Cognitivsm
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This document discusses the theory of cognitivism. It defines cognitivism as examining how people think and gain knowledge through processes like learning, memory, problem solving, and intelligence. It outlines Jean Piaget's influential stage theory of cognitive development in children, including the sensorimotor, preoperational, concrete operational, and formal operational stages. Finally, it discusses factors that influenced the emergence of cognitivism like experimental psychology, language acquisition research, and the development of computers/artificial intelligence.
Cognitivsm
- 2. Definition of Cognitivism 1. Cognitivism is cognitivist theory that based on thought process behind the behaviour. 2. Cognitivism is "the psychology of learning which emphasizes human cognition or intelligence as a special endowment enabling man to form hypotheses and develop intellectually“. The underlying concepts of cognitivism involves how we think and gain knowledge. Cognitivism involves examining learning, memory, problem solving skills, and intelligence.
- 4. • Jean Piaget (1896 - 1980) was employed at the Binet Institute in the 1920s, where his job was to develop French versions of questions on English intelligence tests. • He became intrigued with the reasons children gave for their wrong answers on the questions that required logical thinking. He believed that these incorrect answers revealed important differences between the thinking of adults and children. • Piaget (1936) was the first psychologist to make a systematic study of cognitive development. His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities. • Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults. Piaget showed that young children think in strikingly different ways compared to adults. Piaget’s Theories
- 6. Stage Characterised by Sensori-motor (Birth-2 yrs) Differentiates self from objects Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise Achieves object permanence: realizes that things continue to exist even when no longer present to the sense (pace Bishop Berkeley) Pre-operational (2-7 years) Learns to use language and to represent objects by images and words Thinking is still egocentric: has difficulty taking the viewpoint of others Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color Concrete operational (7-11 years) Can think logically about objects and events Achieves conservation of number (age 6), mass (age 7), and weight (age 9) Classifies objects according to several features and can order them in series along a single dimension such as size. Formal operational (11 years and up) Can think logically about abstract propositions and test hypotheses systematically Becomes concerned with the hypothetical, the future, and ideological problems.
- 7. FACTORS INFLUENCED THE DEVELOPMENT OF COGNITIVISM • Experimental psychology The factor emphasized in how the memory was laid down by using nonsense syllables and words that was begun in the 1880s by Herman Ebbinghuns. • Language Acquisition The factor showed that the result of contested theories of language acquisition was the evidence of human cognition. In this case language is as the result which is shaped by the stimulus- response. • Computer and Artificial Intelligence The factor showed the relationship between computers and cognitivism theory.
- 8. STRENGTH AND WEAKNESSES • The strength is the students are trained to do the task in the same way to produce the students who have consistency behavior ( Schuman,1996 in Mergel, 1998). It also makes the students think creatively. • The weakness of cognitivism is teori tidak menyeluruh untuk semua tingkat pendidikan; sulit di praktikkan khususnya di tingkat lanjut; beberapa prinsip seperti intelegensi sulit dipahami dan pemahamannya masih belum tuntas.
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