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In psychology, cognitivism is a theoretical framework for understanding the mind that gained credence in the 1950s. The movement was a response to behaviorism , which cognitivists said neglected to explain cognition .
Cognitive strategies are the specific methods that people use to solve problems and/or exploit opportunities, including all sorts of reasoning, planning, arithmetic, etc. Importantly, a cognitive strategy need not be all "in the head", but will almost always interact with various aspects of what might be called the "execution context".
Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function ...
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Prior to Robert Gagné, learning was often thought of as a single, uniform process. [18] There was little or no distinction made between "learning to load a rifle and learning to solve a complex mathematical problem". [18] Gagné offered an alternative view which developed the idea that different learners required different learning strategies ...
Cognitivism approached cognition as a form of computation, viewing the mind as a machine and consciousness as an executive function. [19] However; post cognitivism began to emerge in the 1990s as the development of cognitive science presented theories that highlighted the necessity of cognitive action as embodied, extended, and producing ...
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Universal Design for Learning is referred to by name in American legislation, such as the Higher Education Opportunity Act (HEOA) of 2008 (Public Law 110-315), [5] the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), and the Assistive Technology Act of 1998.