM to be saved. If
SM lasts for only less than a second, STM would last up to 13-30 seconds. For
example, when a transferee is introduced to his or her teachers, he or she has a
tendency is to forget some of their names. Some strategies such as repetition,
memorization, making sense, associating, and grouping could be used to
increase the capacity of short-term memory to recall.

3. Long-term Memory (LTM). It is the permanent storage of information related

to the different areas of life and is activated when information is needed. It is
said that when we recall information, we call on our LTM to help us remember
things because it is the one that is activated during the retrieval phase. It could
last from minutes to a lifetime. For example, during periodical exams in
mathematics, learners recall the appropriate formula to solve the given
problem. Information on the LTM, if not rehearsed, can be forgotten.

Three Components of LTM According to Tulving (1993)

1. Episodic. It is the recall of the particular time and place, events, and dates of
one’s personal experiences.

2. Procedural. It is the recall of specific skills or steps in completing a task or

refers to “knowing how.”

3. Semantic. It is the recall of general facts, principles, and concepts needed to

answer standard questions.

Causes of Forgetting

1. Retrieval Failure. It explains that forgetting is due to the inability to recall

information.

2. Decay Theory. It explains that forgetting is due to the failure of using information.
Information gradually fades when it is not utilized.

3. Interference Theory. It explains that forgetting is due to the influence of other

learning.
Lesson 3: COGNITIVISM THEORIES

Cognitivism

- mental process “how does they learn through

mind” stimulus response, nag iisip siya sa
consequences

- internal process

- natuto tayo through naalala ba natin yung mga

napagaralan at basehan ito para matuto siya

- ito yung mga bata na natuto talaga

- cognitivist believe that yung memorization or

retrieval or memory stage

Behaviorism - focuses in behavior , kung paano sila mag

behave, base sa paligid and without thinking , nag rereact base
sa nakikita or react

- Natuto kapag may pinakapakita or demonstration

Process

- paraan kung paano tayo nakakakuha ng information

- tas yung information pwede natin I restore or retrieve

- We can retrieve the information through recalling ex. Quiz

WHAT IS COGNITIVISM?

 A learning theory that focuses on internal mental processes. (Paano nag-iisip at

paano gumagana ang utak) (natututo tayo through inaalala)
 Emphasizes how learners process, store, and retrieve information. (Recall)
 Focuses on how we receive, interpret, and understand information.

BELIEFS OF COGNITIVISM
  Focus on memory storage (short or long term memory) and retrieval
 Analysis of cognitive processes (mental process when we learn) you need to be
focused and attention para meron kang information na makuha at ma recall

1. Focus

2. Attention

3. Encode/storing information (encoding)

4. Process the information

5. Problem solving and reasoning -ability to use the knowledge or prior

knowledge to solve the problem and make decisions

Emphasis on schema as essential for learning

Short term- mga hindi mahalagang information

Long term- if mahalaga yung information na gustong malaman ng bata (inaaral niya
at iniintindi kasi alam niyang magagamit niya ito)

Retrieve- we retrieve the information if need na natin yung information like

examination inaalala natin yung mga information na tungkol about sa examine

Schema-prior knowledge to connect the another knowledge or information to expand

knowledge

 Ex. Dogs na may apat na paa

COGNITIVISM THEORIES

1. Latent Learning
 Learning without observable behavior or reinforcement
cognitive maps and purposeful behaviorism.
 We learn by our difference experience through trial and error
or different areas. Maps inside in our brain. We have a
mental represent and we can use that if
 Pwede ng gamitin
 Ex. Based on rats have a 2 rats ang goal nila ay dapat
makalabas sa base. Si proponent nilagyan niya ng
reinforcement (food rewards), 2nd group are mabagal na
nakalabas because wala silang motivation so meaning they
have many a trial and error bago sila nakalabas.
 Ex. Cooking observing and goals and purpose

2. Discovery Learning Theory

  Inquiry-based instruction encourages intuition, imagination, and active problem-
solving
 The students will be the one to discover the knowledge
through hands on or experiments, an activities that the
students will allow to discover the answer.
 Develop their imagination and their intuition (paniniwala
that we kaya ang isang bagay). Be creative and problem
solver
 We should be allow ours students to ask relevant question
and find a answer ex interview.

3. Information Processing Theory

 Human thinking modeled like a computer short-term
memory capacity (7 ideas or information hanggang 9
heheheheh ±2 items) and “chunking”(technique para
mag expand yung knowledge kasi nga limited lang yung
alam natin) and ma manage ung information hehehe.
Categorize all information na pumapasok sa isip mo
(group or category) ex. Farm animals

Model like computer

1. Input

2. Process

3. Receive from human

Three Elements of Information Processing

1. Information Stores:
Sensory (reception of information, kung ano yung
nakikita or naririnig natin doon na nagpaprocess
yung mga information) (initial stage lang ito
hehehe) 2 seconds (millisecond) (iirelevant info),
short-term (walking memory)(process of gusto mo ba
I process yon) (less of 15 or 30 secs) ex. Number ni
crush hehehe, and
long-term memory (hanggang buhay)

2. Cognitive Processes: (mental activities para

magtagal yung mga info)
 Attention, perception, coding, storing, retrieval (magagamit na)
 3. Executive Cognition: ABILITY TO CONTROL AND REGULATE THE
INFORMATION OR MAKING A DECISION
o (alam mo na kung saan mo gagamitin yung mga natutunan mo)
o Metacognitive skills and decision-making
o Ex. FUNDAMENTAL MATHEMATICS

Information Processing Theory

1. Sensory Memory: Brief information from the senses (e.g., recognizing a bird chirp)

2. Short-term Memory: Temporary retention (~30 seconds)

3. Long-term Memory: Unlimited capacity, retaining information over a lifetime

COGNITIVISM THEORIES

Components of Long-term Memory (Tulving 1993)

1. Semantic Memory: Facts and general knowledge (LONG TERM MEMORY)

o EX. JOSE RIZAL, CAPITAL OF PHILIPPINES

2. Procedural Memory: Skills and “how-to” knowledge

o (STEP BY STEP PROCEDURE)
o (NAGIGING AUTOMATIC NA LANG SIYA NA ALAM MO or gawin)
o EX. COOKING, DANCING, RIDING A BIKE, MAKING A LESSON PLAN

3. Episodic Memory: Personal experiences (e.g., first day at school)

o Connect to your life
o Ex. Teacher, school uniforms

Forgetting Mechanisms (ex. Utang)

Retrieval Failure: Difficulty in accessing stored information (alam natin yung

information kaso hindi natin maalala) (marami ng information kasi)

Decay Theory: Fading of unattended information (hindi mo na ginagamit yung

information na iyon kaya kinakalimutan mo) (stock lang) ex. Memorization and

o Musical (kapag natigil na hindi mo na maalala or na-stock na)

Interference Theory: Old or new information blocking recall

Proactive: Old learning hinders new (ex. Mag-drive na manual tas natuto na mag-
drive ulit may possibility na dimo na alam mag drive noon) (closed minded)

Retroactive: New learning overwrites old (hindi mo na maalala yung dating

information kasi my new learning na) (natakpan yung dati na info)

Cumulative Learning

- Builds knowledge progressively as building blocks

- Consolidates learning through hierarchical steps
- Progressive ito hindi siya agad-agad natutunan (meaning
everyday ito or every time may dagdag na knowledge
hanngang sa marami na )

Gagné’s Hierarchy of Learning (orde or steps) simple to complex

Signal Learning: Classical conditioning (e.g., salivation at a bell)

- stimulus learning
- ex. Bell na ring uuwi na, stop light

Stimulus-response: Voluntary response linked to

Praise/critique (create a connection kung ano ang gagawin ng students) ex. Praising
students

Chain Learning: Linking learned responses (e.g., tying shoes) (simple to complex
activities)

Verbal Association: Language skill development (if my new words I associate siya
sa iba para may retention) ex. Dog with pictures

Discrimination Learning: Differentiating stimuli systematically (identify the

difference of things such as -+)

Concept Learning: Applying abstract properties

(alam niya yung mga magkakasama na category, similarities and difference)

Rule Learning: Forming relationships between concepts (you know the relationship
between concept or information to applying a solve or problem) ex. A grammar na
may rules

Problem Solving: Invention of rules to solve complex problem (try the different a
approaches or ways to solve a problem)

GAGNÉ’S NINE EVENTS OF INSTRUCTION

1. Gain Attention (Reception)
 (motivation make a unique)

Techniques: novelty, surprise,

thoughtprovoking questions, and ice-breaker
activities

Purpose: Prepare learners to actively

participate
2. Informing Learners of the Objectives (Expectancy)
(what is the relevant and importance of our topic or the
objectives)
 Set clear learning outcomes
 Explain performance criteria to guide learners

3. Stimulate Recall of Prior Learning (Retrieval)

(balik-aral)
 Relate new concepts to learners’ prior knowledge
 Use questioning techniques to draw connections

4. Presenting the Stimulus (Selective

Perception)
(Delivery of your lesson)
 Use diverse media (videos,
demonstrations, group discussions)
 Incorporate active learning strategies

5. Providing Learning Guidance ( Semantic

Encoding)
 (Guided activities) ( Mnemonics and the
generalization) (memorize)
o Scaffolding, mnemonics, concept mapping,
and role-playing
o Use examples and non-examples for clarity

6. Eliciting Performance ( Responding) (developing or checking

understanding) (making a activities to check if they are really understand your
topic)
 Reinforce skills with practical tasks and formative assessments
 Facilitate group activities, projects, and discussions

7. Providing Feedback (Reinforcement) (need ng feedback to know our

students if some pa sila pwede mag-improve ganun)
 Use confirmatory, evaluative, and remedial feedback
 Encourage self-assessment and reflection
8. Assessing Performance (Retrieval) (evaluation)
 Use pre- and post-tests, diverse assessments, and clear rubrics
 Embed assessment opportunities throughout instruction

9. Enhancing Retention & Transfer (Generalization)

 (Dapat alam na students kung ano yung relevance na pinag-aaralan niya na
connected sa kanyang real life everyday)
 Connect concepts to real-world applications
 Use review questions and require format conversion (e.g., verbal to visual)