IZT Task 2 Cognitivism Constructivism - Angelica Brown.docx Learning Theories, Task Two: Cognitivism/Constructivism Western Governors University Key Elements of Cognitivism Cognitive psychologists study how the min
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IZT Task 2 Cognitivism Constructivism - Angelica Brown.docx Learning Theories, Task Two: Cognitivism/Constructivism Western Governors University Key Elements of Cognitivism Cognitive psychologists study how the mind works and how it influences behavior. The study of the mind and how it absorbs information is also called the information-processing theory, “which seeks to understand how people acquire new information, how they create and store mental representations of information, how they recall it from memory, and how what they already know guides and determines what how they will learn†(Ryan, Cooper, & Tauer, 2013). Cognitivism is based on the following theories: that information is processed in stages, there are limits on how much information can be processed at each stage, and that previously learned information affects what and how people learn. When we take in new information, we make a representation of it, assign meaning to it and store it in our mind as new learning. The amount of information humans can learn is limitless, but learning must be acquired gradually through short-term memory or long-term memory. The prior knowledge we bring to a new learning experience shapes how we view the new skill and affects how we learn it. Implications of Cognitivism Providing students with opportunities to think about their own thinking before or during a lesson is very beneficial. When a teacher begins a lesson with an anticipatory set and hooks their learner with a question, the student begins to run through all the exper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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