Learning and Cognition
Cognition refers to mental processes associated with the acquiring and understanding knowledge and the actions that proceed from it (Tomic & Kingma, 1997). This means that cognition is a mental process, and therefore not directly observable. ... In Piaget’s model, learning takes place when the child is in a state of disequilibrium. ... This said, his observations are still valuable and provide interesting implications for teaching and learning. ... The enactive mode involves the co-ordination of behaviour through a mental representation, and is indicated by learning by doing. ... In modifying the cognitive representation to rectify this, the child is learning. ... Bruner’s theory also has specific implications for teaching and learning. ... Piaget maintained that the individual could be responsible for his or her own learning and development. ... He maintained that for optimal learning the child should be challenged, but not too much. Bruner sited the importance of inductive reasoning and discovery learning, as well as intuitive thinking. ... Bruner believed that rote learning should be discouraged in favour of more meaningful methods of learning. While rote learning is effective in some cases, in the long term a meaningful method of conveying information will have a much greater effect. ... Vygotsky highlighted the importance of language in the learning process. ... Co-operative learning is strongly supported by this theory. ... Their cognitive level must be ascertained and catered to in order to optimise their learning experience. ... Students should be encouraged to take responsibility for their own learning, but should still interact with the teacher and other students, especially when dealing with more difficult concepts.