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Cognitive Learning Theory. Group 2: Akilah Al-Din Olabisi Asaya Sylvia Chamberlain Daniel Cheptumo.

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cognitive learning theory

Cognitive Learning Theory

Group 2:

Akilah Al-Din

Olabisi Asaya

Sylvia Chamberlain

Daniel Cheptumo


Cognitive development focuses on the mental activities in which a person engages in perception, categorization, understanding, inference drawing, logical reasoning, problem solving, imagination, and memory.

cognitive theorists
Cognitive Theorists

There are several early childhood theorists

that focus on the Cognitive Learning Theory.

They are:

Jean Piaget

Lev Vygotsky

Wolfgang Kohler

Robert Gagne

wolfgang kohler1
Wolfgang Kohler
  • Köhler gained fame with his studies on cognitive processing involved in problem-solving by animals.
  • Köhler argued that animals do not learn everything through a gradual trial-and-error process, or stimulus-response association. His tests in Tenerife in the 1910s with chimpanzees suggested that these animals solved problems by understanding - like human beings, they are capable of insight learning, the "aha!" solutions to problems.
  • Köhler also discovered with von Restoff the isolation effect in memory, contributed to the theory of memory and recall, and developed a non-associationist theory of the nature of associations.
robert gagne
Robert Gagne
  • Robert Gagne believes that it is important to provide proper conditions for learning.
  • The 9 Events of Instruction for several types of learning are:
          • Gaining attention
          • Informing the learner of the objective
          • Stimulating recall of prerequisite learning
          • Presenting new material
          • Providing learning guidance
          • Eliciting performance
          • Providing feedback about correctness
          • Assessing performance
          • Enhancing retention and recall

Lev Vygotsky

  • Vygotsky asserts that the most fruitful experience in a
  • child's education is his or her collaboration with more skilled
  • partners.
  • Vygotsky explains that the more experienced partner provides help
  • in the way of an intellectual scaffold, which allows the less
  • experienced learner to accomplish more complex tasks than may be
  • possible alone (Stone, 1995; McClellan, 1994).
  • Within a multiage setting, many opportunities exist for interaction
  • between children of different ages, experiences, and developmental
  • levels.

The learning cycle integrates the three phases of learning: exploration,conceptual invention and discovery (Based on Charles R. Barman, An Expanded View of the Learning Cycle: New Ideas About an Effective Strategy.


Given that the Cognitive Learning Theory focuses on the how information is processed, it is imperative, that once the teacher has identified the area in which a child is weak in; that they are engaged in interactive learning to reinforce the skills they have, build upon and strengthen them.

  • Technology can play a vital roll in cognitive development.
  • The website:

demonstrates how cognitive learning can take place using a computer with child friendly software.

  • As teachers we must build upon the knowledge that young people possess and make learning fun again, no matter what age or grade they are in.

Ormrod, Jeanne E. Child Development and Education. Pearson Education 2002. 110,114.

Roblyer, M.D. Intergrating Educational Technology Into Teaching. Pearson Educational, Inc. 2006.38,39.