Learning Theory Series 03: Cognitivism

In the last two articles, we explored Behaviorism and Constructivism. Now, let’s step into Cognitivism.

Cognitivism argues that learning is more than just the cause-and-effect model of Behaviorism or the personal meaning-making of Constructivism. Instead, it emphasizes the internal mental processes—like memory, attention, and problem-solving—that shape how we learn. It’s about how learners process, store, and retrieve information to make sense of their experiences.

Cognitivism builds on the philosophical inquiries of Plato and Descartes, who were fascinated by how we think and reason. Modern contributors like Jean Piaget, Albert Bandura, and John Sweller have provided frameworks that illuminate how cognition impacts learning.

Jean Piaget: Cognition and Development

Piaget’s work bridged Cognitivism and Constructivism. He explored how learners’ cognitive structures—like schemas—evolve through interaction with the environment. Piaget emphasized that internal mental processes (how we perceive and interpret information) are just as important as external influences. Learning, in Piaget’s view, is a dynamic interplay between external stimuli and internal structures.

Albert Bandura and Social Cognitive Theory (SCT)

Bandura’s Social Cognitive Theory (SCT) introduced a game-changing idea: learning is a social process influenced by personal factors, behavior, and environment. He highlighted two key concepts:

1. Belief in Ability (Self-Efficacy): Learning begins with confidence. When learners believe in their ability to succeed, they are more likely to embrace challenges, persist through difficulties, and acquire new skills.
2. Active Participation (Agency): Learning requires action. Learners actively make choices, take steps, and reflect on outcomes. This sense of ownership, where they see themselves as "doers" rather than passive observers, drives their progress and deepens their engagement.

Think about how this contrasts with Behaviorism, where learners are seen as more reactive than proactive. Bandura’s work adds layers of depth, showing how cognition and self-belief shape learning outcomes.

Jerome Bruner: Thinking Beyond Information Processing

Yes, Jerome Bruner again! While he contributed to Constructivism, Bruner also played a pivotal role in Cognitivism. He argued that learning is not just about absorbing information but also about using it creatively—making predictions, inventing solutions, and thinking critically.

Bruner emphasized that past experiences shape cognition. How information is presented can either facilitate or hinder learning. If material is organized clearly and builds on prior knowledge, learners are more likely to engage and retain information.

John Sweller: Cognitive Load Theory (CLT)

John Sweller provided a practical framework for applying Cognitivism in instructional design. His Cognitive Load Theory (CLT) emphasizes that working memory is limited. If too much information is presented at once, learners may feel overwhelmed, which slows down the learning process.

Sweller suggested that IDs should:

• Simplify complex information using chunking (breaking it into manageable pieces).
• Minimize extraneous cognitive load by removing unnecessary details or distractions.
• Use tools like visuals or examples to help learners process and retain new information effectively.

Cognitivism in Action

So, how can we bring Cognitivism to life in learning design? Here’s how you can apply its principles:

1. Support Cognitive Processes Design with the brain in mind. Use techniques that align with how memory and attention work, like breaking content into smaller chunks or providing mnemonics to aid recall.
2. Build Self-Efficacy Create learning experiences that build confidence. Start with simpler tasks that ensure early success, then gradually increase complexity. Offer constructive feedback to reinforce progress.
3. Encourage Active Participation Cognitivism views learners as active participants. Use interactive tools, simulations, and real-world problem-solving activities to engage learners in meaningful ways.
4. Reduce Cognitive Load Avoid overwhelming learners. Use clear, concise language, visuals to clarify concepts, and step-by-step instructions for complex tasks.
5. Make Learning Social Incorporate opportunities for collaboration and discussion. Social learning environments encourage peer feedback and shared understanding, aligning with Bandura’s SCT principles.

Real-World Example: Training for a New CRM System

When designing a training program for a new CRM system, you’re not just applying Cognitivism—you’re blending insights from Behaviorism, Constructivism, and Cognitivism to create a holistic learning experience. No single learning theory works in isolation, and this example highlights how they complement each other to meet learners' diverse needs.

Step 1: Begin with Behaviorism

Focus on observable behaviors and foundational knowledge:

• Provide an overview of CRM basics, focusing on key functions learners need to perform (e.g., logging in, updating customer data).
• Use structured drills and repetitive practice to help learners master basic tasks, like entering information or generating reports.
• Reinforce correct actions with positive feedback, like badges or recognition for successfully completing initial tasks.

Step 2: Layer in Cognitivism

Leverage internal processes to deepen understanding and retention:

• Break the training into short, focused sessions to prevent cognitive overload, as per Cognitive Load Theory.
• Provide job aids like quick-reference guides to reduce the mental effort required during real-time application.
• Use hands-on simulations, allowing learners to explore the CRM in a risk-free environment. This approach builds self-efficacy, empowering them to feel capable of navigating challenges.

Step 3: Embrace Constructivism

Enable learners to construct their own understanding:

• Connect new information to what learners already know about technology or similar tools. For example, draw parallels between the CRM and other platforms they’ve used.
• Promote active learning by integrating real-world scenarios. Let learners solve practical tasks, such as analyzing customer data or managing a sales pipeline using the CRM.
• Foster collaboration through group discussions where participants can share experiences, tips, and insights. This taps into Vygotsky’s Zone of Proximal Development, where social interaction helps bridge gaps in knowledge.

Bringing It All Together:

By combining these theories, the training is:

• Structured and scaffolded (Behaviorism) to ensure learners acquire the basics efficiently.
• Cognitively optimized (Cognitivism) to prevent overwhelm and support memory retention.
• Interactive and personal (Constructivism) to allow learners to engage deeply and build meaningful connections with the material.

In this way, combining theories creates a rich, learner-centric experience that addresses both the "how" and "why" of learning.

Next in our series, we’ll explore Connectivism, a learning theory tailored for our interconnected, digital world. Stay tuned!