Cognitivist Theories: Learning, Development, and Child Psychology

This essay delves into cognitivist theories of learning, exploring how they explain the process of acquiring and processing information. It examines dual coding theory, which emphasizes the use of multimedia for effective learning, and cognitive load theory, which focuses on the capacity of working memory and the importance of instructional design. The essay also discusses the cognitive theory of multimedia learning, highlighting the benefits of combining words and pictures. Furthermore, the essay analyzes Piaget's theory of cognitive development, discussing the stages of cognitive development and how children with learning difficulties can be assisted using various cognitive learning theories. The essay also contrasts Piaget's theory with the views of Vygotsky and Bruner, who emphasize the role of social interaction in learning. The essay uses case studies to illustrate these theories and their practical applications, providing a comprehensive overview of cognitivist approaches to learning and development, offering valuable insights into how learning occurs and how to support children's cognitive growth. The essay also includes references to support the claims and theories discussed.

Running Head: COGNITIVIST THEORIES
Cognitivist Theories of Learning Development
Name of Student
Institution
Tutor
Date

2
COGNITIVIST THEORIES
Part1
Any learning process is governed by certain theories. These theories were discovered to
explain in depth the learning process and enable us to understand how learning is structured.
According to the case study Kermit had a passion for learning music; however, his dream has
been met by several challenges that can be attributed to learning theories in the record
(Khalid, 2015). There are three cognitivist theories attributed by this scenario. In these
cognitive theories, learning can be seen as a process of acquiring new information that can be
recorded or discarded depending on its importance and time of it to be used. Just like a
computer memory, human being’s memory also has a temporary memory slot that can be
used to store information for a short duration and a permanent memory which stores
permanently (Harris & Graham, 2014). This is the reason Kermit sometimes plays for a short
duration and a time for a longer duration. This consequently helps him to gather information
and experience he needs; some of them may be required for a short time while others stored
for longer time.
In relation to this scenario, we can depict three types of theories that would help us
understand how learning takes place in human beings. Therefore, the cognitive learning
process is divided into the following:
1. Dual coding theory
This is one of the cognitive theories that have been around since the 1960s. It depicts learning
as one that is contributed by multimedia (Barrouillet, 2011). Multimedia involves verbal and
non-verbal communications. In the case of Kermit and the keyboard, Kermit does several
rehearsals just to enable him to encode the basics of the keyboard. The representation of dual
coding theory asserts that we receive a communication including different senses of the body.
Kermit had a manual of how to play the keyboard. The manual was specifically used as a
reference material for encoding purposes. For example, in the context of cognitive theory, a

3
COGNITIVIST THEORIES
child looks at a physical thing until he is able to recognize it. In the case study provided, if
Kermit continues practicing keyboarding, he would be able to identify the keys and play it
perfectly. Therefore, the principles of dual coding theory have been applied in this case to
help Kermit learn the skills for keyboarding.
2. Cognitive load theory
This theory was first explained by John Sweller; he relates information processing to the
working memory when an instruction is given. He also found out that learners usually
employ a problem-solving strategy which needs somehow a large capacity of cognitive
processing. Looking at the Kermit and the keyboard story, the learning process would have
taken much time because of the too much instructional load. At the same time, the load
theory looks the time available for that particular task to be accomplished (Fiedler & Kuester,
2010). Learning is a process and the instructional designers should give an appropriate load
to the learners. Sweller suggests that because problem-solving may be a complex process for
learners, instructional designers should devise alternative instructional materials, for example,
worked examples. In the case study provided, Kermit learns keyboard by the help of
instructional manuals.
3. A cognitive theory of multimedia learning
Some researchers compared the dual-coding theory and the multimedia theory and found out
that those learners that are exposed to animations, and visual objects learn faster than those
exposed to visual-only instruction (Dick, 2012). This was the work of Meyer and his
colleagues who also tested different types of cognitive theories to determine which is relevant
according to the psychology of leaders. According to Meyer, effective learning occurs when
learners see words and pictures partially presented on a screen. These words and pictures
should be placed in a manner that they are close to one another on the screen rather than
being separated from one another. In the case study provided, Kermit would later learn the

4
COGNITIVIST THEORIES
keyboard faster because he is having the actual keyboard and as he refers to his manual, he
can immediately apply what he has read. More importantly, Meyer discovered that learning is
enhanced when external objects are included than when they are included.
Part 2
According to Piaget's theory of cognitive development, child cognitive development depends
on how well the child can spell, count or solve problems. He was basically concerned with
how the vital ideas like knowing time, quantity, justice among many others. Piaget’s research
believed that children are born with basic mental character and are genetically inherited. It is
the basis of other learning and knowledge of all children (Barrouillet, 2015). In the scenario
provided, the two children have difficulties although their difficulties are different, they still
fall under those undergoing learning development. Harry is having difficulties in vocabulary
and reading while Sasha is experiencing difficulties in converting fractions to decimals and
with converting numbers to percentages. It should be noted that the theories of learning
specifically by Piaget describe a learning process as having different development stages, for
example, sensorimotor, preoperational, concrete operational, and formal operational stage.
The formal operational stage describes the last stage where all other stages have been fully
established (Child care and child development, 2005). The two children can be assisted by
applying different cognitive theories of learning. For instance, the application of the cognitive
theory of multimedia learning can help in enhancing their learning development by the
inclusion of multimedia elements. These may include the use of physical objects, creating
charts and generally using non-verbal means. Using physical objects like those to represent
figures and letters would help in enhancing the memory of these children.
However, other theorists disagree with the stages as proposed by Piaget. Vygotsky and
Bruner do not support the inclusion of different stages as proposed by Piaget. Hence, they

5
COGNITIVIST THEORIES
assert that the development of children is a continuous process. On contrary to Piaget’s
theory, Vygotsky sees child learning as being contributed to by social interaction and
cooperation with their fellows or someone (Siegler, Fazio, Bailey & Zhou, 2013). And this is
the reason; these two children with difficulties can be socially brought together to other
children to share. Similarly, their parents can continuously guide them through.

6
COGNITIVIST THEORIES
References
Barrouillet, P. (2011). Dual-process theories and cognitive development: Advances
and challenges. Developmental Review, 31(2-3), 79-85. doi: 10.1016/j.dr.2011.07.002
Barrouillet, P. (2015). Theories of cognitive development: From Piaget to
today. Developmental Review, 38, 1-12. doi: 10.1016/j.dr.2015.07.004
Guilford Press. (2005). Child care and child development. New York.
Dick, A. (2012). Sources of Cognitive Inflexibility in Set-Shifting Tasks: Insights
Into Developmental Theories From Adult Data. Journal Of Cognition And
Development, 13(1), 82-110. doi: 10.1080/15248372.2011.573516
Fiedler, A., & Kuester, I. (2010). Child development and child poverty. New York:
Nova Science Publishers.
Harris, Y., & Graham, J. (2014). The African American Child. New York:
Springer Publishing Company.
Khalid, M. (2015). Educational Theories of Cognitive Development. Journal Of
Educational And Social Research. doi: 10.5901/jesr.2015.v5n1p313
Siegler, R., Fazio, L., Bailey, D., & Zhou, X. (2013). Fractions: the new frontier for
theories of numerical development. Trends In Cognitive Sciences, 17(1), 13-19.
doi: 10.1016/j.tics.2012.11.004