Cognitivism
Cognitivist, such as Tolman, Piaget, Vygotsky, and Gestalt Psychologists theorized that learning is a process where the learner processes, assimilates, and accommodates new information into existing mental representations
Reflection
Learning, thought, and the processing of information are all efforts of the brain and are therefore cognitive in nature. What arguments could any other theorists have that would change that opinion? An opinion, I am sure, is widely accepted by most of humanity. While exploring the efforts of Tolman, Vygotsky, Piaget, and Ausubel, it became apparent to me that my previous journeys into behaviorism, while enlightening, failed to encapsulate the breadth and depth of the process of learning. Some evidence of learning simply cannot be seen or verified through exhibited actions. I struggled much more with cognitivism than I did with behaviorism, as the observability of behaviorism seemed to resonate a bit more with me. Cognitivism, along with all of its specificity and intricacy, forced me to step outside of my comfort zone. A question that came to mind during these studies was how it could be possible that with all of the study done by so many extremely intelligent and motivated people, who have dedicated their lives to the study of cognitive processes, we still know very little about how the brain actually functions. One aspect of these studies that I did find quite intriguing was the discrepancy between the thought process of two of cognitivism's powerhouse researchers, Vygotsky and Piaget. I tend to side closer with the opinions of Vygotsky, in that learning precedes development, as opposed to Piaget's theory that development precedes learning. If development were to precede learning, how would one ever develop? According to Vygotsky, learners develop through progress towards to zone of proximal development (ZPD). This progression is accomplished through learning, incrementally and in a supported fashion. I guess it could be argued the other way as well, similar to the "chicken or egg" argument. I have to question Vygotsky's ideas about the (ZPD) as well, as a zone is something you can enter and exit, but by my interpretation, one can never reach the ZPD, but only work towards it. Does the zone not move as a learner gains knowledge? I would think it would have to in order to substantiate its existence. Ultimately, the study of cognitive learning and instructional design theory definitely engaged my cognitive processes in a way I have not yet experienced. I find these studies to be of invaluable worth to facilitators, instructors, teachers, and students alike.
*Note - There are three grey link icons located next to the headings of each instructional design theory on the Instructional Design Infographic. These links will take you to external resources to improve understanding on the associated design theory.
