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Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories. Two key assumptions underlie this cognitive approach: that the memory system is an active organized processor of information and that prior knowledge plays an important role in learning.
This approach viewed learning as interacting with incentives in the environment. For instance, Ute Holzkamp-Osterkamp viewed motivation as interconnected with learning. [1] Lev Vygotsky's zone of proximal development influenced educators to view learning activities in relation to the students' comfort zones. [2] [10]
The cognitive theory mainly emphasizes the major tasks of the teacher / designer and includes analyzing various learning experiences to the learning situation, which can impact learning outcomes of different individuals. Organizing and structuring the new information to connect the learners' previously acquired knowledge abilities and experiences.
A manifestation of their newly found cognitive clarity is the ability to explain these literary concepts. [15] Continuation - The initial stage of learning to read is critical but cognitive clarity continues to improve through later stages of education as they learn more advanced concepts such as grammar. [16]
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
Given such a sweeping definition, it is apparent that cognition is involved in everything a human being might possibly do; that every psychological phenomenon is a cognitive phenomenon. But although cognitive psychology is concerned with all human activity rather than some fraction of it, the concern is from a particular point of view.
Social cognitive theory posits that learning most likely occurs if there is a close identification between the observer and the model and if the observer also has a great self-efficacy. [18] Self-efficacy is a term used to describe a person's belief in their ability to achieve their goals and produce desired outcomes through their own actions. [10]