Cognitive learning theory was developed in the 1960s by Gestalt psychologists who felt there was too much emphasis on single events and behaviors in learning and who believed that successful learning would only occur if perceptions and images were addressed holistically.
Cognitive theory has proven important because not only do adults learn differently than children, they do so for different reasons. Learning is not a forced activity for adults and generally occurs as problem-solving or insight development. When using the cognitive theory, it is critical to consider the life experiences of the learner as well as what the learning means to the individual.
Prominent cognitive theorists include Robert Gagne; Jean Piaget, and James Hartley.
Robert Gagne: Prime Process Focus
The basis of this theory is the structure and development of the individual's thought processes and the ways in which those processes can affect the person's understanding and expectations of their world. The locus for learning is on the internal cognitive structures including insights, information processing, memory and perception. Skills involved include discrimination; presence of defined and concrete concepts; rules; and, higher-order thinking skills.
Robert Gagne, often cited as the father of adult learning theory, devised a nine-step process called "events of instruction" which correlate to address conditions of learning. These steps are:
- Gain attention
- Inform learners of objectives
- Stimulate recall of prior learning
- Present the content
- Provide "learning guidance"
- Elicit performance through practice
- Provide feedback
- Assess performance
- Enhance retention and generalize learned skill to new situation.
Jean Piaget: Cognitive Disequilibrium
Jean Piaget was interested in the process of the qualitative development of knowledge. He believed the motivation to learn was caused by cognitive disequilibrium that occurs when there is a discrepancy between the current reality and the reality formed through cognitive processes. He posited, therefore, that the motivation for learning comes from an internal need for harmony, balance and order.
James Hartley: Key Principles of Learning
In his 1998 text, Learning and Studying: A Research Perspective (Taylor & Francis, Inc.), James Hartley identified six principles of learning associated with the cognitive theory:
- Organize instruction well
- Structure it clearly
- Present logical relationships between key ideas and the concepts which link the parts together
- Consider perceptual features of the task as adults use subjective interpretations in different contexts
- Tie learning in with prior knowledge
- Provide cognitive feedback
Why This is an Important Theory
Because adults learn differently than children and pursue education for other reasons, it is important to develop curricula that take into consideration the differences in learning styles. In the case of adults, reinforcement comes through giving information, such as "knowledge of results" rather than simply a reward.
Sources
Conditions of Learning - Instructional Design Organization
Piaget's Developmental Theory - Learning and Teaching
The Behaviorist Orientation to Learning - Infed Organization
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