Cognitive Learning Theory: Making Learning More Profound

Each person has a unique set of mental processes they use in different learning scenarios. CLT acknowledges these individual differences and can guide course design in an inclusive and effective direction.

Interested to know more? This article will walk you through the major theoretical principles that shape cognitive learning theory and list ways to include them in courses.

Principles of Cognitive Learning Theory

The most basic cognitive processes typically involved in learning are:

• Attention
• Sensation
• Perception
• Comprehension
• Memory

However, depending on the learner and course’s level, other processes like problem-solving, language use, reasoning, decision making, etc., are also utilized.

Principle No. 1: Schemas, assimilation, and accommodation

This principle comes from the work of Jean Piaget, a psychologist most widely associated with cognitive learning theory. Piaget’s work mostly dealt with cognitive development in children. However, he also proposed a more universal concept of mental schemas. Additionally, he described how these schemas interact with new information via assimilation and accommodation.

• Mental Schemas: Schemas are simply how we categorize and define the world. For e.g., a learner’s mental framework for “learning” might be something like “taking in new information from a textbook or lecture.”
• Assimilation: This is the process of expanding an existing mental schema upon learning new but related information. Building on the example above, if a learner starts using YouTube tutorials to learn a new skill, their mental schema for learning will evolve to incorporate “demos” or “tutorials” as learning tools.
• Accommodation: Accommodation occurs when new information cannot be assimilated into any existing schemas. Individuals develop new schemas as a result of this process. For instance, a child might include whales in the fish schema, since it has fins, a tail, and swims in the water. However, upon discovering how whales give birth like a lot of land animals, the child might feel confused about their mental schemas about both whales and other land animals. Eventually, they’d accommodate them into a new category, “mammals”.

Principle no. 2: Learning progresses from simple to complex

Well-known educational psychologists like Gagne and Bruner agree that effective learning advances from simple concepts to more complicated ones.

This one’s a bit of a no-brainer, we know! But it’s still important to highlight it as it is essential when designing learning experiences.

A hierarchical progression from simple to complex or theoretical to practical allows learners to first form relevant mental schemas and then adjust or add to them as they need.

This progression is known as sequencing. Ideally, all instruction should be sequenced unless a different method is more suited to the desired learning outcomes. It is also vital that sequenced information is synthesized, which is just another way of saying learning should gradually develop existing or new schemas.

Principle No. 3: The Information Processing Model

This is a popular model of learning that compares the process of learning to a computer.

According to this model, information is processed in three stages or levels:

• Sensory stage – here, the information enters the learner’s short-term memory and disappears if the learner does not attend to it. However, if the learner attends to it, the information moves to the short-term memory.
• Short-term memory – the learner processes information in this stage. At a time, only 7 plus or minus 2 chunks of information can be processed here. Thus, learners employ cognitive strategies like chunking or mnemonics to hold onto the information. By doing so they encode the information, i.e., understand it enough to remember.
• Long-term memory – encoded information gets transferred to the long-term memory and stays there for a long time.

Once again, encoding is simply one element of forming schemas. And retaining information is easier when the learner can associate it with existing knowledge.

When combined, these principles form the core of modern CLT. However, CLT often includes the contributions of other educational and cognitive psychologists, too. For instance, Mayer’s cognitive theory of multimedia learning is especially relevant when designing e-learning courses. This theory helps IDs optimize their use of visual and auditory media in their courses. Another example is Bloom’s taxonomy, which allows IDs to order learning objectives and course content from simple to complex. Similarly, social aspects of learning such as observing and interacting with others can be incorporated into courses to amplify learner involvement.

Now, let us look at some ways to put CLT into action.

Cognitive Learning Theory in Practice

The principles of CLT mentioned above can be applied to e-learning courses in the following ways:

• Conducting pre-tests before designing courses to gauge the learners’ current level of knowledge and identify areas that can be used to bridge the old topics with the new ones.
• Beginning lessons or courses with review activities or discussion sessions to activate any relevant knowledge learners have.
• Structuring the course meaningfully. Each new topic should be connected to the previous one in some way.
• Providing introductory prefaces of the basics or some key ideas for completely novel topics
• Using taxonomies such as Bloom’s taxonomy to ensure learning progresses from simple to complex.
• Making digestible content that isn’t too dense. Ideally, the information displayed on the screen should be minimal.
• Using multimedia strategically by reinforcing ideas with words, sounds, figures, and pictures.
• Providing supplementary materials and opportunities for learners to engage with and discover the new material on their own. This makes learning stick as learners get to explore the course from a personal and relatable reference point.
• Allowing learners to actively participate in their own learning through practical units, projects, exercises, readings, etc.
• Conducting frequent review sessions
• Creating opportunities for learners to interact with each other to enrich learning through the exchange of ideas

CLT is beneficial to adult learners because of its acknowledgment of learning as an active process. By playing to how the mind works during the process of learning, course delivery becomes more efficient and decreases the effort learners need to expend on external factors such as note-taking, organizing their knowledge, etc.

A focused learner is a valuable asset and will always provide a better return on investment to the organization.

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Frequently Asked Questions (FAQs)

What is cognitive learning theory?

Cognitive learning theory (CLT), as we know it today, is a mixture of theories of cognition and learning that developed in the 20th century. The central focus of CLT is on “metacognitive” processes, i.e., thinking about thinking. The study of metacognition breaks down the different cognitive functions the mind performs while processing information. In the context of CLT, the emphasis is on mental processes that occur during learning.

What are the key principles of cognitive learning theory?

The key principles of cognitive learning theory are:

• Schemas
• Assimilation and accommodation
• Sequencing and synthesizing
• The information processing model

What is cognitivism in instructional design?

Cognitive learning theory (CLT), as we know it today, is a mixture of theories of cognition and learning that developed in the 20^th century. The central focus of CLT is on “metacognitive” processes. Each person has a unique set of mental processes they use in different learning scenarios. CLT acknowledges these individual differences and can guide course design in an inclusive and effective direction.

What are examples of cognitive learning theory?

Some ways to put CLT into practice are:

• Conducting pre-tests
• Structuring courses meaningfully
• Making digestible content
• Conducting frequent review sessions
• Creating opportunities for learners to interact with each other