Cognitive Psychology: Constructivism

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A Constructivistic Approach to Learning
William G. Huitt, Ph.D. Valdosta State University
Last revised August 2000
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Cognitive Psychology
The constructive approach to learning is based on
cognitive learning theory, represented as an
S-O-R paradigm. The organism is treated as an
active processor of information.
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Cognitive Psychology
The constructive approach to learning is based on
two different approaches to the study of how we
come to know.

• Information processing

• Developmental

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Information Processing
The most important aspect according to cognitive
psychology is cognition, defined as
"the act or process of knowing in the broadest
sense specifically, an intellectual process by
which knowledge is gained from perception or
ideas" (Webster's Dictionary).
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Information Processing
The information processing approach focuses on
the study of the structure and function of mental
processing within specific contexts,
environments, or ecologies.
The most often discussed information processing
theory is the stage approach.
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The Stage Theory
The focus of the stage theory is on how
information is stored in memory.

• Sensory memory

• Short-term memory

• Long-term memory

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The Stage Theory
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The Stage Theory
In summary, constructing long-term memory
involves three separate processes

• Attention (process to STM)

• Repetition (maintain in STM)

• Elaboration (process to LTM)

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Blooms Taxonomy
Bloom's Taxonomy of the Cognitive Domain (started
in 1948 and completed in 1956) was one of the
most influential statements about levels of
knowing.
The taxonomy contains six levels, with sublevels
identified for each.
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Blooms Taxonomy
A mnemonic device for remembering the six levels
Killing
Knowledge
Cats
Comprehension
Almost
Application
Always
Analysis
Seems
Synthesis
Evil
Evaluation
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Blooms Taxonomy
Research over the last 40 years confirms the
taxonomy as a hierarchy with the exception of the
last two levels.
Creative Thinking
Critical Thinking
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Blooms Taxonomy
The student will define the 6 levels of Bloom's
taxonomy of the cognitive domain.
Knowledge
The student will explain the purpose of Bloom's
taxonomy of the cognitive domain.
Comprehension
The student will write an instructional objective
for each level of Bloom's taxonomy.
Application
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Blooms Taxonomy
The student will compare and contrast the
cognitive and affective domains.
Analysis
The student will design a classification scheme
for writing educational objectives that combines
the cognitive, affective, and psychomotor domains.
Synthesis
The student will judge the effectiveness of
writing objectives using Bloom's taxonomy.
Evaluation
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Piagets Theory
Piaget believed that what distinguishes human
beings from other animals is our ability to do
abstract symbolic reasoning.
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Piagets Theory
Piaget's views are often compared with those of
Lev Vygotsky (1896-1934), who looked more to
social interaction as the primary source of
cognition and behavior.
Piaget believed that biological maturation
establishes the preconditions for cognitive
development. The most important changes are
qualitative (changes in kind) rather than
quantitative (changes in amount).
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Piagets Theory
There are two major aspects to his theory

• the process of coming to know and

• the stages we move through as we gradually
  acquire this ability.

Piagets training as a biologist influenced both
aspects of his theory.
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Piagets Theory
As a biologist, Piaget was interested in how an
organism adapts to its environment (Piaget
described this ability as intelligence.)
Behavior is controlled through mental
organizations called schemes that the individual
uses to represent the world and designate action.
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Piagets Theory
This adaptation is driven by a biological drive
to obtain balance between schemes and the
environment (equilibration).
Therefore, establishing disequilibrium is the
primary motivation for changing ones mental
structures.
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Piagets Theory
Piaget described two processes used by the
individual in its attempt to adapt

• assimilation and

• accomodation.

Both of these processes are used thoughout life
as the person increasingly adapts to the
environment in a more complex manner.
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Piagets Theory
As schemes become increasingly more complex
(i.e., responsible for more complex behaviors)
they are termed structures.
As one's structures become more complex, they are
organized in a hierarchical manner (i.e., from
general to specific).
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Lev Vygotsky
Lev Vygotsky developed the sociocultural theory
of cognitive development.
His theory has its roots in the Marxist theory of
dialectical materialism (i. e., historical
changes in society and material life produce
changes in human nature.)
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Lev Vygotsky
Vygotsky approached cognitive development from a
process orientation. Rather than looking at the
endpoint of developmental processes, he looked at
the process itself and analyzed the subject's
participation in social activities.
Vygotsky believes the child has two areas of
development

• Current development

• Zone of proximal development

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Lev Vygotsky
Rather than looking at the endpoint of
developmental processes, Vygotsky looked at the
process itself and analyzed the child's
participation in social activities.
He proposed that development does not precede
socialization. Rather, social structures and
social relations lead to the development of
mental functions.
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Lev Vygotsky
He believed that learning could occur through
play, formal instruction, or work between a
learner and a more experienced learner.
The basic process by which this occurs is
mediation (the connection of two structures, one
social and one personally constructed, through
tools or signs.)
It is when the cultural signs become internalized
that humans acquire the capacity for higher order
thinking.
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Lev Vygotsky
A key assumption made by Vygotsky is that during
the course of development everything occurs
twice.

• The child first makes contact with the social
  environment. This occurs on an interpersonal
  level.

• Then a child makes contact within himself, on an
  intrapersonal level.

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Summary
Information processingelaboration is the key to
developing a knowledge base
Bloomelaboration is progressive and leads to
higher levels of knowing
Piagetbiological development establishes
readiness for qualitative change disequilibrium
sets up the need for adaptation
Vygotskysocial interaction establishes the basis
for learning social and cultural tools and signs
serve as mediators for learning
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The End