Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Gloria Butcher
311102538
information processing in the learning process. “Learning occurs through internal processing of
information” and is dependent on “how new information is presented (Euro Med Info, n.d, para.
2) Consequently, this paper will provide information from an investigation of the following
cognitive theories: Cognitive Information Processing, Meaningful Learning, Schema Theory, and
Situated cognition.
The cognitive information processing theory makes comparison with the way a computer
processes information and the way learners input and process information from their
environment (Driscoll, 2005). This theory suggests that the information received from the
environment is processed, stored in the memory and later used in reality. Information processing
is rooted in the work of Atkins and Shiffrin (1968 cited in Driscoll, 2005) who argued that
memory is facilitated in a multistore and multistage process. When the brain receives
Driscoll (2005) describes the stages as follows: sensory memory –the first stage where
information is held briefly; the working memory also referred to as consciousness, hold only
limited information for a limited amount of time -learners actively engage in thinking about
something. For example, when reading, a person can only focus on a small portion of the text at
a time; next is the long term memory which is like a permanent repository for information-here
information is transferred from the short term memory and is remembered. Based on this theory,
the long term memory is able to store unlimited information (Driscoll, 2005).
COGNITIVE THEORISTS 3
Based on the way information is imputed, stored and retrieved, learners can experience
difficulty during instruction. For example, during transfer learners must exercise the ability to
differentiate between important and unimportant information; this is selective attention. Hence,
instruction should be organized to signal important information. For example, I have asked my
students to keep a small note book handy, during the day as we go through different concepts, I
would say “here is the principle”-this serves as a signal. When students hear this phrase they take
note of what was said in their note books. This strategy facilitates selective attention and
Further, to facilitate automaticity necessary for retrieval, variable practice can be applied.
For example, the teacher can provide much practice to aid overlearning. However, practice
should be applied in varying contexts, so that learners are able to apply multiple cues. For
example, this term my students had difficulty applying the concept of fractions, instead of giving
them a number of practice sheets, I had them make fraction models, write recipes, make word
problems using their recipes as well as share food items in the class.
Another strategy which can help support the working memory is to apply chunking which
is breaking down skills or information into manageable parts to support the limited intake that is
native to the short term memory. For example, when teaching strategies for comprehension, I
focus on one strategy at a time; over time students build up their store of strategies to apply when
necessary.
knowledge structure (Gurlen, 2012). This theory holds that in the teaching learning process,
background knowledge has to be activated before learning can take place. The acquisition of new
knowledge is dependent on the knowledge and experiences learners bring to the learning event.
Ausuble made distinction between rote learning memorization and meaningful learning; in the
former, learners made no connection between what was memorized and their previous
experiences.
Meaningful learning was synthesized with Schema theory (Gurlen, 2012), since both
advocate the pivotal role of previous knowledge in learning (Driscoll, 2005). However, unlike
meaningful learning, Schema theory proposes that all knowledge is organized in units which
hold information (Driscoll, 2005; McVee, Dunsmore and Gavelk, 2005). These units or schemata
represent the knowledge the learner has with regard to concepts and their relationship to one
another. Hence, learning takes place as learners make sense of what they are learning by
activating schemata stored in their memory. Schema based processes follow that there is
accretion or the adding to an existing schema; tuning- modifying existing schema; and,
according to the way it fits into the learner’s schemata; if there is a misfit of new information
Meaningful learning and schema theory propose that the first function of instruction is to
help learners connect what they know to what is to be learnt. Providing learners with advance
organizers (materials prepared in advance of introducing the new concept) is pivotal to helping
them bridge the gap between previous knowledge and the new knowledge or activating
appropriate schema. The use of graphic organizers such as KWL organizer is an effective way of
COGNITIVE THEORISTS 5
activating or building background knowledge (Lewis, 2010). Before the learning event, learners
identify general ideas relating to the concept. Also teachers can review the unit in advance and
identify the previous knowledge required. Further, re-teaching can be done to help build
appropriate schema.
Both theories stress the importance organizing materials and content. Content should be
organized in a way that supports the connection between the learner’s previous knowledge and
the new knowledge. This kind of organization helps with the process of adding to existing
Situated cognition argues that all knowledge acquired is situated within activities
that are socially, physically or culturally based (Brown, Collins and Duguid, 2007-2016;
Driscoll, 2005). Hence, a learner cannot acquire knowledge separated from the context in which
the knowledge is collected. Knowledge is viewed as lived practices and cannot be alienated from
doing. Whereas meaningful learning and schema theory emphasizes prior knowledge, situated
Since this theory situates learning in real-world context and requires the learner to
interact with a competent other to acquire knowledge, the facilitator must model skills and
behaviors for the learner. For example, facilitators can model active reading by verbalizing their
thoughts as they read. Facilitators can then ask learners to verbalize their thoughts as they read.
Modeled writing and reading can also be used. Modeling allows the expert to demonstrate a task
or a concept so that learners can see how it is done (Pappas, 2015). Coaching can also be used
COGNITIVE THEORISTS 6
where after performing the task immediate feedback is given. For example, in social studies
students can learn how to create digital presentations to share their assignments. First, the
facilitator creates a PowerPoint using a digital board modeling the process step by step. Then
scaffolding is applied until students are able to perform the skill on their own. These strategies
will support the emphasis placed on learning through interaction with an expert in order to
acquire new knowledge which is one of the important aspects of situated cognition called
cognition are similar because they emphasize inner mental processing of information for the
acquisition of knowledge. However, added to the differences mentioned before, each of the
theories have different assumptions about how mental processing takes place.
COGNITIVE THEORISTS 7
References
Brown, J. S., Collins, A., Duguid, P. (2016) Situated cognition. Retrieved from
http://www.learning-theories.com/situated-cognition-brown-collins-duguid.html
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson.
Euro Med Info. (n.d). Behavioral, cognitive and humanist approaches. Retrieved from
http://www.euromedinfo.eu/behavioral-cognitive-humanist-approaches.html/
origsite=summon&accountid=458
fromhttp://www.gcasd.org/Downloads/Activating_Strategies.pdf
McVee, M. B., Dunsmore, K., Gavelek, J. R., (2005).Schema theory revisited. Review of
http://search.proquest.com.contentproxy.phoenix.edu/docview/214117944?pq-
origsite=summon&accountid=458
Pappas, C. (2015). The quintessential of the situated cognition theory and its application
theory-and-cognitive-apprenticeship-model