Cognitive theories are of great importance to knowledge resources and learning strategies (attention, understanding, memory, reception, processing and processing of information). The learner's awareness of the acquired knowledge and the way in which he acquired it increases his mathematical activity. This activity, experience or training in the individual, changes his behavior. Cognitive theories are concerned with cognitive structure through the following characteristics: differentiation, organization, coherence, integration, quantity, quality and relative stability.
Structural theory has gained popularity in recent years, although its idea is not modern. Trends in structural theory can be observed through the works of Socrates, Plato and Aristotle (320-470 BC), who all spoke about "knowledge formation "He said.
The theory of structural learning (in French: Le Structuralisme), pioneered by Jean Biaggi, is a different theory from other learning theories. Faybaji believes that learning is acquired through the external source ...
Concepts attached to structural learning theory These concepts are identified by Jean Piaget
The concept of adaptation: Here is the goal of developmental development, which is also the process of balancing the ocean and the organic system. Which aims to eliminate disorder and irregularity.
The concept of assimilation and adaptation: is the concept of biagi brother of biology. The assimilation is that the process of integrating knowledge and skills into the knowledge fabric becomes familiar. Adaptation is the process of change and adoption aimed at attaining a congruence between self-positions with center and environment attitudes.
The concept of organization: the integration of the old information of the individual in the structure of the mind with the new information acquired by the learner.
The theory of constructive learning (in French: le constructivisme): The theory of constructive learning (or formative) is one of the most important theories that have revolutionized the depth of modern educational literature, especially with Jean Biagi, who tried from his studies in the distinctive developmental child psychology to provide us with several principles and concepts Scientific and modern knowledge has developed educational practice. He also applied the cognitive results of developmental psychology to his epistemological project. In order to approach this constructivist theory in learning, the most important central concepts will be identified and then the most important principles. The practical dimensions of this theory will be identified in the field of education.
Cognitive Theory stems from traditional psychological concepts of thinking. Cognitivists view activities such as thinking, deciding, and remembering in terms of how they underlie behavior.
Allan Paivio (1925- present)
• Dual Coding Theory- believed people process information in two ways: processing images or processing language
• His dual coding theory formed the beginnings of subsequent educational theories
• Paivio placed an equal importance on verbal and nonverbal processing.
Benjamin Bloom (1913-1999)
• Educational psychologist who focused on students’
learning domains
• Classified learning into three domains (cognitive, affective, and psychomotor)
• Created Bloom’s Taxonomy which is made up of six levels that can be used to acquire knowledge on a topic (shown to the right
Teachers Applying Cognitive Theory
Expository Teaching-
• Teacher gives students the tools to organize information for easier encoding, storage, and retrieval
• Teacher exposes students to underlying and selective interrelationships in cognitive learning to help students come up with the correct conclusion
Meaningful learning method- when presenting new information the teacher uses old information to introduce new information and make connections
Dual Coding-
• Using both text and picture or sound while instructing gives students a better chance of remembering and encoding the information
• Technology can easily be used to enhance a lesson and the dual coding method
Students Applying Cognitive Theory
• Students use sensory, short term, and long term memory to store information learning in class
• Students come up with mnemonic devices to remember facts with ease
• Using existing schemas to connect new information to helps students retain information
• Technology can be used to organize information into charts, graphs, concept maps, etc.
PIAGET'S THEORY OF COGNITIVE DEVELOPMENT
Piaget's (1936) theory of cognitive development explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process, which occurs due to biological maturation and interaction with the environment.
Piaget (1936) described his work as genetic epistemology (i.e., the origins of thinking). Genetics is the scientific study of where things come from (their origins). Epistemology is concerned with the basic categories of thinking, that is to say, the framework or structural properties of intelligence.
Piaget's Theory Differs From Others In Several Ways:
▪ It is concerned with children, rather than all learners.
▪ It focuses on development, rather than learning per se, so it does not address learning of information or specific behaviors.
▪ It proposes discrete stages of development, marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, ideas, etc.
The goal of the theory is to explain the mechanisms and processes by which the infant, and then the child, develops into an individual who can reason and think using hypotheses.
To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment.
There Are Three Basic Components To Piaget's Cognitive Theory:
1. Schemas
(building blocks of knowledge).
2. Adaptation processes that enable the transition from one stage to another (equilibrium, assimilation, and accommodation).
3. Stages of Cognitive Development:
- sensorimotor,
- preoperational,
- concrete operational,
- formal operational.
Should you would like to get more details about this topic, or you would rather obtain more information, please visit the following website:
Source : (https://www.simplypsychology.org/piaget.html)
Constructively demands learners to assign meaningful stimuli on the cognitive capabilities and experienced they have culled and gleaned
from the world . Source - Schunk D H 2000, Learning theories An educational perspective, Upper Saddle River, 3rd ed, Prentice Hall
Structural - is merger of basic elements and additional elements (which are incremental repetition of basic elements) as in language learning.
Source - https://www.arcjournals.org/pdfs/ijsell/v2-i8/13.pdf
Cognitive Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things. This theory can be divided into two specific theories: the Social Cognitive Theory (SCT), and the Cognitive BehavioralTheory (CBT).
A structural theory may be defined as one which tends to organize a set of propositions—and, in the realm of the natural sciences, a set of observations to which they refer—as a whole made up of interdependent parts.
Hello,
Man's quest for establishing theories of knowledge or theories of truth his given rise to a prestigious domain in philosophy known as epistemology. From classical scholars such as Plato to more modern thinkers like Hume, Dewey, Piaget, and Vygotsky have tried to to explain what it means when we say we know and how does knowledge develops. while proponents of logical judgment for structuring knowledge like Plato and Descartes endorse rationalism, others like Lock and Hume side with empiricism. Constructivists, however, give a prominent role to structures of knowledge constructed in the mind which are shaped and modified via experience. It seems to me that we should not see things in black and white. In point of fact, man's complexity of nature requires an all- out attempt to disambiguate the mysteries of learning through a multi-aspectual foundational basis drawing on all schools of philosophy.
Best regards,
R. Biria
Hi,
cognitive theory: Founded by Kurt Lewin, cognitive theory consists in showing that the perception of individuals about events is the most important factor in their behavior, demonstrating that mental constructs influence the behavior of individuals.
The structural theory: Structuralism is a set of holistic currents of thought that emerged mainly in the human and social sciences in the middle of the twentieth century, having in common the use of the term structure as a theoretical model (unconscious, or not empirically perceptible) organizing the form of the studied object taken as a system, the accent being placed less on the elementary units of this system than on the relations which unite them. The explicit reference to the term structure, whose definition is not unified between these different currents, is progressively organized with the institutional construction of the human and social sciences from the end of the nineteenth century in positivist filiation; it remains the prerogative of linguistics and phonology until its generalization after 1945.
The delimitation of the intellectual boundaries of structuralism after 1945 has become a field of research in its own right, complex and evolving, with important divergences depending on countries and academic disciplines. The term commonly refers to the essentially French multidisciplinary movement of ideas from the 1950s to the 1970s marked by its desire for intellectual rupture, its rejection of the historical and temporal dimension (diachrony) and its formalism in the notion of structure; this "structuralist moment", essentially inspired by Saussurian linguistics, has extended well beyond academic boundaries to invade the literary, media and political fields. It was organized around a small number of leading personalities such as Claude Lévi-Strauss in anthropology, Roland Barthes in literature, Jacques Lacan in psychoanalysis, Michel Foucault and Louis Althusser in philosophy.
However, the plurality of disciplines involved and the methodologies used reflect the heterogeneity of this classic definition, and some authors (such as Jean Piaget in psychology, Jean Petitot in epistemology) prefer to insert structuralism into a long-term history of scientific ideas, as a contemporary manifestation of the theories of knowledge, with a genealogy going back to the philosophy of form in Aristotle. In this lineage, structuralism is often considered by systemic historians as one of its precursor currents in the 1950s, parallel to cybernetics and information theory in the United States.
With my best wishes.
Dr. Adel OUESLATI
Thank you very much my dear colleagues for these wonderful scientific answers
There are many theories that attempt to give us a clear, logical answer to this fundamental question. Cognitive theory concentrates on the acquisition of knowledge and growth of the mental structure.
Hello:
The difference between them is big!
The role of teacher and student is different in both ways!
The role of the teacher in behavior: is to create a learning environment to encourage students to learn the desired behavior.
The Role of the Teacher in Constructivity: Creating the learning environment to make the student build his own knowledge.
The behavioral and structural theory is based on the objectives of education, experiences, and teaching methods in different ways:
The behavioral theory is concerned with the apparent behavior of the learner, while structural theory is concerned with the internal cognitive processes of the learner.
The reality of these gaps is illustrated by the development of objectives:
The teacher in construction sets his educational goals within a general framework through social negotiation between the teacher and students and the student feels that he is a partner in the goal.
While the teacher resorted to the behavior of behavioral fragmentation educational goals to specific behavioral goals are observable and measurable at the end of the lesson and not the end of the chapter or the year and thus formulated according to a famous equation is:
"That + behavioral act + pupil + educational content (small) and sometimes a condition and standard of performance"
So that attention to the apparent behavior desired by the learner as a response only to the educational situation that passes through
This is what the student loses thinking and leads to conservation so that he can take out the information as it was introduced into his mind.
While structuralism focuses on the internal mental processes that occur in the mind of the learner so as to link the prior and subsequent knowledge to construct meaningful learning. The constructivist theory says that real learning will not be based on what the learner has heard, even if memorized and repeated before the teacher. Rather, the learner builds his knowledge internally, influenced by the environment surrounding him, society and language, and that each learner has a method and privacy in understanding the information. the teacher
... Therefore, the teacher in sending information to the learner and confirmation and replication will not be useful in building the information as he wants in the mind of the learner
The teacher is then asked to focus on (creating the learning environment) and (helping to access learning resources) and often depends on confronting students with a real problem situation, trying to find solutions through research and exploration and through social negotiation of solutions.
Learning is what happens after the information arrives at the learner who creates the subjective self-meaning of the knowledge, not just the information. The evaluation here is characterized by continuity, realism and selectivity, and the use of performance assessment files to document the development of growth in the abilities, behaviors, skills and attitudes of learners during the semester or years of study.
Structuralism and functionalism are two approaches to psychology. Functionalism also was focused on more objective aspects rather than introspection. Structuralism influenced the development of experimental psychology and was a theory that began shaping psychology as a separate field. Functionalism appeared as an answer to structuralism. It also influenced the development of behaviorism, a theory that was very significant in psychology. The cognitive approach mainly uses the experimental method. Whereas, the individual approach often use the case study method. Cognitive psychology must deal for the most part with beliefs that are justified and true and accordingly it poses problems for the cognitive subject that is as explicit as possible on the matters of justification and truth.
Philadelphia, PA
Dear all,
I am much inclined to the view that "structure" evolves, however slowly, under the influence of the stress placed upon the actual (sometimes changing) functions it serves. In consequence, the autonomy of structural elements is limited in principle.
H.G. Callaway
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