Overview
Cognitive learning theories are focused on the internal mental processes by which learners take in information. One foundational principle is that internal mental processes can be understood scientifically. Cognitivist learning theories originated from experiments by Edward Tolman, Wolfgang Kohler, and Ivan Krechevsky in the 1920s and 1930s (Michela, 2020). Their research explored how learner expectations affected learning and how the process of taking in information could prompt original insights and intuitions by the learner that were not directly connected to the initial material. Cognitivism didn’t increase in popularity and awareness until the 1950s (Michela, 2020). Two prominent cognitivists were Jerome Bruner and Albert Bandura.
Bruner empirically demonstrated that a learner’s mental processes are developed based on past experiences and that these mental habits can impede learning material that is presented in an unfamiliar manner. I am curious whether this could be an origin point for the popular, but debunked notion of “learning styles,” which are far better classified as “learning preferences” (Schechter, 2020). Bruner’s most influential belief was that the purpose of education was not to “produce little living libraries,” but rather to develop in learners the thought processes that enabled them to continue learning, intuiting, and creating through the rest of their lives (Smith, 2002).
Cognitive learning theories are focused on the internal mental processes by which learners take in information. One foundational principle is that internal mental processes can be understood scientifically. Cognitivist learning theories originated from experiments by Edward Tolman, Wolfgang Kohler, and Ivan Krechevsky in the 1920s and 1930s (Michela, 2020). Their research explored how learner expectations affected learning and how the process of taking in information could prompt original insights and intuitions by the learner that were not directly connected to the initial material. Cognitivism didn’t increase in popularity and awareness until the 1950s (Michela, 2020). Two prominent cognitivists were Jerome Bruner and Albert Bandura.
Bruner empirically demonstrated that a learner’s mental processes are developed based on past experiences and that these mental habits can impede learning material that is presented in an unfamiliar manner. I am curious whether this could be an origin point for the popular, but debunked notion of “learning styles,” which are far better classified as “learning preferences” (Schechter, 2020). Bruner’s most influential belief was that the purpose of education was not to “produce little living libraries,” but rather to develop in learners the thought processes that enabled them to continue learning, intuiting, and creating through the rest of their lives (Smith, 2002).
To instruct someone… is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge.” - Bruner (Smith, 2002)
Bandura developed the theory of Social Cognitivism in direct response to behaviorism and borrowing from Social Constructivism. The first core tenet of this learning theory is that learning takes place largely by observation and imitation (socially), referred to as observational learning. This theory explains how learning can take place without direct reinforcement to the learner, but instead from observing consequences experienced by another individual (i.e., “monkey see, monkey do), referred to as reciprocal determinism (Arduini-Van Hoose). However, observational learning is much more than simple imitation, since it incorporates an internal analysis of the risk/reward and cost/benefit to changing one’s behavior in response to the observed potential consequences.
The second core tenet of Social Cognitivism is that learner agency and self-efficacy are essential. A learner must believe that they are capable of achieving the desired outcome.
The second core tenet of Social Cognitivism is that learner agency and self-efficacy are essential. A learner must believe that they are capable of achieving the desired outcome.
To be an agent is to influence intentionally one’s functioning and life circumstances. In this view, people are self-organizing, proactive, self-regulating, and self-reflecting. They are contributors to their life circumstances not just products of them." - Bandura (2005)
This ties back to observational learning in that one is far more likely to believe in one’s ability if they can observe a peer performing the behavior. This can backfire if there are unseen differences in knowledge or ability between the learner and the example, but discovering those intermediate steps can become motivation to learn and overcome those barriers if the ultimate skill is strongly desired. For example, a child might be motivated to study hitherto disliked subjects like math or biology in order to be an astronaut or zoo biologist when they grow up.
Strengths
One of the main strengths of cognitivism is that is bridges a gap between behaviorism and constructivism to acknowledge the importance of cognitive processes in learning. Most people understand to some extent that not everyone thinks the same way and that understanding and/or changing one’s internal processes can be a means to change one’s behavior. In addition, educational practices based on cognitivism are often feel very relatable and empowering.
Weaknesses
It can be very frustrating to be told to think differently, especially if there are physiological reasons for a particular way of thinking to be difficult. It is also very difficult to accurately intuit how someone else is thinking or feeling, much less communicate in respectful, meaningful ways how to develop or change a cognitive process. People aren’t “mind readers” and it can feel very presumptive of someone else to tell you how you think or should think. Moreover, it requires a very flexible, dedicated educator to keep their teaching active and enable student agency across a broad number of learners. This approach is easier to incorporate in a smaller class unless the educator makes extensive use of group work, which has its own potential for disaster.
Implications for Instructional Design
Observational learning is exceedingly common in how children learn, especially as they internally construct their understanding of cultural and familial rules through imitation of the people around them. Children are often told that they are too young, too small, too weak, etc. to accomplish many things. Some children blithely ignore these warnings and approach new things with confidence and determination. Others may internalize that they truly cannot do a thing by the time that they are asked to learn it. Either way, it may be important to clarify expectations, set new boundaries, and instill the correct amount of self-confidence in a learner before posing a challenge. It is also going to be important to intervene with children who struggle and become frustrated with themselves as they observe their peers (or elders) succeed for reasons they may not understand.
The implications of cognitivism for eLearning are easier understood in the foundational components of social cognitivism since it is usually impossible to monitor and respond to a learner’s mental processes in an eLearning module. One implication of observational learning for asynchronous eLearning design is the potential benefit of including demonstrations of skills or patterns. While there may not be room within an eLearning module to assess a learner’s ability to reproduce the behavior, they may be able to learn from and analyze the recorded demonstration to advance their own physical skills (e.g., sign language, “virtual” lab exercises, and animations). One advantage of the asynchronous component of eLearning is the relative ease of including several modes of instruction (e.g., providing video, audio, and written forms of the same content) to reduce the cognitive load of learning in an unfamiliar manner.
References
Arduini-Van Hoose, N. (n.d.). Social Cognitive Learning Theory | Educational Psychology. Lumen. Retrieved October 8, 2021, from https://courses.lumenlearning.com/edpsy/chapter/social-cognitive-learning-theory/
Bandura A. (2005). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt (Eds.) Great Minds in Management. (pp. 9-35) Oxford: Oxford University Press
Michela, E. (2020). Cognitivism. In R. Kimmons & scaskurlu (Eds.), The Students' Guide to Learning Design and Research. EdTech Books. https://edtechbooks.org/studentguide/cognitivism
Schechter, R. L. (2020, November 16). Fact or Fiction? The Myth That We Have Specific Learning Styles, Debunked. Houghton Mifflin Harcourt. https://www.hmhco.com/blog/fact-or-fiction-learning-styles-debunked
Smith, M.K. (2002) ‘Jerome S. Bruner and the process of education’, The encyclopedia of pedagogy and informal education. [https://infed.org/mobi/jerome-bruner-and-the-process-of-education/ Retrieved: October 8, 2021]
Strengths
One of the main strengths of cognitivism is that is bridges a gap between behaviorism and constructivism to acknowledge the importance of cognitive processes in learning. Most people understand to some extent that not everyone thinks the same way and that understanding and/or changing one’s internal processes can be a means to change one’s behavior. In addition, educational practices based on cognitivism are often feel very relatable and empowering.
Weaknesses
It can be very frustrating to be told to think differently, especially if there are physiological reasons for a particular way of thinking to be difficult. It is also very difficult to accurately intuit how someone else is thinking or feeling, much less communicate in respectful, meaningful ways how to develop or change a cognitive process. People aren’t “mind readers” and it can feel very presumptive of someone else to tell you how you think or should think. Moreover, it requires a very flexible, dedicated educator to keep their teaching active and enable student agency across a broad number of learners. This approach is easier to incorporate in a smaller class unless the educator makes extensive use of group work, which has its own potential for disaster.
Implications for Instructional Design
Observational learning is exceedingly common in how children learn, especially as they internally construct their understanding of cultural and familial rules through imitation of the people around them. Children are often told that they are too young, too small, too weak, etc. to accomplish many things. Some children blithely ignore these warnings and approach new things with confidence and determination. Others may internalize that they truly cannot do a thing by the time that they are asked to learn it. Either way, it may be important to clarify expectations, set new boundaries, and instill the correct amount of self-confidence in a learner before posing a challenge. It is also going to be important to intervene with children who struggle and become frustrated with themselves as they observe their peers (or elders) succeed for reasons they may not understand.
The implications of cognitivism for eLearning are easier understood in the foundational components of social cognitivism since it is usually impossible to monitor and respond to a learner’s mental processes in an eLearning module. One implication of observational learning for asynchronous eLearning design is the potential benefit of including demonstrations of skills or patterns. While there may not be room within an eLearning module to assess a learner’s ability to reproduce the behavior, they may be able to learn from and analyze the recorded demonstration to advance their own physical skills (e.g., sign language, “virtual” lab exercises, and animations). One advantage of the asynchronous component of eLearning is the relative ease of including several modes of instruction (e.g., providing video, audio, and written forms of the same content) to reduce the cognitive load of learning in an unfamiliar manner.
References
Arduini-Van Hoose, N. (n.d.). Social Cognitive Learning Theory | Educational Psychology. Lumen. Retrieved October 8, 2021, from https://courses.lumenlearning.com/edpsy/chapter/social-cognitive-learning-theory/
Bandura A. (2005). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt (Eds.) Great Minds in Management. (pp. 9-35) Oxford: Oxford University Press
Michela, E. (2020). Cognitivism. In R. Kimmons & scaskurlu (Eds.), The Students' Guide to Learning Design and Research. EdTech Books. https://edtechbooks.org/studentguide/cognitivism
Schechter, R. L. (2020, November 16). Fact or Fiction? The Myth That We Have Specific Learning Styles, Debunked. Houghton Mifflin Harcourt. https://www.hmhco.com/blog/fact-or-fiction-learning-styles-debunked
Smith, M.K. (2002) ‘Jerome S. Bruner and the process of education’, The encyclopedia of pedagogy and informal education. [https://infed.org/mobi/jerome-bruner-and-the-process-of-education/ Retrieved: October 8, 2021]