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Discussion post: Cognitive Information Processing Theory

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Discussion post: Cognitive Information Processing Theory

Cognitive learning theory is developed based on the notion that individuals’ process obtained information as opposed to the scientific reasoning of reaction to stimuli. According to Jaen Piaget’s theory, learners’ intellectual development comes as a result of experience, and they process the information they are exposed to, contrary to the response to stimuli. The theory holds that the learners gain more reasonably from lectures as well as text reading. In any learning, ergonomics information is regarded as the input that the learner’s mind process, store, and output (Schunck, 2012). In this case, the output is said to be the capability the learners acquire.

Cognitive learning theory is essential for growing children for active information processing and understanding. It allows students to relate the obtained information to the already knowledge they have in their memory. In this case, the learning entails experiences restructuring through new insights exposure. In little kids, the cognitive theory focuses on sensory memory development, which is linked to various senses, which include vision as well as hearing. Neural memory development allows for brief information retention in the brain before it is further processed (Philips & Soltis, 2015).

The theory also provides that such factors influence retention of the information by learners as motivation as well as interest induced in the learning environment. Besides, teachers have an excellent opportunity to impart wisdom as well as knowledge in the event of the application of the appropriate teaching techniques (Philips & Soltis, 2015). Teachers should ensure to apply such techniques as gestures, as well as provision of open-ended questions to the learners, which enables raising attention factors within the class. The approach helps to eradicate boredom within the learning environment and the subsequent aptitude of the concentration by the students. Further, students’ self-esteem and efficacy play a significant role in their learning and the information obtained. The cognitive theory provides that the learning environment should be exciting and as well as induce curiosity to the learners. It is essential to chunk and rehearse information for long-term memory encoding by the student. Chunking involves grouping information into bits, while rehearsal focus on concepts mastering and hence simplification of the learning process to the students (Schunk, 2012). The information encoding process in the memory correlates to the approach of its retrieval. The relational referencing, elaborative, and organization to the numerous networks allows comparative analysis as well as extraction. The process of information retrieval is what allows a learner to remember information that was previously learned to give responses.

To conclude, the cognitive theory allows learners to process obtained information and learn to issue self-informed decisions using their brains. Besides, the theory makes learners communicate efficiently with their desires as well as educational goals and process numerous data into useful information. Behavioral changes are perceived as indicators of the transpired information within the learner’s brain. Therefore, the mind of given learners serves as a reflector to which the obtained knowledge and skills are mirrored. Motivation and interest of the student is a critical factor that determines their retention rate and encoding.

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