2learning And Cognitiontheophilus K Ashrifieashford Universitypsy 600 ✓ Solved
2 Learning and Cognition Theophilus k Ashrifie Ashford University PSY 600 Introduction to Graduate Study in Psychology Instructor: Lisa Unger October 10, 2020 Learning and Cognition Learning refers to the behavioral change resulting from a stimulus that causes either a permanent or temporary change. It happens due to the reinforcement of external forces. Moreover, psychology is represented as a science in this particular article. When analyzing learning in terms of behavioral change, when someone's physical or internal conduct gradually changes due to external stimuli, it means the person is learning and gaining cognitive knowledge. I chose this particular article due to the interests I have in the topic.
It helps me comprehend what contributes negatively to learning like stress and fatigue, which also affects cognitive functioning. Learning is a complex behavior. In the process, we encounter numerous topics like how we comprehend information in our learning institutions, the environment we learn from, and what stipulates our actions. Cognitive psychology focuses on what the people involve themselves in without reflecting on the complex trait of behaviors responsible for our failures or successes (Agarwal et al., 2018). On cognitive psychology, the focus remains on the intellectual part of humans or mental operations we engage in daily.
In this particular field, many professionals have tried to simplify the concepts of learning and cognition. They include. Thorndike's laws of Readiness which argue that a person cannot learn something that he/she is not ready to learn. Also, Gestalt theories focus on the individual as a whole to facilitate learning and cognition. Other professionals in the field include; Edward, Tulman, Albert, and also Bandura.
There are theoretical perspectives in the article. It suggests that research has proved that cognitive capabilities are affected significantly by the physical and psychological exhibition of stress. References Palmer, L. K. (2013). The relationship between stress, fatigue, and cognitive functioning.
College Student Journal , 47(2), . Agarwal, P.K. & Roediger, H.L. (2018). Lessons for learning: How cognitive psychology informs classroom practice. Phi Delta Kappan, 100 (4), 8-12.
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Learning and CognitionIntroduction
Learning is an essential process that shapes an individual's ability to adapt, respond, and integrate knowledge into their daily lives. It is defined as a change in behavior or knowledge that results from experience or instruction (Agarwal & Roediger, 2018). The interaction between learning and cognition is pivotal for understanding how we acquire and process information effectively. In the context of psychological studies, this dynamic interplay can better inform educational practices, leading to refined strategies for teaching and learning. This paper delves into the theoretical frameworks surrounding learning and cognition, the factors influencing these processes, and the implications for educational practice.
Theoretical Perspectives on Learning and Cognition
Several theoretical frameworks aid in comprehensively understanding learning and cognition. One of the earliest principles was articulated by Edward Thorndike who introduced the Laws of Effect and Readiness. The Law of Effect posits that responses followed by satisfactory outcomes are more likely to be repeated, whereas those followed by discomfort are less likely (Thorndike, 1911). The Law of Readiness further emphasizes that a learner must be prepared to acquire new knowledge for learning to occur (Thorndike, 1932). Such principles indicate that emotional and psychological readiness are significant determinants of learning effectiveness.
Another significant framework emerges from Gestalt psychology, which posits that learning and perception occur in wholes rather than through analyzing separate parts (Wertheimer, 1959). Gestalt principles suggest that context and holistic processing are critical to cognitive functioning and learning, thereby challenging reductionist views that concentrate solely on discrete learning elements.
Cognitive Development Theories
1. Piaget's Theory of Cognitive Development: Jean Piaget's stages of cognitive development profoundly impact our understanding of how learners acquire knowledge through interaction with their environment (Piaget, 1952). According to Piaget, learning is not merely about acquiring information; it involves reorganizing and constructing knowledge frameworks through experiential learning.
2. Bandura's Social Learning Theory: Albert Bandura shifted the focus to observational learning and the significance of social contexts in learning (Bandura, 1977). His work highlights the idea that individuals can learn from observing others, suggesting that social interaction plays an enabling role in the learning process. Learning, according to Bandura, is reciprocal, encompassing personal, behavioral, and environmental influences.
Influences on Learning and Cognition
While theoretical perspectives provide a foundation to understand how learning occurs, external factors can significantly influence cognitive functioning. Research indicates that stress and fatigue can detrimentally affect cognitive abilities. Palmer (2013) examined the relationship between stress, fatigue, and cognitive functioning and discovered that excessive stress could result in impaired attention, memory retention, and decision-making processes. Stress triggers physiological responses that can hinder one's ability to learn effectively, thus emphasizing the necessity to create conducive learning environments that minimize anxiety and fatigue.
Additionally, environmental factors impact learning frequencies and effectiveness. The presence of supportive peers, engaging teachers, and stimulating materials in a learning environment can enhance cognitive functioning (Schunk, 2016). Conversely, a chaotic or unmotivating learning space can inhibit engagement and retention of information, leading to a decrease in overall learning success.
Strategies to Facilitate Learning and Cognition
Given the potential negative influences on learning, educators and psychologists can employ several strategies to facilitate cognitive functioning. One approach involves integrating active learning techniques into classroom settings, as shown by the work of Agarwal and Roediger (2018). Techniques such as collaborative learning, problem-based learning, and peer teaching enhance engagement and enable knowledge to be retained more effectively.
Another essential strategy is promoting metacognition—the awareness of one’s learning processes. Encouraging students to reflect on their knowledge and the strategies they use to learn fosters deeper understanding and retention of information (Flavell & Milligan, 2017). Educators can introduce metacognitive techniques by allowing learners to set goals, self-assess, and evaluate their learning approaches, thereby improving academic performance.
Finally, fostering a positive learning environment can promote cognitive functioning. Supportive relationships between learners and instructors, along with encouragement and positive feedback, can enhance motivation and reduce performance anxiety. When learners feel safe and valued, they are more likely to engage fully in the learning process (Brophy, 2010).
Conclusion
The intricate interplay between learning and cognition underscores the significance of understanding various theoretical and practical approaches in the field of psychology. The perspectives presented, such as those of Thorndike, Gestalt theorists, Piaget, and Bandura, provide insights into how cognitive processes can be better understood, refined, and facilitated. As educators and psychologists work towards improving learning outcomes, recognizing and addressing the influences of stress, fatigue, and environmental context will be essential. By implementing active learning techniques, promoting metacognition, and creating positive learning environments, we can enhance the efficacy of educational practices, ultimately optimizing cognitive functioning and learning success in learners.
References
1. Agarwal, P. K., & Roediger, H. L. (2018). Lessons for learning: How cognitive psychology informs classroom practice. Phi Delta Kappan, 100(4), 8-12.
2. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
3. Brophy, J. (2010). Motivating Students to Learn. New York: Routledge.
4. Flavell, J. H., & Milligan, K. (2017). Metacognition. The Oxford Handbook of Cognitive Psychology, 1, 353-368.
5. Palmer, L. K. (2013). The relationship between stress, fatigue, and cognitive functioning. College Student Journal, 47(2), 212-219.
6. Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.
7. Schunk, D. H. (2016). Learning Theories: An Educational Perspective. Pearson.
8. Thorndike, E. L. (1911). Animal intelligence: An experimental study of the associative processes in animals. Psychological Review, 18(6), 442-448.
9. Thorndike, E. L. (1932). The Law of Effect. American Journal of Psychology, 39(1), 24-34.
10. Wertheimer, M. (1959). Productive Thinking. New York: Harper & Row.
This template provides a comprehensive overview of how learning and cognition interact with each other, offering insights that can aid educators and psychologists in enhancing learning outcomes.