Cognitive Conceptions of Learning

Abstract

Although cognitive psychology currently represents the mainstream of psychological and educational thinking, it is only recently that much concern has been shown for learning as such — that is, concern for the factors and/or variables that influence changes in human performance, knowledge structures, and/or conceptions. This article examines current thinking about learning within the framework of cognitive psychology and how a new, cognitive conception of learning can guide future research on both learning and instruction. Similarities and, differences between behavioral and cognitive conceptions of learning are discussed, along with issues such as the active (rather than passive) nature of learning, the concern for understanding (i.e., comprehension), the role of prior knowledge, the cumulative nature of most forms of human learning, and the role played by cognitive analyses of performance. Several cognitive theories of learning are presented as examples of how cognitive psychology has influenced research on learning.

Initial knowledge states about assessment: novice teachers’ conceptualisations

“…This lack of integrated knowledge is evident in advanced students of other disciplines (for example, Boshuizen, Schmidt, Custers & Van de Wiel, 1995;Hofer & Pintrich, 1997) and suggests that while there has been some accretion of knowledge, there has been no restructuring (Rumelhart & Norman, 1978). This in turn indicates that the learning about assessment that has taken place is still at a very unsophisticated stage (Shuell, 1986; and raises the important question of how ready the participants -novice teachers about to become provisionally licensed -were to make autonomous professional judgements about pupils'…”

“…Insights derived from findings in cognitive science suggest that to promote complex learning, tutors might pay renewed attention to the the role of the learner and the role of reading. (Shuell, 1986). A further dimension to the centrality of the learner's role is the learner's engagement in goaldirected behaviour.…”

Improving Academic Writing in Nursing Education

“…From a constructive perspective, learning is considered to be both individual and social (Mann et al, 2011). Learning can be understood as an individual and a collective endeavor, where the individual axle of learning includes theories of cognitive psychology (Shuell, 1986;Bruning et al, 1999), surface and deep learning (Marton & Booth, 2000), reflective learning (Brockbank & McGill, 2007;Mezirow, 1991), self-directed learning (Garrison, 1997;Merriam, 2004) and transformational learning (Mezirow, 1991). The tutor has thus a key role in facilitating the students´ advancing their knowledge from their point of departure until the end of their thesis.…”

Gestão De Recursos Do Ead: Como Adequar as Tecnologias Aos Perfis De Assimilação

“…Diversas abordagens têm sido usadas para explicar como indivíduos assimilam novos conceitos. De especial interesse, a abordagem Cognitiva apresenta grande convergência com o campo de conhecimento das ciências médicas e enfoca os mecanismos pelos quais os indivíduos geram uma representação do conhecimento em espaços mentais específicos, caracterizados por memórias sensoriais, temporária ou de trabalho e de longo prazo (Shuell, 1986). Segundo essa abordagem, indiví-duos decompõem a realidade em partes que são caracterizadas como construtos, em estruturas de memória e processos mentais que constroem e relacionam tais construtos entre si.…”