Cognitivist+Theories

=Cognitivist Theories =  Wikipedia Definition The **Theory of Cognitive Development**, is a comprehensive theory about the nature and development of human intelligence first developed by [|Jean Piaget]. It is primarily known as a [|developmental stage theory], but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover; Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.

o Learning is active and learners construct new knowledge based on their current / past knowledge – instructor’s role is to help learners make discoveries by themselves. o Teaching needs to be in valid contexts of the students and draw on their own experiences in order to promote meaningful learning o Instruction must be structured so it can be easily grasped by the students o Instruction must facilitate students going beyond the information given. || Jerome Bruner || //Numerous// – constructivism is a very broad field. || Bruner’s approaches work well in any teaching situation as his format involves students accessing their own realities as part of constructing new learning. At the end of the presentation of new material, students need to be given an opportunity to integrate their new learning with their own story that they began with, and also to take the learning to the next step. || o Learners are encouraged to the underlying nation of a topic or program (the relationship of the elements) o Key feature in how we arrange our schema is grouping or organization, based around - Proximity (elements grouped by nearness) - Similarity (similar things go together) - Closure (items that complete a whole go together) - Simplicity (items will be organized into simple figure by some classification) o Gaps and disturbances in our groups can be sources for learning. || Wertheimer ||  ||  Perception and problem solving situations. Learners sometimes can jump to ‘easy’ and limiting conclusions rather than deeper and more accurate ones that can be applied in new situations. Gestalt theory can be used to design learning activities which force the learners to define how and why they are grouping ideas or information in particular ways. This task we are looking at in this wiki – sorting out learning theories and how they are similar and different to each other -involves elements of gestalt theory as we group according to similarities in focus. || o Theory that individuals subsume (integrate and include) new material by linking to existing cognitive structure o Use of advance organizers prior to learning in order to provide a framework for the expository learning to come  || David Ausubel || Gestalt, Schema theories, Bruner’s Constructivist theories ||  Introduction of new ideas to the learners. Advance organizers are powerful tools to help learners understand how a concept is broken down into different parts. Advance organizers, which look a bit like a hanging mobile framework, could easily be hyperlinked with additional information. Advance organizers tend to be very teacher led, so are most appropriate for when new ideas are being explained || o Two kinds of learning – instrumental (task-oriented) and communicative (individuals communicating feelings / needs / desires) o ‘Meaning structures’ understood and developed through **reflection**. ‘meaning perspectives’ (predispositions) ‘meaning schemes’ (how individuals crystallize their interpretations of a situation) o Four ways of learning: - refining / elaborating meaning schemes - learning new meaning schemes - transforming meaning schemes - transforming meaning perspectives  || Mezirow, Cranton, Boyd ||   || Self evaluative work – what are learners’ pre-dispositions and feelings about e-learning (for example) where have these come from? ||
 * < **Theory ** ||< **Defining Characteristics ** ||< **Key Theorists ** ||< **Related Pedagogies ** ||< **<span style="font-family: 'Times New Roman',Times,serif;">Situation or context for application ** ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Constructivist theory (Bruner) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"><span style="font-family: 'Times New Roman',Times,serif;"> Constructivist
 * <span style="font-family: 'Times New Roman',Times,serif;">Gestalt theory || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"><span style="font-family: 'Times New Roman',Times,serif;"> Cognitive
 * <span style="font-family: 'Times New Roman',Times,serif;">Subsumption theory (Ausubel) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"><span style="font-family: 'Times New Roman',Times,serif;"> Cognitive
 * <span style="font-family: 'Times New Roman',Times,serif;">Transformational learning theory || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"><span style="font-family: 'Times New Roman',Times,serif;"> Cognitive constructivist –
 * <span style="font-family: 'Times New Roman',Times,serif;">Lateral Thinking || <span style="font-family: 'Times New Roman',Times,serif;">Cognitive ways of problem solving. The process of directly teaching problem solving and critical and creative thinking skills. There are four key areas in this procees: (1) recognize dominant ideas that polarize perception of a problem, (2) searching for different ways of looking at things, (3) relaxation of rigid control of thinking, and (4) use of chance to encourage other ideas. Using reasoning and step by step logic. Key ideas: problem solving and creativity developed through direct instruction. || <span style="font-family: 'Times New Roman',Times,serif;">Edward De Bono || <span style="font-family: 'Times New Roman',Times,serif;">Gestalt theory of Wertheimer (also related to the works of Kohler and Koffka): Higher order thinking and behaviourism. The process of grouping concepts and ideas based on similarities to help with their organisation and therefore easier for solving problems with these concepts/ideas seen from this organised group perspective. || <span style="font-family: 'Times New Roman',Times,serif;">De Bono is well known for his six thinking hats in primary schools. These help students organise their ideas and solve problems based around the ideas of: good points(yellow hat), challenges (black hat), information (white hat), thinking about your thinking (blue hat), feelings/emotions (red hat), and new ideas (green hat). Children are taught what the hats are and then these are applied in a variety of situations in the classroom depending on age of the students. They can be used as part of self assessment, researching, managing behaviour etc.

www.edwdebono.com@http://en.wikipedia.org/wiki/Lateral_thinking www.debonothinkingsystems.com/tools/6hats.htm www.mindtools.com/pages/ article/newTED_07.htm || using teaching strategies and activities. Guildford (Structure of Intellect): There are 5 operations, 6 products and 6 contents that make up intelligence. Each of these is independent to the rest. Sternberg (Triarchic Theory): There are 3 subcategories that make up intelligence. These 3 interact and make the connection between the behaivour and the past experience/prior knowledge. || <span style="font-family: 'Times New Roman',Times,serif;">Used as a diagnostic tool at the beginning of a primary school classroom year. This allows teachers to understand the specific ‘intelligence’ that each child naturally tends towards - this will reflect in their interests, friendships and curriculum strengths. Teachers can then ensure individual learning needs are met by providing a range of activities for tasks set, aimed at catering for each of the different intelligences. Children also, therefore, understand their strengths and how to work to these.
 * <span style="font-family: 'Times New Roman',Times,serif;">Multiple Intelligences || <span style="font-family: 'Times New Roman',Times,serif;">Every individual has varying degrees of the seven forms of intelligences: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills). However, each individual will have natural tendencies towards some of these more than others. As such, learners need to have activities, assessments and an environment that caters to those intelligence traits. Culture will also have a large influence on these intelligences and their use within the evironment. || <span style="font-family: 'Times New Roman',Times,serif;">Howard Gardner || <span style="font-family: 'Times New Roman',Times,serif;">Cronbach & Snow (Aptitude-Treatment Interaction): Individuals specific abilities should be considered when

www.howardgardner.com /MI/mi.html

www.thomasarmstrong.com/ multiple_intelligences.htm

www.tki.org.nz/r/gifted/ reading/theory/gardner_e.php

www.trainingplace.com/ source/research/cronbach.htm

www.upsidedownschoolroom. com/soi.shtml

@http://wilderdom.com/personality/L2-2SternbergTriarchicTheory.html || Bruner - Constructivist Theory: Learning takes place when the learner is given the opportunity to make their own hypothesis, test it and make meaning from it. Piaget - Genetic Epistemology: There are four developmental stages whereby children will make different meaning from experiences as they progress through the stages. || <span style="font-family: 'Times New Roman',Times,serif;">Children need the interaction with others to be able to develop full understanding and meaning from their learning environment. Classrooms today focus largely on interactive activities and group work, not only with their classroom peers, but with the wider school environment (eg buddy class activities), locally, nationally and internationally as technologies bring the world to the classroom and take the students into the world. This is also seen in the Key Competencies and the focus on EOTC experiences. Many classrooms are removing desks and making the whole class environment interactive.
 * <span style="font-family: 'Times New Roman',Times,serif;">Social Development || <span style="font-family: 'Times New Roman',Times,serif;">Cognitive development is primarily based around social interactions between the individual and others within their culture and environment. This is at first interpsychological (being the interaction between people) and then moves on to be intrapsychological (being within the person themselves). The Zone of Proximal Development is a vital factor in the development of cognition dependent on the child’s interaction in social environments. The attainment of skills is dependent on the interaction a child has with others and this in turn fits within certain age ranges. || <span style="font-family: 'Times New Roman',Times,serif;">L. Vygotsky || <span style="font-family: 'Times New Roman',Times,serif;">Bandura - Social Learning Theory: A four component theory based around the importance of individuals to be able to observe others (emotional connections, behaviours and attitudes modeled by others) as part of the process of cognitive development.

@http://www.learningandteaching.info/learning/constructivism.htm

http://www.massey.ac.nz/~alock/virtual/trishvyg.htm

@http://edweb.sdsu.edu/EET/articles/sdtheory/index.htm

http://teachnet.edb.utexas.edu/~Lynda_Abbott/Social.html

@http://constructivist-education.blogspot.com/2006/04/bruners-views-on-learning-and.html

http://hubcap.clemson.edu/~campber/piaget.html ||

<span style="font-family: 'Times New Roman',Times,serif;">Vygotsky
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<span style="font-family: 'Times New Roman',Times,serif;">Multiple Intelligences
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