Cognitive Psychology: Key Theories and Concepts

Cognitive psychology is a discipline that studies processes such as perception, memory, language, attention, and other processes involved in the handling of information by the subject.

Piaget's Theory of Cognitive Development

Jean Piaget is known for his genetic theory of cognitive development, which proposes that children actively construct their understanding of the world through interaction.

Intelligence, according to Piaget, is the ability to maintain a constant adaptation of the subject's schemas to the world in which they operate.

Adaptation explains the development process of learning and is divided into two sub-processes:

• Assimilation: Integrating new information or experiences into existing schemas. For example, understanding a new concept by relating it to something already known.
• Accommodation: Modifying existing schemas or creating new ones to incorporate new information.

Equilibration: An innate tendency of individuals to modify their schemas to achieve coherence and make sense of the perceived world.

Bruner's Theory of Cognitive Development

Jerome Bruner believed that intellectual development is characterized by a growing independence from external stimuli.

Discovery Learning: Bruner emphasized the importance of discovery learning, which is the ability to reorganize data and obtain new insights.

Motivation to Learn:

• Activation: The need to explore alternatives (curiosity).
• Maintenance: The need to sustain this curiosity.
• Direction: The need for a clear and consistent direction in learning.

Structure and Form of Knowledge:

• Mode of Representation:
  • Enactive Representation: A set of actions appropriate to achieve a result.
  • Iconic Representation: Knowledge represented through images or graphics.
  • Symbolic Representation: Knowledge represented through propositions or symbolic logic.
• Economy: The amount of information needed to represent and process specific knowledge or understanding.
• Effective Power of Knowledge: The generative value that knowledge can reach.

Sequence of Presentation:

The manner and frequency of reinforcement are split into three considerations:

1. When the information is delivered.
2. The conditions of the student.
3. The way the information is delivered.

Ausubel's Theory of Meaningful Learning

David Ausubel focused on meaningful learning, which is produced by a process of assimilation, integrating new knowledge into existing cognitive structures, creating a modified and enriched understanding.

Mechanical Learning: In contrast, mechanical learning involves the simple incorporation of new information without significant integration.

Gagne's Conditions of Learning

Robert Gagne proposed a sequence for the learning process:

1. Attention to the stimulus
2. Selective perception
3. Motivation
4. Short-term and long-term memory storage
5. Semantic encoding
6. Retrieval of information

Gagne also identified conditions that facilitate learning:

• Gain the student's attention.
• Guide the learner.
• Inform the learner about the purpose of learning.
• Evaluate performance.
• Provide feedback.

Vygotsky's Sociocultural Theory

Lev Vygotsky stressed the importance of social interaction in cognitive development.

He proposed a new relationship between development and learning, stating that development is triggered by learning processes that occur through social interaction.