The cognitive perspective on learning

Yilmaz, K. The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas.

This article aims at providing a critical overview to the key characteristics of cognitivism. It unravels the significance of different aspects that are available in the learning process. The article shed light on the spectrum of learning theories which are outlined in the study as behaviorism, cognitive and constructivism. However, the article will focus on cognitive theory and the pros and cons that is associated with this theory. This is in the context of how well learners can adapt to the principles of the theory and also the methods that instructors will use in classrooms. It also goes a long way to give the philosophical and theoretical narrative of it, the implications associated with this theory especially for learners and also the elaborative teaching techniques of the mentioned theory. The author demystifies that cognitive apprenticeship, reciprocal teaching, inquiry learning, discover learning and other problems that emerge due to learning are explicated as the most kind of distinctive methods of the cognitive perspective on learning.

Swann, W. The impact of applied cognitive learning theory on engagement with e-learning courseware. Journal of Learning Design.

This article explores deeply the concept of cognitive theory based on 393 courses that were constructed by a well-established eLearning service provider. The article also explains that three media combination were involved in the process and it covered 22, 959 respondents who completed article training successfully. Swann describes the integration of the cognitive principles which are split-attention and multiple representation principle.  He convincingly suggest that the two principles in context tend to have little implication on a small group of audience. This article also supports the idea that the two principles of cognitive learning have a significant result on participation of a wider scope of audience who are assigned or otherwise obligated to undertake the training. The dual principles when applied in the context of fieldwork, it is worth noting that the two dramatically broadens the audience of learners who are interested in the learning process.

Rostami, K., & Khadjooi, K. The implications of Behaviorism and Humanism theories in medical education. Gastroenterology and Hepatology from bed to bench.

The journal elaborates a lot of pros and cons that integrating the use of behaviorism and humanism theories in medical education. The author with collaboration with other prominent researchers conducted an intensive analysis on implantation and integration of behaviorism theory in the medical classroom. It is worth noting that clinical environment has over the past decades remained a key area for learning and many of the practitioners in the same field continue to aggravate a huge contribution to the education of the students. It is often interesting to conceptualize about personal learning techniques and to recognize that students do have different ways of learning. The central focus of this article is to create a distinction that is made between these two critical principles of behaviorism theory. The author tends to explore the implementation and integration of the two concepts in the medical portfolio. The two principles can be implemented differently depending on the context of learning. As such, the author suggests that is imperative for educators to comprehend the rationale behind each of the principles so as to be the most kind of learning technique.

Faryadi, Q. Behaviorism and the Construction of Knowledge. Online Submission.

This article attempt to address behaviorism theory and the construction of knowledge. It investigates on the rationale of whether the employment of behaviorism methodology in the context of learning have any comparative advantage over other learning based theories. The author through this assessment observes the presence if critics of behaviorism and the weakness that may be dominant in the learning environment. Skinner who is one of the most outspoken behaviorism psychologist is featured greatly in the article along with his experimentations about animals. The article also tackles the assertion of antimentalism of behaviorism and the perception of the privilege, punishment and the general function of the human mind. The author goes a long way to suggest and take a critical analysis on internal and external attributes as the core preconditions of behaviorist procedure for comprehensive studying of students. The article further examines how the behaviorist often view, man, mind, conscious, the world and also animals. It gives an executive summary of the significance that accrue from the concept of behaviorist paradigm such as the objectives, the teaching techniques, theory and the implications of the same on learners in the classroom.

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