Cognitivism is a learning theory that states a student’s internal mental processes are a critical element of the process of taking in new knowledge. The learner is provided with new information, but rather than simply reacting to the information as outward stimuli, there are additional internal mental processes that lead to the production of new thought.

This new thought can manifest through problem-solving in the form of invention or by following the scientific method, for example. A student may receive new knowledge that leads them to question examples that don’t apply to the facts presented. This may in turn lead to the student forming a question and a hypothesis to explain the deviation. By conducting an experiment and collecting results, the learner can add to their body of knowledge and perhaps even make predictions based on updated mental models. Jerome Bruner’s work stated that this ability to invent is an important part of the learning process.

Bandura’s theories stated that the learner is constantly evaluating and adjusting their behaviors based on the pursuit of a desired outcome. This theory may seem very similar to Behaviourism, however the key difference is that, unlike Behaviourism, the student is not pursuing a possibly unrelated and short-lived reward. Instead the student is attempting to master the task or knowledge as a means of producing self-efficacy.

This can be extremely valuable in cases where the mastery of a specific subject leads to obvious enrichment of the learner’s life. For example, a student that chooses to master a martial art may benefit from a healthy body and confidence related to being able to defend themselves. Or perhaps a student is choosing to master another language to increase their employment opportunities or realize a dream of living and working abroad. The personal pride associated with mastering a skill with a commonly perceived level of difficulty is also a bonus for the learner.

Like Constructivism, the Cognitivism theory relies on some sort of intrinsic motivation on the part of the learner. This can be a challenge for some, but not all learners. This challenge can possibly be overcome in a group setting where the pressure of group performance could motivate all learners in the group to take on the “do-er” mentality.

Bruner, J., Postman, L. (1949). Classics in the History of Psychology. Journal of Personality, 18 206-223.

Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84( 2), 191-215.