Learning Theories Based

On Cognitive Perspective
Cognitive approach for learning
emphasizes the importance og
cognitive for human development
and behaviour.

 The word cognition was derived from the Latin,

meaning to know or to think.
Cognition refers to the process by which the
mind acquires, represents, applying knowledge,
encompassing sensation, perception, reasoning,
learning language and production, problemsolving and memory.
Cognitive psychologists generally view learning
as an internal process which emphasis on
various types of learning, including pupils
insight, process of problem solving and
according to their age level.

Jean Piagets's Theory of

Cognitive Development
According to Piaget (1972), the ability of concept
learning is closely related with the children's age level.
From the results of research and observation, Piaget
found out that childrens cognitive development normally
undergoes four different stages according different age
level.
These four stages are:
i. Sensory-motor stage (0-2 year)
ii. Pre-Operational Stage (2-7 year)
iii. Concrete Operational Stage (7-12 year)
iv. Formal Operational Stage (after 12 year)

The Pre-Operational Stage (2-7

Years)
Children begin to use language as well as
symbols to explain a certain concept.
Howeve, they are unable to make
comparison between concept, cannot
comprehend the relationship between
objects, cannot classify objects according
to their size, colour and so on.
Their thinking is solely influenced by what
they have just perceived.

 Children at the age of 5-6 years are able

to form concept of matching one with one
between two sets, but cannot sustain this
concept when its form or shape changes,
i.e. children cannot perceive its inverse
operation.
Children can only learn one thing at one
time and their thinking is influenced by one
aspect at a certain time only.

 Jean Piaget Carried out another experiment

whereby the same quantity of water was poured
into two cylinders with different diameters and
heights.
Not all the pupils gave a correct answer.
It shows that children at 5-6 year level are not
ready to master the conservation of quantity.
They are rather influenced by its size or height
instead of the actual quatity involved.

The Concrete Operational Stage

(7-12 Years)
Children around the age of seven begin to
sustain the concept of matching one with one
between sets.
They begin to understand the simple concept of
inverse operation in abstract terms.
At this stage, children can also learn more than
one thing at one time and able to master the
principle of conversation.

 In the experiment of pouring the same quantity

of water into two silinders of different sizes,
children are now able to give the correct answer
for the quantity in different forms.
Children also possess the ability to classify,
arrange and differentiate objects.
They are able to understand basic arithmatic,
mass, length, transtivity, reversibility and simple
mathematical operations.

Formal Operational Period (After

12 Year Old)
This stage begins from the age of 12, and the
cognitive development usually reaches its peak
at the age of 16.
During this stage, adolescents are able to think
in abstract terms and solve complex problems.
They are able to apply mental operation through
abstractions.
Thy are able to reason and use deductive and
inductive approaches to prove theorems,
mathematical laws, as well as to derive formulae
or generalizations from mathematical operations.

Piaget's Cognitive Learning

Theory
Piaget emphasized that self-adaptation is
an important factor for individual cognitive
development.
He considered that during the selfadaptation process, individual learning has
actually occured when the inividual
acquires experiences from the process of
interaction with other people.

 Piaget's Cognitive Learning Theory (1970)

contained five basic ideas;
i. Schema
ii. Adaptation
iii. Asimilation
iv. Aquilibration
v. Accommodation

Schema
Schema is normally referred as a
structured clusters of information wich is
used to represent a certain event,
concept, action an process.
Schema is a useful way to organize and
simplify information so as to achive
cognitive economy, thus reducing its
complexicity and facilitating undertanding.

 Schema which is expressed in the form of action,

language, thinking, opinion or idea that represent
characteristics of individual behaviour, is known
as individual behaviour.
During the stages of development of children,
behaviours or schemas change gradually from
time to time, usually from clumsy to skilful and
from simple to complex.
For instance, the form of childrens action, such
as using their hands to hold a certain object is
actually one of their physical schemes.

Adaptation and Equilibration

If an individual existing schemas were
considered adequate to satisfy all his needs
during the process of self adaptation in the
environment, then the individual does not need
to acquire new experience.
This means that the schema would not change,
and the form of adaptation is also unchanged.
As such, the individual's internal and external
relationship is said to be in an equilibrium
condition.

Assimilation and
Accommodation
.During the adaptation process, the individual's schema will gradually
change the behaviour to become more complex.
. Adaptation covers two forms:
i. Assimilation
ii. Accommodation
. An individual in the environment faces a
variety of situations to implement the process of self-adaptation.
. The aim here is to use a certain way in which can fit the new
experience into the old experience is called Assimilation.
. The individual has to change the cognitive structurem if this was
found that he exsting cognitive structure or schema is unsuitable.
. This new adaptation process is known as Accomodation.