Psycholinguistics - Lesson 9 - 1st and 2nd Language Acquisition = Cognitivism

Summary

This psycholinguistics lesson delves into cognitivism, a shift from behaviorism's stimulus-response model to cognitive science's focus on mental processes. It emphasizes the active role of learners in knowledge acquisition, the importance of memory in learning, and the influence of thoughts, beliefs, and attitudes. Cognitive theories are particularly effective in explaining complex learning like problem-solving and information processing. The lesson highlights the need for instructional design that encourages learners to use appropriate strategies, make connections with prior knowledge, and organize information meaningfully.

Takeaways

• 📚 Cognitivism emerged in the late 1950s as a shift from behaviorism, focusing on cognitive processes over stimulus-response mechanisms.
• 🔄 The cognitive approach emphasizes mental activities leading to a response, including planning, goal setting, and organizational strategies.
• 💡 Learning in cognitivism is about changes in knowledge states rather than changes in response probabilities, highlighting internal mental processes.
• 🧠 Cognitivism views learning as an active process involving internal coding and structuring by the learner, contrasting with behaviorism's passive view.
• 🌟 Environmental conditions are still considered crucial for facilitating learning in cognitivism, just as in behaviorism.
• 📈 Cognitive theories focus on how learners attend to, code, transform, rehearse, store, and retrieve information, including the influence of thoughts, beliefs, attitudes, and values.
• 🔑 Memory plays a central role in learning, with the emphasis on storing information in an organized and meaningful manner for effective retrieval.
• 🔄 Forgetting, according to cognitivism, is the inability to retrieve information from memory, often due to interference or missing cues.
• 🔄 Transfer of learning is the ability to apply knowledge in different contexts, facilitated by how information is stored and organized in memory.
• 🛠️ Instruction design in cognitivism involves making knowledge meaningful, organizing, and relating information to existing knowledge and memory structures.
• 🔑 Teachers are encouraged to use techniques like analogies and advanced organizers to help learners connect new information with prior knowledge.

Q & A

What is the main focus of cognitivism in the context of language acquisition?

Cognitivism focuses on the mental processes and internal mental activities of the learner, emphasizing the importance of mental processing over behavioral responses.

How did learning theory shift in the late 1950s?

In the late 1950s, learning theory shifted from behavioral models to cognitive science approaches, moving away from stimulus-response mechanisms to cognitive processes like thinking, problem-solving, and information processing.

What is the difference between behaviorism and cognitivism in terms of learning?

Behaviorism views learning as mechanical and based on changes in the probability of response, while cognitivism sees learning as changes in states of knowledge and emphasizes the mental activity of internal coding and structuring by the learner.

What role does memory play in the learning process according to cognitivism?

Memory plays a prominent role in the learning process in cognitivism, as learning results when information is stored in memory in an organized and meaningful manner.

How does cognitivism explain the process of forgetting?

According to cognitivism, forgetting is the inability to retrieve information from memory, which can be due to interference or missing or inadequate cues needed to access the information.

What is the concept of transfer in cognitive theories?

Transfer in cognitive theories is the ability to apply knowledge in different contexts, which occurs when a learner understands and can use the knowledge appropriately.

What types of learning are best explained by cognitive theories?

Cognitive theories are best suited to explain complex forms of learning such as reasoning, problem-solving, and information processing.

What are the two techniques used to achieve effectiveness and efficiency of knowledge transfer according to cognitivism?

The two techniques are simplification and standardization, which involve analyzing, decomposing, and simplifying knowledge into basic building blocks and eliminating irrelevant information.

What are some of the basic principles of cognitivism relevant to instruction design?

Some basic principles include emphasizing the active involvement of the learner, using learner control and cognitive training techniques, employing hierarchical analysis for prerequisite relationships, and structuring, organizing, and sequencing information to facilitate learning.

How should instruction be structured according to cognitive theories?

Instruction should be structured to make knowledge meaningful, help learners organize and relate information to existing knowledge, and be based on students' existing mental structures or schemas.

What are the major tasks of a teacher according to the cognitive approach?

The major tasks include understanding the various learning experiences individuals bring to the learning situation, determining the most effective way to organize and structure new information, and arranging practice with feedback to assimilate and accommodate new information within the learner's cognitive structure.

Outlines

00:00

📚 Introduction to Cognitivism in Language Acquisition

This paragraph introduces the concept of cognitivism in the context of language acquisition, contrasting it with behaviorism. It explains that cognitivism emerged in the late 1950s as a shift from behavioral models to cognitive science theories. The focus is on mental processes rather than mechanical learning, with an emphasis on mental processing over stimulus-response. The paragraph outlines how cognitivism views learning as changes in knowledge states, not just performance, and highlights the importance of understanding, organizing, storing, and retrieving information.

05:00

🧠 Cognitive Approach to Learning and Memory

The second paragraph delves into the cognitive approach to learning, emphasizing the learner's active role and the use of appropriate learning strategies. Memory is highlighted as a key component of the learning process, with information organized meaningfully for storage and retrieval. Forgetting is discussed as an inability to retrieve information due to interference or inadequate cues. The concept of transfer is introduced as the application of knowledge in different contexts, facilitated by prior knowledge and the learner's belief in the usefulness of the knowledge.

10:02

🛠 Principles of Cognitivism in Instruction Design

The final paragraph discusses the principles of cognitivism relevant to instruction design. It stresses the importance of the learner's active involvement in the learning process and the need for learner control through self-planning, monitoring, and revising techniques. The paragraph also covers the structuring of information to facilitate cognitive processes, the creation of learning environments that encourage connections with prior knowledge, and the use of analogies and metaphors to aid in knowledge processing and storage. The role of the teacher is outlined, including understanding individual learning experiences, organizing information effectively, and arranging practice with feedback for assimilation and accommodation within the learner's cognitive structure.

Keywords

💡Cognitivism

Cognitivism is a psychological theory that emphasizes the role of mental processes in learning, such as perception, memory, and problem-solving. In the video, it is contrasted with behaviorism, which focuses on observable behaviors and responses. Cognitivism is central to the theme as it underpins the shift from mechanical learning to a more cognitive, mental approach, where learning is viewed as an active process involving internal coding and structuring by the learner.

💡Learning Theory

Learning theory refers to a set of ideas and models that explain how learning occurs. The script discusses the transition from behaviorist learning theories to cognitivist approaches in the late 1950s. The term is key to understanding the evolution of educational psychology and how different theories view the process of learning, with cognitivism placing greater emphasis on mental activities and internal processes.

💡Behaviorism

Behaviorism is a psychological theory that focuses on observable behaviors and the environmental influences on those behaviors. In the script, it is mentioned as the previous dominant approach to learning before the shift to cognitivism. Behaviorism is important for understanding the historical context of learning theories and how they have evolved to incorporate more cognitive processes.

💡Mental Processing

Mental processing refers to the cognitive activities that occur within the mind, such as thinking, problem-solving, and information processing. The script highlights the shift from behaviorist models to cognitive ones, emphasizing the importance of mental processing in learning. It is a key concept that illustrates the video's theme of moving away from mechanical responses to a focus on internal cognitive activities.

💡Cognitive Science

Cognitive science is an interdisciplinary field that studies cognition and intelligence, encompassing psychology, artificial intelligence, neuroscience, philosophy, and linguistics. The script mentions the shift to learning theories and models from cognitive science, indicating a broader approach to understanding learning that includes mental processes beyond observable behaviors.

💡Stimulus-Response

Stimulus-response is a concept from behaviorism where learning is seen as a direct result of environmental stimuli leading to specific responses. The script contrasts this with the cognitivist view of learning, which does not rely solely on observable responses but on internal cognitive changes and the state of knowledge.

💡Knowledge Acquisition

Knowledge acquisition is the process of gaining knowledge or understanding in a new area. The script describes it as a mental activity that involves internal coding and structuring by the learner, emphasizing the active role of the learner in this process. It is a key concept that illustrates the video's focus on the internal processes of learning.

💡Memory

Memory is the cognitive process of storing and retrieving information. In the script, memory is given a prominent role in the learning process, with learning results occurring when information is stored in memory in an organized and meaningful manner. The concept of memory is crucial for understanding how information is processed and retained over time.

💡Transfer

Transfer in the context of learning refers to the ability to apply knowledge in different contexts. The script explains that, according to cognitive theories, transfer occurs when learners understand how to apply knowledge across various situations. This concept is important for understanding how learning is not just about acquiring information but also about the ability to use it flexibly.

💡Instructional System

An instructional system is a framework or method used to facilitate learning. The script discusses the shift from behaviorist procedures for manipulating materials to be presented by an instructional system to cognitive procedures for directing students' processing and interaction with the system. This concept is key to understanding how teaching methods have evolved to incorporate cognitive processes.

💡Cognitive Strategies

Cognitive strategies are techniques or methods used to enhance cognitive processes such as learning, memory, and problem-solving. The script mentions the use of strategies like outlining, summarizing, and advanced organizers to help learners process and organize information. These strategies are essential for understanding how learners can be encouraged to use appropriate learning techniques to improve their cognitive abilities.

Highlights

Introduction to lesson nine on cognitivism in psycholinguistics.

Shift from behavioral models to cognitive science in learning theory during the late 1950s.

Behaviorism's focus on stimulus-response contrasted with cognitivism's emphasis on mental processing.

Cognitivism's view of learning as changes in knowledge states rather than response probabilities.

Cognitivist approach to learning as an active process involving internal coding and structuring by the learner.

Influence of environmental conditions and learners' mental activities on the learning process according to cognitivism.

Cognitive theories' focus on how learners attend to, code, transform, rehearse, store, and retrieve information.

Importance of thoughts, beliefs, attitudes, and values in the learning process as per cognitivism.

Cognitivism's emphasis on using appropriate learning strategies to change the learner.

Memory's role in learning, with information organized meaningfully for storage and retrieval.

Forgetting as the inability to retrieve information due to interference or missing cues in cognitivism.

Transfer of learning as applying knowledge in different contexts, facilitated by prior knowledge.

Cognitive theories' suitability for explaining complex learning forms like reasoning and problem-solving.

Instructional goal to transfer knowledge efficiently and effectively to students.

Techniques for knowledge transfer: simplification and standardization.

Basic assumptions and principles of cognitivism relevant to instruction design.

Emphasis on the active involvement of the learner and learner control in the learning process.

Use of hierarchical analysis and cognitive strategies to facilitate learning.

Instruction should be structured to make knowledge meaningful and relatable to existing knowledge.

Teachers' tasks include understanding individual learning experiences and organizing information effectively.

Arranging practice with feedback for the assimilation and accommodation of new information.

Transcripts

hello dear students welcome to another

lesson in psycholinguistics this is the

lesson number

nine okay uh again

this is the second lesson in first and

second language

language acquisition this is uh this

lesson is about cognitivism

okay so in the late

50s learning theory begin to make shift

away from the use of behavioral models

to an approach that relied on learning

theories

and models from the cognitive science

as you may know that and we explained of

course in the previous video

behaviorism relate on this stimulus

response to you so learning according

according to this thriller uh according

to behaviorism learning is is mechanical

okay however this shifted away

okay to more

of a cognitive cognitive science so this

this this new theories um you know

that is the shift to

a theory that that relies on cognition

rather than

uh stimulus response rather than

mechanical um

way of learning so this

shifts from behavioral orientation where

the emphasis

is on promoting a student over to

performance by the manipulation of

stimulus material

to cognitive orientation where the

emphasis

is on promoting mental processing so

there is this

mental processing which is neglected by

the behaviorists

has this has created a

similar shift from procedures of

uh sorry from from procedures for

manipulating the materials

to be presented by an instructional

system

to procedures for directing students

processing and interaction with the

instruction design

system

so psychologists and educators begin to

emphasize a concern with overt

observable behavior

and stressed instead more complex

cognitive

processes such as thinking problem

solving

okay concept formulation and information

processing

so according to um

according to cognitivism how does

learning occur

so learning is equated with discrete

changes between states of

knowledge rather than with changes in

the probability of response

as we have seen with behaviorism

learning according to them is based on

change in

in the performance okay in the response

however with

uh cognitivism it has to do with

the state of knowledge okay so cognitive

here is focus on the conceptualization

of students learning processes and

address the issues of how information is

received okay organized stored

and retrieved by the mind so learning

basically is concerned not so much with

uh what learners do but

with what they know and how they came or

come to acquire it

see knowledge acquisition is described

as a mental activity that entails

internal coding

and structuring by the learner so the

learning is

viewed as very active participant in the

learning process

which is not the case in behaviorism

now which factors influence learning

according to

cognitivism so like behaviorism emphasis

or cognitivism emphasizes the role that

environmental conditions play in

facilitating

learning so both when it comes to the

factors that influence learning

behaviorism and

cognitivism gave emphasis

to environmental conditions

both and learners of course so the

cognitive approach focuses on mental

activities

of the learning that lead up to a

response

and acknowledges the risk the process of

mental planning

okay goal setting and organizational

strategies cognitive theories

focus on the way that learners attend to

code transform rehearse

store and retrieve information

learning's thoughts

beliefs attitudes and values are also

considered

to be influential in the learning

process

this is something that we haven't seen

with behaviorism

and which is very important in in in

cognitive visa so the real focus of the

cognitive

approach is on changing the learner by

encouraging

them to use appropriate learning

strategies

now concerning the memory memory is

given a prominent role in the learning

process

learning results when information is

stored in memory

in an organized okay meaningful

manner so teachers are responsible for

assisting learners

in organizing the information in some

optimal

way teachers use techniques for example

advanced organizers analogies

hierarchical

relationships and matrices to

help learners relate new information to

prior

to prior knowledge so forgetting is the

inability to retrieve information

is not as we have seen it with um

with behaviorism for them uh

forgetting is non-use of of

uh you know response non-use of

words etc here it is about the inability

to retrieve information

from memory so behaviorism or sorry

cognitivism believe in this story

information

in memory and forgetting is not being

able to receive that information

or certain information from memory

because of

interference we're going to see

memory loss interference we have memory

loss

missing or inadequate queue is needed to

access information

okay

how does transfer occur according to

cognitive theories

transfer is a function of how

information

is stored in memory shank 1991

when a learner understands how to apply

knowledge in different

contexts then transfer has occurred so

according to you

cognitivism transfer occurs when

we have the ability to apply okay

knowledge in different contexts

prior knowledge is used to establish

boundary constraints for identifying the

similarities and differences of novel

information

not only must they learn the knowledge

itself

is stored in memory but

use of that knowledge as well

okay so the use has to do with using

using knowledge

that's how you know

information is is stored in the memory

and you can retrieve it whenever you

want to use it so specific instructional

real world events will trigger

particular responses but

the learner must believe that knowledge

is useful in a given situation

before they will activate it

now we're moving to another question

which is about how types of

learning or what types of learning are

best explained by this theory

cognitive theories are usually

considered more appropriate for

explaining complex forms of learning

like reasoning problem solving

information processing etc so the actual

goal of instruction is to communicate

or transfer knowledge to the students in

the most

efficient effective manner possible

according to binary 1991 so two

techniques used in the achieving this

effectiveness and the efficiency of

knowledge transfer

simplification and standardization

okay so these two techniques knowledge

can be analyzed decomposed and

simplified into basic

building blocks for example knowledge

transfer is

is is

expedited if

a relevant information is eliminated

so for example trainees attend to

or attending a workshop on an effective

management skills

would be presented with information that

is sized and checked

in such a way that they can assimilate

and

accommodate okay the new information

as quickly as and as easily as possible

so

cognitivists would stress efficient

processing

strategies okay this is very important

now what the basic assumptions or

principles

of this theory that are relevant to

instruction design

so we have the emphasis on the active

involvement of the learner in the

learning process

according to cognitivism

learning learner is is should be

active in the learning process okay so

learner

control meter cognitive training

like self-planning monitoring and

revising techniques

okay use of hierarchical analysis to

identify and illustrate

pre-requisite relationships like

cognitive task analysis procedures okay

emphasis on structuring organizing

and sequencing information to facilitate

similar processes

for example use of cognitive strategies

such as outlining

summaries synthesis synthesizers

advanced organizers etc and creation of

learning environments that allow and

encourage students

to make connections with the previous

learned material previous learned

knowledge etc like recall of

prerequisite skills

use of relevant examples analogies etc

now what should instruction be

structured

how how should instruction be suctioned

cognitive theories emphasize making

knowledge meaningful and

helping learners organize and relating

information to existing

knowledge and memory so the most

important thing is to make knowledge

meaningful

so that the students can process it

organize it and solve it

okay in their in their mind in the

memory

um instruction must be based on

students existing mental structures

or schema to be effective it should

organize

information in such a manner that

learners are able to connect

new information with existing knowledge

in some meaningful way so analogies and

metaphors are example of this

type of cognitive strategies so teachers

should use analogies and metaphors

which help students process knowledge

and

um you know stored in in in memory

creativity emphasize that major tasks of

the teacher include

one understanding that individuals bring

various learning experiences to learning

situations which can impact learning

outcomes

that's number one number two

determining the most effective manner in

which to organize

and structure near information to top

the learner's previously acquired

knowledge abilities and experiences so

you should

find okay the most effective manner to

help students organize

structure and success new information

to the previous acquired knowledge new

knowledge to the previous acquired one

arranging practice with feedback so that

the new information is

effectively and efficiently assimilated

and accommodated within the learner's

cognitive structure

that's number two that's number three

all right so thank you very much for

your intention

and see you in the next video