5

PROFESSIONAL EDUCATION
DEPARTMENT
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MODULE
COGNITIVE PERSPECTIVE

Man is not only part of a field, but a part and member of his group. When people are
together, as when they are at work, then the most unnatural behavior, which only
appears in late stages or abnormal cases, would be to behave as separate Egos. Under
normal circumstances they work in common, each a meaningfully functioning part of
the whole. — Max Wertheimer

LESSON OUTCOMES

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At the end of this Module, the learners are expected to:
 Tackle the varied concepts under Cognitive perspective
 Cite examples under Cognitive Perspective

 Identify the people behind the Cognitive Perspective

CONTENT
C
A. PREPARATORY ACTIVITY
I. Direction: Identify what is being asks by the statements below. Write your
answer on the blank provided before each number
________1. They studied the perception and concluded that perceivers (or learners) were
not passive but rather active.
________2. It is designed as a bridge between what does the learners already know and
need to know.
________3. A process by which ne materials is related to relevant ideas in the existing
cognitive structure.
________4. It is comprised of all past, present and future events that may have impact on
us.
________5. It requires paying attention to information and linking it to existing knowledge
in order to make the new information meaningful and thus easier to remember.

LESSON 1: COGNITIVE PERSPERCTIVE Mcleod, S. (1970, January 01). Psychology

Perspectives. Retrieved November 10, 2020, from https://www.simplypsychology.org/perspective.html

It is concerned with “mental” functions such as memory, perception, attention,

etc. It views people as being similar to computers in the way we process information.
This had led cognitive psychologists to explain that memory comprises of three
stages:
• Encoding – where information is received and attended to.
• Storage – where the information is being retained.
• Retrieval – where the information is being recalled.

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LESSON 2: GESTALT THEORY

Gestalt theory this is the initial response to behaviorism. It emphasized the

importance of sensory wholes and the dynamic nature of visual perceptions. The
term gestalt, means “form” or “configuration”. Psychologist MAX WERTHEIMER,
WOLFGANG KOHLER and KURT KOFFKA studied perception and concluded that
perceivers (or learners) were not passive but rather active. They suggested that
learners do not just collect information as is but they actively process and restructure
data in order to understand it. This is the perceptual process. Certain factors impact
on this perceptual process. Factors like past experiences, needs, attitudes and one’s
present situation can affect their perception.
According to the Gestalt Psychologists, the way we form our perceptions are
guided by certain principles or laws. These principles or laws determine what we see
or make of things or situations we meet.
Wertheimer suggested usage of gestalt principles in education. He
contrasted productive thinking from rote learning, which occurs without
understanding. Humans, unlike animals, can learn not only through conditioning or
trial and error but also through explanations through changing their cognitive
structure to achieve cognitive structure of the explainer, yet this should not be
turned into rote learning. Problem-solving presents learning with understanding
using gestalt principles. This learning is remembered for a long time, and can be
applied to other situations.

Productive thinking – This structured approach combined knowledge with creative

and/or critical thinking. A successful and effective productive thinker can be both
fully creative yet also fully critical of the results of their creativity.
Rote learning – is the process of memorizing information based on repetition. Rote
learning enhances students’ ability to quickly recall basic facts and helps develop
foundational knowledge of a topic.

LESSON 2: GESTALT THEORY

GESTALT PRINCIPLES
There are six individual principles commonly associated with gestalt
theory: similarity, continuation, closure, proximity, figure/ground,
and prägnanz (also called symmetry & order). There are also some additional,
newer principles sometimes associated with gestalt, such as common fate.

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LAW OF PROXIMITY: Elements that are closer
together will be perceived as a coherent object. On the
right, there appears to be three horizontal rows. When
objects we are perceiving are near each other, we
perceive them as belonging together.

LAW OF SIMILARITY: Elements that look similar will

be perceived as part of the same form. We link similar
elements together.

LAW OF CLOSURE: We tend to fill the gaps or “close”

the figures we perceive. We enclose a space by
completing a contour and ignoring gaps in the figure.

LAW OF CONTINUATION: Individuals have the

tendency to continue contours whenever the elements
of the pattern establish an implied direction. People
tend to draw a good continuous line.

LAW OF PRAGRANZ: The stimulus will be organized

into a good figure as possible. In this example, good
refers to the symmetry, simplicity, and regularity. The
figure is perceived as a square overlapping a triangle,
not a combination of several complicated shapes.

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Based on our experiences with perceptions, we “expect” certain patterns and therefore
perceive that expected patterns.

LAW OF FIGURE/GROUND: We tend to pay

attention and perceive things in the foreground first. A
stimulus will be perceived as a separate from its
ground.

And for the additional,

LAW OF COMMON FATE: It says that we
perceive shapes as lines moving along the smoothest
path.

LESSON 2: GESTALT THEORY

INSIGHT LEARNING
Gestalt Psychology adheres to the idea of learning taking place by discovery or
insight. The idea of the insight learning was first developed by WOLFGANG KOHLER in
which he described experiments with apes where the apes could use boxes and sticks as a
tool to solve problems. In the box problem, a banana is attached to the top of a
chimpanzee’s cage. The banana is out of reach but can be reached by climbing upon and
jumping from a box. Only one of Kohler’s apes (Sultan) could solve this problem. A much
more difficult problem which involved the stacking of boxes was introduced by Kohler. This
problem required the ape to stack one of the boxes to another and master gravitational
problems by building a stable stack. Kohler also gave the apes sticks which they used to
rake food into the cage. Sultan, Kohler’s very intelligent ape, was able to master a two-stick
problem by inserting one stick into the end of the other in order to reached the food. In
each of this problem, the important aspect of learning was not reinforcement, but the
coordination of thinking to create new organizations (of materials). Kohler referred to this

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behavior as insight or discovery learning. Kohler proposed the view that insight follows from
the characteristics of objects under consideration. His theory suggested that learning could
occur when the individual perceives the relationships of the elements before him and
reorganizes these elements and comes to a greater understanding or insight. This could
occur without reinforcement, and once It occurs, no review, training, or investigation
necessary. Significantly, insight is not necessarily observable by another person.

LESSON 3: LIFE SPACE Krishna Priya. K.B. Follow. (2018, February 28). Kurt Lewin's Field theory of
learning. Retrieved November 10, 2020, from https://www.slideshare.net/KrishnaPriyaKB/kurt-lewins-field-
theory-of-learning Mcleod, S. (1970, January 01). Psychology Perspectives. Retrieved November 10, 2020,
from https://www.simplypsychology.org/perspective.html

KURT LEWIN
Kurt Lewin was an influential psychologist who is today recognized as the founder of
modern social psychology. His research on group dynamics, experiential learning, and action
research had a tremendous influence on the growth and development of social psychology.
Field
 Psychological concept
 Consist of a person and his psychological environment
LIFE SPACE
Comprised of all past, present, and future events that may have an impact on us.
Life space is psychological representation of individual’s environment. It includes the person
himself and everything in his environment that influence his behavior and the things of
which he is consciously aware and the factors which influence him even though he is
unconscious of them. And object which exists, but of which the person is not aware and
which does not influence him would not be a factor of his life space.
a. Personal mental life and places you inhabit
b. Plans for tomorrow

LESSON 3: LIFE SPACE Krishna Priya. K.B. Follow. (2018, February 28). Kurt Lewin's Field theory of
learning. Retrieved November 10, 2020, from https://www.slideshare.net/KrishnaPriyaKB/kurt-lewins-field-
theory-of-learning Mcleod, S. (1970, January 01). Psychology Perspectives. Retrieved November 10, 2020,
from https://www.simplypsychology.org/perspective.html

INFORMATION PROCESSING

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A Theory of learning that explains how stimuli that enter our memory systems are
selected and organized for storage and retrieved from memory.
It addresses how human beings receive, mentally modify, and remember information on
how such cognitive processes change over the course of development.
SENSORY MEMORY- Is the store that briefly holds incoming stimuli from the environment
until they can be processed. Information is received through a person’s senses; it comes
from the environment around you. It holds information associated with the senses like
vision, hearing. Just long enough for the information to be processed.
SENSORY MEMORY TO SHORT TERM MEMORY- A temporary storage that holds
information as a person processes it. Further processing is carried out to make information
ready for long term storage or for response. It holds information for a limited time and
holds a limited amount of information.
SHORT TERM MEMORY TO LONG TERM MEMORY- If we don’t use short term memory
right away information will be forgotten unless we actively transfer our short-term memory
to long term storage.
It is where the information remembered over time is kept; there are many ways that
information is moved from working memory into long term memory. It represents our
permanent storehouse of information capable of retaining an unlimited amount and variety
of information.
We can achieve this through:
• Rehearsal
• Encoding

LESSON 3: LIFE SPACE Krishna Priya. K.B. Follow. (2018, February 28). Kurt Lewin's Field theory of
learning. Retrieved November 10, 2020, from https://www.slideshare.net/KrishnaPriyaKB/kurt-lewins-field-
theory-of-learning Mcleod, S. (1970, January 01). Psychology Perspectives. Retrieved November 10, 2020,
from https://www.simplypsychology.org/perspective.html

TYPES OF KNOWLEDGE
Factual knowledge
Consist of the basic element’s students must know to be acquainted with a discipline
or solve problems in it includes knowledge of terminology and specific facts. It is one of the
most common types of knowledge that students are expected to learn. Factual
knowledge may be described as the basic information about a particular subject or discipline
that students must be acquainted with.
Conceptual knowledge

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Refers to the knowledge of, or understanding of concepts, principles, theories,
models, classifications, etc. We learn conceptual knowledge through reading, viewing,
listening, experiencing, or thoughtful, reflective mental activity. Also referred to as Declarative
Knowledge. 
Procedural knowledge
It is knowing how to do something. Procedural Knowledge refers to the knowledge of
how to perform a specific skill or task, and is considered knowledge related to methods,
procedures, or operation of equipment. Procedural knowledge is also referred to as
Implicit Knowledge, or know-how.
Metacognitive knowledge
The processes involved when learners plan, monitor, evaluate and make changes to
their own learning behaviors. 
One’s ability to use prior knowledge to plan a strategy for approaching a learning
task, take necessary steps to problem solve, reflect on and evaluate results, and modify
one’s approach as needed. It helps learners choose the right cognitive tool for the task and
plays a critical role in successful learning.
LESSON 4: STAGES OF INFORMATION PROCESSING Gagne's Nine Events of Instruction.
(n.d.). Retrieved November 16, 2020, from
https://thepeakperformancecenter.com/business/learning/business-training/gagnes-nine-events-instruction/

The information Processing Theory is based on the principle that the brain is kind of
like a computer. Short term memory is the Processor and the Long-term memory is
the Hard drive.

STAGES OF INFORMATION PROCESSING:

ATTENDING
Directing and sustaining attention to a person, location, object, or event. This is
presumed to increase processing speed as well as making information more prominent
in conscious awareness.

ENCODING
The process of getting information into memory. If information or stimuli never
gets encoded, it will never be remembered. Encoding requires paying attention
to information and linking it to existing knowledge in order to make the
new information meaningful and thus easier to remember.

STORING
The process in which we maintain information over periods of time. Retrieval (or
recall, or recognition): the calling back of stored information in response to some cue for

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use in a process or activity. The third process is the retrieval of information that we
have stored.

RETRIEVING
The process by which memories of events or information are recalled is known
as retrieval of information. Retrieval of information is one of
three processes involved in long-term memory.

THREE STAGES OF MEMORY:

SENSORY MEMORY
This is the first stage of Information Processing Theory. It refers at what we are
experiencing through our senses at any given moment. This includes what we can touch,
taste and smell. Sight and hearing are generally thought to be the two most important ones.

SHORT TERM MEMORY

This second stage is the first stop for incoming information. It holds only a certain
amount of information for a brief amount of time, unless there is further processing into
long-term memory. This is also referred to as working memory, as it serves any number of
functions like remembering phone numbers, plans for the day and many more.

LONG TERM MEMORY

In this stage, the information we’ve received becomes implanted in our minds. There
is no limit to the amount and types of information we can retain to this storehouse. We are
not aware of every memory we have stored, but they are still there, simply just not
triggered.

LESSON 4: STAGES OF INFORMATION PROCESSING Gagne's Nine Events of Instruction.

(n.d.). Retrieved November 16, 2020, from
https://thepeakperformancecenter.com/business/learning/business-training/gagnes-nine-events-instruction/

GAGNE’S CONDITIONS OF LEARNING

GAGNE’S PRINCIPLES:
1. Different instruction is required for different learning outcomes.
Gagne’s theory asserts that there are several types or levels of learning. Furthermore,
the theory implies that each different type of learning calls for different types of instruction.

Gagne named five categories of learning: 

Verbal information
Condition: 
1. Draw attention to distinctive features by variations in print or speech

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2. Present Information so that it can be made into chunks.
3. Provide a meaningful context for effective encoding of information.
4. Provide cues for effective recall and generalization of information.
Example of learning outcome: Stating previous learned materials such as facts, concepts,
principle, and procedures. E.g., listing 14 learner-centered psychological principles

Intellectual skill
Discriminations, Concrete Concepts, Defined Concepts, Rules, Higher Order Rules
Condition:
1. Call attention to distinctive features.
2. Stay within the limits of working memory.
3. Stimulate the recall of previously learned component skills.
4. Present the verbal cues to the ordering or combination of component skills.
5. Schedule occasions for practice and spaced review.
6. Use a variety of contexts to promote transfer.

Discriminations: Distinguishing objects, features symbols.

Concrete Concepts: Identifying classes of concrete objects, features or events. E.e.,
Picking out all the red beads from a bowl of beads.
Defined Concepts: Classifying new examples of events or ideas by their definition.
Rules: Applying a single relationship to solve a class of problems e.g., computing average
monthly of a company.
Order Rules: Applying a new combination of rules to solve a complex problem.

Cognitive strategies
1. Describe or demonstrate the strategy.
2. Provide a variety of occasions for practice using the strategy.
3. Provide informative feedback as to the creativity or originality of the strategy or
outcome.

Employing personal ways to guide learning, thinking, acting and feeling.

Motor skills
1. Present verbal or other guidance to cue the executive subroutine.
2. Arrange repeated practice.
3. Furnish immediate feedback as to the accuracy of performance.
4. Encourage the use of mental practice.

Executing performances involving the use of muscles.

Attitudes
1. Establish an expectancy of success associated with the desired attitude.
2. Assure student identification with an admired human model.
3. Arrange for communication or demonstration of choice of personal action.

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4. Give feedback for successful performance.

Choosing personal actions based on internal states of understanding and feeling, e.g.,
deciding to avoid soft drinks and drinking at least 8 glasses of water everyday.
2. Learning hierarchies define what intellectual skills are to be learned and a
sequence of instruction.
Gagne suggests that according to complexity: stimulus recognition, response generation,
procedure following, use of terminology, discriminations, concept formation, rule
application, and problem solving. The primary significance of the hierarchy is to identify
prerequisites that should be completed to facilitate learning at each level. Prerequisites are
identified by doing a task analysis of a learning/training task. Learning heirarchies provide a
basis for the sequencing of instruction.
3. Events of learning operate on the learner in ways that constitute the
conditions of learning.
These events should satisfy or provide the necessary conditions for learning and serve as
the basis designing instruction and selecting appropriate media. The theory includes nine
instructional events and corresponding cognitive processes:
1. Gaining attention (reception)
2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective Perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
Enhancing retention and transfer (generalization)

LESSON 4: STAGES OF INFORMATION PROCESSING Gagne's Nine Events of Instruction.

(n.d.). Retrieved November 16, 2020, from
https://thepeakperformancecenter.com/business/learning/business-training/gagnes-nine-events-instruction/

CATEGORIES OF LEARNING
 Bruner’s theory emphasizes the significance of categorization in learning
 He believes children have to learn by themselves.

REPRESENTATION
1. Enactive representation
At the earliest ages, children learn about the world through actions on physical objects
and the outcome of these objects. The child has a little way of mental faculties so ‘thinking
is a physical action’. Knowledge is what the child can manipulate or do with movements, for
example; tying knots pointing etc.

2. Iconic representation

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Learning can be obtained through using models and pictures. These icons or images are
built up from past experience and based on a number of exposures to similar objects and
events.

3. Symbolic representation
The learner has developed the ability to think in abstract terms. For the first time the
child can categorize, think logically and solve problems.

LESSON 4: STAGES OF INFORMATION PROCESSING Gagne's Nine Events of Instruction.

(n.d.). Retrieved November 16, 2020, from
https://thepeakperformancecenter.com/business/learning/business-training/gagnes-nine-events-instruction/

EVENTS OF INSTRUCTION

10. Gaining attention (reception)

10. Informing learners of the objective (expectancy)
10. Stimulating recall of prior learning (retrieval)
10. Presenting the stimulus (selective Perception)
10. Providing learning guidance (semantic encoding)
10. Eliciting performance (responding)
10. Providing feedback (reinforcement)
10. Assessing performance (retrieval)
10. Enhancing retention and transfer (generalization)

Gaining Attention (reception)

Begin the learning session by gaining the attention of the learners. Ensure the
learners are motivated to learn and participate in activities by presenting a stimulus to gain
their attention. This can be accomplished by presenting the learners with an introductory
activity that engages the learner.

Techniques for gaining the learner’s attention include:

 Stimulate learners with novelty or surprise
 Pose thought-provoking questions
 Have learners pose questions to be answered by other learners
 Present an intriguing problem 
 Present a new and interesting situation that provokes curiosity
 Present meaningful and relevant challenge.

Informing learners of the objective (expectancy)

After gaining their attention, information the learners of the learning objectives to
help them understand what they will be learning during the session. State what the learners
will be able to use the knowledge in the future. This allows the learners to organize their
thoughts on what they will learn and help place them in the proper mind set

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Techniques for stating the objectives include:

 Describe what they will be able to do at the completion of the session

 Describe required performance
 Describe criteria for standard performance
 Explain how their learning will benefit them

Stimulating Recall of Prior Learning (Retrieval)

Help the learners make sense of new information by relating it to something they
already know or something they have already experienced. To accomplish this present the
learner with experience or cue that stimulates their prior knowledge. Make connections
between what they are learning, and their previous learning. When people learn something
new, it is best to correlate the new information with related information or topics they have
learned in the past.

Methods for stimulating recall include:

 Ask if they have any previous experiences with the topic
 Ask questions about previous experiences
 Ask about their understanding of previous concepts
 Give them an example of an experience similar to what they are learning

Presenting the Stimulus (Selective Perception)

Present the learner with new information using learning strategies to provide
effective and efficient instruction. Organize and chink content in a meaningful way. Provide
explanations after demonstrations.

Ways to present session content include:

 Organize your information in a logical and easy to understand manner
 Chunk information
 Provide examples
 Utilize multiple delivery methods 
 Use a variety of text, graphics, figures, pictures, sounds, simulations etc. To stimulate
the senses.
 Use a variety of approaches to suit people with different learning styles/ preferences.

Providing Learning Guidance (Semantic coding)

Offer guidance by providing coaching on how to learn the skill. Give examples and
advise of strategies to aid them in the learning content and of resources available to them.
Also provide guidance using cues, hints, and/ or prompts to help them understand and
remember what they are learning.

Ways to provide learning guidance include:

 Concept mapping for associations

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 Mnemonics to cue and prompt learning 
 Role playing for visualization of application
 Case studies for real world application
 Analogies to help knowledge construction
 Graphics to make visual associations

Eliciting Performance
Let the learner do something with the newly acquired behavior, skills, or knowledge.
Provide them with practice activities to activate the learning process. This activity allows the
learner to internalize the new information (skills and knowledge) and to ensure correct
understanding and appliaction of the knowledge/concepts.

Ways to activate learner processing include:

 Have the learner to do something with the newly acquired behavior
 Have the learner demonstrate practicing skills
 Have the learner apply knowledge to a scenario or case study
 Ask questions so that they can share their knowledge
 Ask the learner to demonstrate how to use it
 Have them complete a role-playing exercise

Providing Feedback (Reinforcement)

After the learner attempts to demonstrate their knowledge, provide immediate
feedback of learner’s performance to assess and facilitate learning. This is also a good time
to reinforce any important points.
This stage helps reinforcement of a correct answer, give guidance as to the degree of
correctness of the task, and /or provides corrective feedback if the response or behavior is
incorrect.
Tips on providing feedback:
 Be positive
 Be objective
 Use first hand observation
 Deliver focused and concise feedback
 Focus on areas the student can control

Assessing Performance (Retrieval)

In order to evaluate the effectiveness of the instructional events, administer a test
the learner to determine if the expected learning outcomes have been achieved.
Performance should be based on previously stated objectives.

Methods of achieving for assessing performance learning include:

 Written test
 Questionnaires

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 Short essays
 Oral questioning
 Other measurement tool to show that they’ve learned the material or skill effectively.

Enhancing Retention and Transfer (Generalization)

Give the learner resources that enhance retention and transfer of knowledge so that
they are able to internalize the new knowledge and enhance his or her expertise. Repeated
practice with effective feedback is the best way to ensure that people can retain information
and use it effectively.

Methods for helping learners internalize new knowledge include:

 Having them summarize content 
 Having them generate examples
 Having them create mind maps/concept maps
 Having them create outlines
 Having them create job-aids
 Having them create other types of reference material

LESSON 5: AUSUBEL’S MEANINGFUL LEARNING/SUBSUMPTION THEORY Last

Updated November 30th, 2. (2018, November 30). Subsumption Theory (David Ausubel). Retrieved November
10, 2020, from https://www.instructionaldesign.org/theories/subsumption-theory/

WHO IS DAVID AUSUBEL?

David P. Asubel was born in 1918 and grew up in Brooklyn, NY. He earned a Ph. D. in
Developmental Psycology from Columbia University.
David Ausubel, a noted American psychologist who specialized in education and
learning behaviors, introduced the Subsumption Theory back in 1963. It centers on the idea
that learners can more effectively acquire new knowledge if it is tied to their existing
knowledge base, and that only unique information that stands out within the lesson is
committed to memory.

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AUSUBEL’S MEANINGFUL VERBAL LEARNING/ SUBSUMPTION THEORY
Ausubel’s theory is concerned with how individual learn large amounts of
presentation in a school setting (in contrast to theories developed in the context of
laboratory experiments)
According to Ausubel, learning is based upon the kinds of superordinate, representational,
and combinatorial processes that occur during the reception of information. A primary
process in learning is subsumption in which new material is related to relevant ideas in the
existing cognitive structure on a substantive, non-verbatim basis. Cognitive structures
represent the residue of all learning experiences; forgetting occurs because certain details
get integrated and lose their individual identity.

David Ausubel’s Assimilation Learning Theory focuses on what he describes as ‘meaningful

Learning’.  This is a process where new information is related to an existing relevant aspect
of the individual’s knowledge structure. This component of his theory fits with the concepts
of short- and long-term memory in cognitive information processing. His theory integrates
the cognitive, affective and psychomotor. He identifies two aspects of learning - rote
learning and meaningful learning. I am sure we have all experienced these two as a learner
and a teacher! Rote learning is learning - but it is not high-level learning and has
implications for recall and transferability. The table outlines the differences between these.

Ausubel's theory is concerned with how individuals learn large amounts of

meaningful material from verbal/textual presentations in a school setting (in contrast
to theories developed in the context of laboratory experiments). According to Ausubel,
learning is based upon the kinds of superordinate, representational, and combinatorial
processes that occur during the reception of information. A primary process in learning is
subsumption in which new material is related to relevant ideas in the existing cognitive
structure on a substantive, non-verbatim basis. Cognitive structures represent the residue of
all learning experiences; forgetting occurs because certain details get integrated and lose
their individual identity.

LESSON 5: AUSUBEL’S MEANINGFUL LEARNING/SUBSUMPTION THEORY Last

Updated November 30th, 2. (2018, November 30). Subsumption Theory (David Ausubel). Retrieved November
10, 2020, from https://www.instructionaldesign.org/theories/subsumption-theory/

MEANINGFUL RECEPTION OF INFROMATION

Meaningful learning has three requirements:
 the learner’s relevant prior knowledge,
 the teacher constructing meaningful material and
 the learner choosing to use meaningful learning

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“Knowledge is hierarchically organized; that new information is meaningful to the extent
that it can be related. (attached, anchored) to what is already known.
The focus of Ausubel’s Theory
The most important factor influencing is the quantity, clarity, and organization of the
learner’s present knowledge. – Cognitive Structure
The way to strengthen the student’s cognitive structure is by using advance
organizers that allow the students to already have a bird’s eye view or to see the big picture
of the topic to be learned even before going to the details.
Subsumption is a process by which new materials is related to relevant ideas in the
existing cognitive structure.
LESSON 5: AUSUBEL’S MEANINGFUL LEARNING/SUBSUMPTION THEORY Last
Updated November 30th, 2. (2018, November 30). Subsumption Theory (David Ausubel). Retrieved November
10, 2020, from https://www.instructionaldesign.org/theories/subsumption-theory/

FOUR PURPOSES FOR MEANINGFUL LEARNING

Four Process for Meaningful Learning Ausubel proposed four processes by which meaningful
learning can occur:
1. Derivative Subsumption
Derivative subsumption. This describes the situation in which newly learned information is
an instance or example of a concept previously learned. So, let's suppose you have acquired
a basic concept such as "tree". You know that a tree has a trunk, branches, green leaves,
and may have some kind of fruit, and that, when fully grown is likely to be at least 12 feet
tall. Now you learn about a kind of tree that you have never seen before, let's say a
persimmon tree that conforms to your previous understanding of tree. Your new knowledge
of persimmon trees is attached to your concept of tree, without substantially altering that
concept in any way. So, an Ausubelian would say that you had learned about persimmon
trees through the process of derivative subsumption.
 Existing knowledge + New Knowledge = Learning
2. Correlativetive Subsumption
Correlative subsumption. Now, let's suppose you encounter a new kind of tree that has red
leaves, rather than green. In order to accommodate this new information, you have to alter
or extend your concept of tree to include the possibility of red leaves. You have learned
about this new kind of tree through the process of correlative subsumption. In a sense, you
might say that this is more "valuable" learning than that of derivative subsumption, since it
enriches the higher-level concept.

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 New material is extension or elaborated of what is already known.
3. Superordinate Subsumption
Superordinate learning. Imagine that you were well acquainted with maples, oaks, apple
trees, etc., but you did not know, until you were taught, that these were all examples of
deciduous trees. In this case, you already knew a lot of examples of the concept, but you
did not know the concept itself until it was taught to you. This is superordinate learning.
 Specific knowledge to general knowdege.
4. Combinatorial Subsumption
Combinatorial learning. The first three learning processes all involve new information that
"attaches" to a hierarchy at a level that is either below or above previously acquired
knowledge. Combinatorial learning is different; it describes a process by which the new idea
is derived from another idea that is neither higher nor lower in the hierarchy, but at the
same level (in a different, but related, "branch"). You could think of this as learning by
analogy. For example, to teach someone about pollination in plants, you might relate it to
previously acquired knowledge of how fish eggs are fertilized.
 New acquired knowledge + prior knowledge to enrich the understanding of both
concepts.
LESSON 6: ADVANCE ORGANIZER Chen, B. (2014). Use advance organizers to present content. In B.
Chen & K. Thompson (Eds.), Teaching online pedagogical repository. Orlando, FL: University of Central Florida
Center for Distributed Learning. https://topr.online.ucf.edu/advance-organizer/.

Advance Organizer

 Is a cognitive instructional strategy used to promote the learning and retention of

new information.
 It is designed as a bridge between what does the learners need to know and what
does the learners already know.
 According to Ausubel,1968. Advance organizer is relevant introductory in any format
of text, graphic or hypermedia.
 It should focus on what is the most important information or the central point of the
lesson.
 Increase the stability and clarity to students’ cognitive structures, allowing the
students to acquire, organize and retain more information.

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Common types of Advance Organizer

 Expository
- Giving students a broad idea of the lessons purpose before the lesson
begins and simply describe the new content.
 Narrative Advance organizer
- Presents new information in story format. At the beginning of the class,
the teacher might tell interesting story that related to the new lesson.
 Skimming
- Skim the information. The teacher will ask their students to read and focus
on the highlighted information like reading the caption or the title of the
text.
 Graphic Organizer
- Pictograph, descriptive or conceptual patterns, concept map.
 KLW Charts
- Is a popular form of advance organizer. Before the lesson begins students
may be asked to divide the paper into 3 columns, then write K stands for
“Know”, W for want and L for Learn.
 Analogies
- Are comparisons pf two things that are alike in some ways. It will help
the students to better understand the differences of two things.

LESSON 6: ADVANCE ORGANIZER Chen, B. (2014). Use advance organizers to present content. In B.
Chen & K. Thompson (Eds.), Teaching online pedagogical repository. Orlando, FL: University of Central Florida
Center for Distributed Learning. https://topr.online.ucf.edu/advance-organizer/.

Spiral Curriculum

Jerome Bruner (October 1, 1915 – June 5, 2016)

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 According to the Wikipedia, he was an American psychologist who made significant
contributions to human cognitive psychology and cognitive learning
theory in educational psychology.
 Bruner was a senior research fellow at the New York University School of Law. He
received a B.A. in 1937 from Duke University and a Ph.D. from Harvard University in
1941.

What is Spiral Curriculum?

A concept widely attributed to Jerome Bruner, refers to a curriculum design in which the
key concept and presented repeatedly in a course.

Key features of Spiral Curriculum

o Topics are revisited. Students revisit topics throughout their school career.
o There are increasing levels of difficulty. The topics visited are addressed in
successive levels of difficulties. Every revisit there is added objectives and
presents new knowledge and skills that is related to the lesson or topic.
o New learning has relationship with old learning. Every topic that was presented
are related to the new topic but in higher level or more increase in expertise.

Value of Spiral Curriculum

 Reinforcement
- Once a learned topic or subject are reinforced there is continuing exposure
to it. A common complaint pf teacher is that topics that have taught are
easily forgotten by the students. In spiral curriculum the students are
continuously looking back to that subjects or topics.
 A move from simple to complex
- Students achieve a better understanding by exploring the same topics at
Deeping levels.
 Integration

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- In the spiral curriculum there is continuity from one stage of curriculum to
the next and vertical integration between the different stage.

LESSON 6: ADVANCE ORGANIZER Chen, B. (2014). Use advance organizers to present content. In B.
Chen & K. Thompson (Eds.), Teaching online pedagogical repository. Orlando, FL: University of Central Florida
Center for Distributed Learning. https://topr.online.ucf.edu/advance-organizer/.

Discovery Learning

 Discovery learning is a kind of teaching that is based on the students finding things
out for themselves, looking into problems and asking questions.
 “Learning by doing” – Bruner. With this method, students are actively participating to
the discussion instead of passively receiving knowledge. For example, exploring the
environment, manipulating objects, answering questions and performing
experiments.
 It is constructivist theory, means it is based on the ideas that students construct their
own understanding and knowledge of the world through experiencing things and
reflecting to those.

Three Modes of Representation

Enactive (0-1 year)

This appears first, it involves encoding actions-based information and storing it in our
memory.

Iconic (1-6 years)

This where information is stored visually in a form of images.

Symbolic (7 years and above)

This develop last, this where information is stored in the form pf a code or symbol
such as language. In the symbol stage, knowledge is stored primarily as words,
mathematical symbols or in other symbols systems.

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Importance of language

Language is important for the increased ability to deal with abstract concepts.
Language can free individuals form constraints of dealing on with appearance, to provide a

EVALUATI
ON EVALUATION

more complex yet flexible cognition.

1. What is the implication of the Cognitive Perspective in Educational System? Choose

one as a basis of your answer.

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2. What are the benefits of studying the Cognitive Perspective on our modern
society and to the modern type of learning?
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ASSIGNMENT
Direction: Write a reflection paper about this module bearing the title
“Cognitive perspective” include Introduction, Body and Conclusion.

CHAPTER 5 COGNITIVE PERSPECTIVE

REFERENCES
CONTENT
REFERENCES
CONTENT

COGNITIVE PERSPERCTIVE. Available:

Mcleod, S. (1970, January 01). Psychology Perspectives. Retrieved November 10, 2020, from
https://www.simplypsychology.org/perspective.html

LIFE SPACE. Available:

Krishna Priya. K.B. Follow. (2018, February 28). Kurt Lewin's Field theory of learning.
Retrieved November 10, 2020, from https://www.slideshare.net/KrishnaPriyaKB/kurt-lewins-field-
theory-of-learning Mcleod, S. (1970, January 01). Psychology Perspectives. Retrieved November 10,
2020, from https://www.simplypsychology.org/perspective.html

STAGES OF INFORMATION PROCESSING. Available:

Gagne's Nine Events of Instruction. (n.d.). Retrieved November 16, 2020, from
https://thepeakperformancecenter.com/business/learning/business-training/gagnes-nine-events-instruction/

AUSUBEL’S MEANINGFUL LEARNING/SUBSUMPTION THEORY. Available:

Last Updated November 30th, 2. (2018, November 30). Subsumption Theory (David Ausubel).
Retrieved November 10, 2020, from https://www.instructionaldesign.org/theories/subsumption-
theory/

ADVANCE ORGANIZER. Available:

Chen, B. (2014). Use advance organizers to present content. In B. Chen & K. Thompson
(Eds.), Teaching online pedagogical repository. Orlando, FL: University of Central Florida Center for
Distributed Learning. https://topr.online.ucf.edu/advance-organizer/.

ASSIGNMENT
CHAPTER 5 COGNITIVE PERSPECTIVE