Cognitivism

focuses on what happens inside the mind...chunk their explanations into small parts

Cognitive approaches to learning, with a focus on comprehension, abstraction, analysis, synthesis, generalization, evaluation, decision-making, problem-solving and creative thinking, seem to fit much better with higher education than behaviourism, but even in school/k-12 education, a cognitivist approach would mean for instance focusing on teaching learners how to learn, on developing stronger or new mental processes for future learning, and on developing deeper and constantly changing understanding of concepts and ideas.

In 1983, the field of cognitive neuroscience was embryonic, but Gardner was one of the early psychological theorists to describe direct links between brain systems and intelligence.

The cognitive domain is focused on intellectual skills such as critical thinking, problem-solving, and creating a knowledge base.

Baddeley's model of working memory is a model of human memory proposed by Alan Baddeley and Graham Hitch in 1974, in an attempt to present a more accurate model of primary memory (often referred to as short-term memory).

Research in four different fields, cognitive psychology, cognitive developmental psychology, science education, and history and philosophy of science - has sought to understand this process.

Cognitive style or thinking style is a concept used in cognitive psychology to describe the way individuals think, perceive and remember information.

A person can do this by saying aloud or thinking of material repeatably until it becomes a part of the working memory.

Throughout instruction, both the initial basic facts and the relationships to later details are repeatedly emphasized to help enter into long-term memory.

One of the most visible approaches to peer learning comes out of cognitive psychology, and is applied within a "mainstream" educational framework: "Peer learning is an educational practice in which students interact with other students to attain educational goals." Other authors including David Boud describe peer learning as a way of moving beyond independent to interdependent or mutual learning among peers.

Mental management is a concept in the field of cognitive psychology that explores the cognitive, cerebral or thought-based processes in their different forms.

This concept is used in the fields of cognitive science and educational psychology.

Implicit learning may require a certain minimal amount of attention and may depend on attentional and working memory mechanisms.

The testing effect and spaced repetition can be combined to improve long-term memory.

Research in cognitive science and neuroscience has made significant progress in reading.

There is a close relationship between intelligent tutoring, cognitive learning theories and design; and there is ongoing research to improve the effectiveness of ITS.

Developed within a social-cognitive framework, the orientation goal theory proposes that students' motivation and achievement-related behaviors can be understood by considering the reasons or purposes they adopt while engaged in academic work.

Metacognition is an awareness of one's thought processes and an understanding of the patterns behind them.

The generation effect is a psychological phenomenon whereby information is better remembered if it is generated from one's own mind rather than simply read.

More simply put, concepts are the mental categories that help us classify objects, events, or ideas, building on the understanding that each object, event, or idea has a set of common relevant features.

Melodic Learning is a multimodal learning method that uses the defining elements of singing (pitch, rhythm and rhyme) to facilitate the capture, storage and retrieval of information.

Epistemic cognition, sometimes known as epistemological beliefs, or personal epistemology, is "cognition about knowledge and knowing", an area of research in the learning sciences and educational psychology.

In Gestalt psychology, the Zeigarnik effect has been used to demonstrate the general presence of Gestalt phenomena: not just appearing as perceptual effects, but also present in cognition.

The Ebbinghaus forgetting curve measures the decline of memory retention across time, showing how information is lost when there is no attempt to retain it.

The method of loci is a mnemonic technique that uses visual imagination and spatial memory to organize and recall information.

Cumulative learning is the cognitive process by which we accumulate and improve knowledge and abilities that serve as building blocks for subsequent cognitive development.

The Atkinson-Shiffrin model (also known as the multi-store model or modal model) is a model of memory proposed in 1968 by Richard Atkinson and Richard Shiffrin.

Cognitive strategies are the specific methods that people use to solve problems and/or exploit opportunities, including all sorts of reasoning, planning, arithmetic, etc.

The method rests on the premise that the recall of repeated material becomes faster the more one repeats it.

A writing process is a set of mental and physical steps that someone takes to create any type of text.

putting FSU's Psychology Department on the map for cognitive psychology, with the emphasis on expert performance and skill acquisition

Jerome Seymour Bruner (October 1, 1915, June 5, 2016) was an American psychologist who made significant contributions to human cognitive psychology and cognitive learning theory in educational psychology.

He was a cognitive psychologist who "rejected a view of learning as an accumulation of responses governed by environmental stimuli in favor of one governed by meaning, intention, and purpose".

Elaborative Interrogation is a cognitive learning strategy that enhances comprehension and retention by prompting learners to generate explanations for why certain facts or concepts are true.

To Piaget, cognitive development was a progressive reorganisation of mental processes resulting from biological maturation and environmental experience.

His most significant contribution to the fields of educational psychology, cognitive science, and science education learning was on the development and research on "advance organizers" (see below) since 1960.

Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function of gaining knowledge.