Running head: COGNITIVIST LEARNING THEORY 1

Cognitivist Learning Theory

Jennifer Dulek

Trevecca Nazarene University

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Cognitivist Learning Theory

Cognitive learning theory developed with the idea that the human mind processes and

interprets information, and suggests that these mental processes are evidence of learning

(Merriam, Caffarella, & Baumgartner, 2007). Stemming from this but varying in its focus on the

source of learning is the social cognitivist approach. This approach credits observation of those

around a learner as the source of learning, and suggests that people gain “knowledge, rules,

skills, strategies, beliefs, and attitudes” (Merriam et al., 2007, p. 288) from those around them.

Although these theories vary in their basic tenets, both are grounded in concepts related to

human development, and may heavily influence how instruction is designed.

Human development may be considered from biological, psychological, and

sociocultural perspectives, or may be considered holistically using an integrative model. From a

biological standpoint, the brain’s plasticity may allow for retention of cognitive abilities as one

ages, but aging can effect all five senses, which may impact how a learner is able to engage in

learning activities (Merriam et al., 2007). To address this, activities must be designed to be

accessible to learners despite possible sensory loss. Considering psychological development,

theorists cannot agree if humans’ internal development occurs in a stepwise or age-graded

manner, but they agree that learning is successful when the learner is faced with tasks that are

appropriate for the learner’s age or developmental level (Merriam et al., 2007). Sociocultural

development encompasses the process of gaining social roles and experiencing life events, which

suggests that learning should be aimed at helping a learner develop knowledge and skills related

to these new social roles (Merriam et al., 2007). Lastly, integrative models take a combined

perspective and suggest that educators must consider all development occurring within the

learner and between the learner and his environment (Merriam et al., 2007).
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Cognitivist learning theory, developed by many contributors including Jean Piaget and

William Perry, incorporates knowledge of human development into its perspectives on learning.

Piaget’s model of childhood cognitive development identified four stages of thinking that are

age-related, as one must develop sequentially in order to reach the ability to engage in mature,

abstract thought (Merriam et al., 2007). Similarly, Perry suggested nine stages, which he called

“positions,” that also describe the hierarchical and sequential development of human cognition

(Love & Guthrie, 2017). Both Piaget and Perry believed that humans gain the ability to think,

remember, and understand in a developmental process, and that the cognitive skills of adults are

more advanced than those of children (Bormanaki & Khoshhal, 2017).

Cognitivist theory focuses solely on the development of the ability to process information

internally such as in the work of Piaget and Perry, whereas social cognitivism introduces the

influence of the social environment (Merriam et al., 2007). Cognitive learning theory suggests

that learning occurs internally as the learner seeks to make sense of what he sees occurring in his

environment (Merriam et al., 2007). This is evident in such practices as using learning styles in

instruction, developing students’ metacognitive abilities, and focusing on cognitive skills such as

attention and memory (Akar & Altun, 2017). In contrast, social cognitivist theory is based on

the belief that learning occurs between people through observation and interaction (Merriam et

al., 2007). This can be seen in education relying on collaborative work, study groups, and role-

playing, where learners gain skills through contact with others (Akar & Altun, 2017).

Both of these theories are applicable in today’s learning environments and rely on

theories of human development to explain one’s ability to learn. Instructional designers must

consider learners’ cognitive abilities as well as social environment when designing learning

activities, and may rely on these theories in doing so.

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References

Akar, S. G., & Altun, A. (2017). Individual differences in learning computer programming: A

social cognitive approach. Contemporary Educational Technology, 8(3), 195-213.

Bormanaki, H. B., & Khoshhal, Y. (2017). The role of equilibration in Piaget’s theory of

cognitive development and its implication for receptive skills: A theoretical study.

Journal of Language Teaching and Research, 8(5), 996-1005.

Love, P. G., & Guthrie, V. L. (1999). Perry’s intellectual scheme. New Directions for Student

Services, 88, 5-15.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A

comprehensive guide. San Francisco, CA: Jossey-Bass.