Cognitivist Theories
Cognitivist Theories include:
- Assimilation Theory (developed by Ausubel)
- Attribution Theory (developed by Weiner)
- **Cognitive Load Theory** (developed by Sweller)
- **Cognitive Theory of Multimedia Learning** (developed by Mayer)
- Component Display Theory (developer unknown)
- **Elaboration Theory** (developed by Reigeluth)
- Gestalt Psychology (developed by Tolman)
- Mental Models (developed by Laird)
- Schema Theory (developer unknown)
- Stage Theory of Cognitive Development (developed by Piaget)
- Assimilation Theory (developed by Ausubel)
- Attribution Theory (developed by Weiner)
- **Cognitive Load Theory** (developed by Sweller)
- **Cognitive Theory of Multimedia Learning** (developed by Mayer)
- Component Display Theory (developer unknown)
- **Elaboration Theory** (developed by Reigeluth)
- Gestalt Psychology (developed by Tolman)
- Mental Models (developed by Laird)
- Schema Theory (developer unknown)
- Stage Theory of Cognitive Development (developed by Piaget)
Cognitive Load Theory
Overview: Cognitive Load Theory is a theory that focuses the load on working memory during instruction.
When it works: Cognitive Load Theory works when considering how long it will take to teach a concept. This means that we may think that it will only take fifty minutes for your students to understand a concept, but when you actually teach the concept, the students become overwhelmed and are not grasping the concept as well as you thought they would. This means that you will need to break the concept up into smaller portions so that you do not overload your students.
When it doesn't work: As a group, we feel that Cognitive Load Theory will always be useful. You do not want to overload your students as they will become discouraged and thus they will not absorb all that you want them to.
When it works: Cognitive Load Theory works when considering how long it will take to teach a concept. This means that we may think that it will only take fifty minutes for your students to understand a concept, but when you actually teach the concept, the students become overwhelmed and are not grasping the concept as well as you thought they would. This means that you will need to break the concept up into smaller portions so that you do not overload your students.
When it doesn't work: As a group, we feel that Cognitive Load Theory will always be useful. You do not want to overload your students as they will become discouraged and thus they will not absorb all that you want them to.
Cognitive Theory of Multimedia Learning
Overview: Cognitive Theory of Multimedia Learning is based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information.
When it works: Cognitive Theory of Multimedia Learning works well to write and talk at the same time rather than just writing or just talking. Students have the ability to learn through each approach, but they only have a certain capacity with each approach. This means that you do not want to teach a lesson that is just you talking, or just you writing on the board. You want to be able to conduct a lesson using both approaches so that you do not overwhelm the students with one particular approach.
When it doesn't work: Cognitive Theory of Multimedia Learning doesn’t work when you are trying to do a worksheet while watching a movie. The students become overwhelmed and don’t fully understand what they movie is because you are focused on the sheet.
When it works: Cognitive Theory of Multimedia Learning works well to write and talk at the same time rather than just writing or just talking. Students have the ability to learn through each approach, but they only have a certain capacity with each approach. This means that you do not want to teach a lesson that is just you talking, or just you writing on the board. You want to be able to conduct a lesson using both approaches so that you do not overwhelm the students with one particular approach.
When it doesn't work: Cognitive Theory of Multimedia Learning doesn’t work when you are trying to do a worksheet while watching a movie. The students become overwhelmed and don’t fully understand what they movie is because you are focused on the sheet.
Elaboration Theory
Overview: Elaboration Theory is an instructional design theory that argues that content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated.
When it works: Elaboration Theory is useful for math in general. You cannot go ahead and teach a harder concept before the basics.The basics are essential for students to have. Once they have the basics understood, than you can elaborate on the concept and move into harder problems.
When it doesn't work: Elaboration Theory does not work when there is nothing to elaborate on- i.e for the basics.
When it works: Elaboration Theory is useful for math in general. You cannot go ahead and teach a harder concept before the basics.The basics are essential for students to have. Once they have the basics understood, than you can elaborate on the concept and move into harder problems.
When it doesn't work: Elaboration Theory does not work when there is nothing to elaborate on- i.e for the basics.