Cognitivism focuses on the study of mental processes--like attention, memory, and problem-solving--in learning. Cognitivists believe learning is an active process in which learners construct their own knowledge and understanding.
Cognitivism reacted to and rejected behaviorism, which focused on the study of observable behavior. Cognitivists argued that behaviorism could not explain all aspects of learning, such as how people learn complex concepts and skills.
Some key researchers in cognitivism include:
Jean Piaget, who developed a theory of cognitive development to describes how children's thinking changes as they grow and learn, outlined four stages of children's development that demonstrates their growth as thinkers, learners, and problem-solvers.
Lev Vygotsky developed a theory of social constructivism, which emphasized the importance of social interaction in learning. His key contribution to cognitivism was the concept of the "zone of proximal development" which argued that those within an individual's immediate social sphere influence learning and development.
Jerome Bruner emphasized the importance of discovery and active learning on growth as a learner. Discovery learning emphasized one's own ability to giude learning through enacting and interacting with social and cultural contexts.
John Sweller then developed theory related to "cognitive load" which assimilated research on working memory to cognitivism, essentially positing that individuals could guide their own learning, but were limited by their cognitive load.
Cognitivist principles have been used to develop a variety of teaching methods and strategies, such as iInquiry-based learning and problem-based learning which emphasize student exploration and discovery. The social emphasis of cognitivism has led to developments in cooperative learning which emphasizes social interaction in learning. And finally, differentiated instruction tailors instruction to the individual needs of students, and is again based on students' different learning styles, abilities, and interests.
Cognitivism and learning design
One of the most important implications of cognitivism on learning design is developing design that supports active learning. Learners should be given opportunities to explore, discover, and construct knowledge for themselves. Instructional designers can support this by developing activities based on inquiry-based, problem-based, and cooperative learning.
Learning designers must consider students' social and cultural contexts, and prior knowledge and learning experiences in design. Instructional designers must take stock of students' prior knowledge and experiences, and then design instruction that builds on that. Pre-assessments, interviews, surveys, and defined pre-requisites can aid instructional designers in doing such.
Finally, and perhaps more importantly, instructional designers must consider cognitive load in developing courses and learning activities. In order to accommodate cognitive load, instructional designers must consider scaffolding, pacing, and motivation in moving students forward deliberately, yet effectively.
Strengths/weaknesses of cognitivism
While cognitivism is more appealing to me than behaviorism on a number of levels, I view its application as potentially more difficult, particularly in learning design. To begin, cognitivism is more appealing because it is student-centered, and focuses on discovery-based learning that centers each individual's capacity, ability, aptitude, and willingness to learn. Given my experience as an instructor, this is a very important consideration, particularly in situations of compulsory education. An emphasis on socially-based learning that emphasizes cooperation also provides real-world applications that can emphasize the importance of content to students. However, being able to design activities that can tailor to students' individual loads and aptitudes can be incredibly challenging. When educating in contexts of over a few students, how can we effectivly manage cognitive load without moving too quickly/too slowly for certain students? I love cognitivism in theory, but have concerns about its use in practice.
Evaluation of learning material from a cognitivist perspective
I am a guitarist, so I frequently find myself searching for instructional material to learn techniques or approaches to playing my instrument. I thought immediately of pieces like this: https://www.guitarworld.com/lessons/sweep-picking-how-to-get-started in reading the instructions for this assignment.
This piece teaches guitarists how to use a specific picking technique: sweep-picking. This is a technique that develops a player's speed and musical imagination by emphasizing efficient right-hand technique (sweeping through strings instead of picking them alternately) with complex left-hand patterns.
This piece does work with cognitive load by scaffolding the steps needed to master this technique. By beginning with small gestures to teach the feel of the technique in the player's picking hand before moving on to increasingly complex patterns, the material works with what a player can handle and master, and does not dictate a pace at working through each figure. The piece also addresses cognitive load by simplifying some parameters of guitar performance (like tone and various amplifier settings) and making reference to other guitarists who use the technique so that a learner can focus solely on technique without worrying about external factors such as guitar sound and applicability of the technique.
However, there is a high barrier to entry to learn this technique as the instructional method assumes familiarity with some forms of musical notation (guitar tablature), music theory, and wide-ranging musical references. It was published in Guitar World magazine, so it would likely only be approached by someone with a solid base of knowledge of guitar performance, but it could be overwhelming to those whose performative and social conditions wouldn't support learning