Cognitivism in Practice

Cognitivism seeks to understand how the mind processes information.  A variety of theories exist, such as Paivio's dual coding hypothesis and the Atkinson-Schiffrin Model, which help to shed light on how the brain works.  When teachers consider these cognitive theories as they plan their instruction, their teaching becomes more effective.  Many technology-related instructional strategies can be referred to as "cognitive tools" because they "use technology to augment learning theory" (Laureate Education, Inc., 2011).

Each theory of learning offers insight into the mind's workings.  The Atkinson-Schiffrin Model suggests that, at the short-term memory level, the brain can process only 5-9 pieces of information at once, and the information must be processed deeply to reach the long-term memory (Laureate Education, Inc., 2011).  This information suggests that a learner should not be provided with too much information at once and they should be given opportunities to process the information more deeply.  The dual coding hypothesis suggests that using images and text/words simultaneously, or smells and text/words, the brain will store the information better than when using words or text only (Laureate Education, Inc., 2011).  Additional theories suggest that memories gained through experiences are stronger than many other types, that involving more senses in the learning process creates stronger memories, and that a person creates stronger memories by associating new information with something familiar to the learner (Laureate Education, Inc., 2011).

One cognitive tool is the concept map.  Concept maps, such as those created on spiderscribe.net, provide the learner with a visual representation of a collection of inter-linked ideas.  According to Novak and Canas, "there are two features of concept maps that are important in the facilitation of creative thinking: the hierarchical structure that is represented in a good map and the ability to search for and characterize new cross-links" (2008).  The thought processes required for students to create a concept map help them to think deeply and can help facilitate the creation of long-term memories.  Concept maps also create the opportunity to make use of the dual coding hypothesis by combining images and text (Laureate Education, Inc., 2011).

Another set of cognitive tools is the use multimedia such as PowerPoint presenations, video clips, or software such as Stellarium, which is a "computer-based planetarium" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Most students find these tools very engaging and they are also effective because they help them "activate prior knowledge and develop a mental model to understand new information" (Pitler et al., 2007).  In many cases, the learner is creating experiences though the use of this technology as well.

While not often thought of as such, spreadsheets and calculators are also forms of cognitive tools.  Dr. Michael Orey suggests that, “giving [students] a spreadsheet that has all of the data allows them to focus on the solution to the problem” (Laureate Education, Inc., 2011).  A calculator has a similar effect.  However, it must also be noted that cognitive tools, such as calculators, can sometimes have negative side effects too.  While the calculator aids students in reaching higher-level thinking skills by getting them past some of the "simple" steps more quickly, teachers might find that students' mental math skills deteriorate with the use of calculators.

Despite the side effects, students can benefit from the use of cognitive tools in the classroom because they allow for deeper learning.  Cognitive theories suggest that these tools can enhance learning by allowing students to focus on solutions to problems rather than calculations, incorporating multiple senses into experiences, by creating new experiences, and by activating old knowledge to make new information more meaningful.

References:

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.