Cognitivism & Connectivism

Overview: Cognitivism

Learning is more than responding to stimuli (Behaviorism) and adding information to existing schemata (Constructivism). Cognitivism focuses on the process of learning, including intuition, analysis, motivations, and other intrinsic and extrinsic influences that may impact the learning experience (Smith, 2002). Jerome Bruner conducted fascinating experiments in the 1940s to determine the influence of environmental factors on learning. Among his findings was the idea that things like value, need, and prior experience all affect the perception of learners (Bruner and Goodman, 1947; Bruner and Postman, 1949).

Overview: Social Cognitivism

The additional feature of Social Cognitivism is the idea of observational learning. As children, we perceive the behaviors of family members or other influential adults (models) and attempt to recreate them. Based on the response (positive/negative reinforcement or punishment) from those models and others, we choose to either keep or eschew those behaviors. While this seems to indicate a simple Behaviorist stimulus-response mechanism, Social Cognitivism allows for additional processing as well as intrinsic motivation for copying certain behaviors and not others (McLeod, 2016).

Relevant Learning Experience: Finding My Voice

When my high school British Literature teacher encouraged me to further develop my unique writing style over the course of the school year, he was implementing a form of cognitivism. My environment and other outside influences in combination with my own thoughts, feelings, and perception of the world allowed me to develop a snarky, comedic writing style. Instead of attempting to corral me and force me onto the path of strict academic writing, my teacher asked me to improve technically within the framework I had already (unwittingly) designed. By taking into account the unique ideas I brought into his classroom, my teacher was able to improve my writing within my existing paradigm.

Additionally, Social Cognitivism is evident in how I arrived at my writing style to begin with. As a child who took great joy in comedy—from listening to stand-up comedy albums to watching Saturday Night Live—I would recreate comedy routines to the delight of the adults and peers whose approval I sought (intrinsic motivation). Their positive reinforcement (laughter, compliments) encouraged me to continue using humor as a way to ingratiate myself with others, and it then became a part of my writing, too. (Well, not this writing. This is supposed to be professional and quite grown-up. Unless it would provide sufficient evidence of the lasting effects of Social Cognitivism, in which case perhaps being funny would actually be the more professional choice in this situation...)

Overview: Connectivism

Connectivism is a learning theory explaining the increased opportunities technology has given learners to share information and learn cooperatively using Internet resources and peer networks. One of the results of Connectivism is the massive online open course (MOOC). Learners all over the world are able to enroll in a class, read and access compiled resources, find additional resources on their own, converse with peers, and have some guidance or answers from a teacher or professor (krist2366, 2015).

Adapted Learning Scenario: Finding My Voice

To adapt the same learning scenario to connectivism, I could enroll in a MOOC for writing. To improve my unique writing style, I’d read the compiled class resources, read other authors and resources, seek peer feedback and guidance on writing samples, and have a teacher evaluate my work. While connectivism seems imposing in the vast expanse of the Internet, online courses are a helpful way to find people with common interests and directed avenues for learning.

Comparing Cognitivism and Connectivism

Cognitivism and Connectivism both acknowledge the importance of external information and influences on our learning processes, and both value what each learner brings to the table. Cognitivism takes into account the effect prior information has on new information and prioritizes analysis, while Connectivism additionally encourages learners to share their prior information and analysis. Connectivism uses the internal, unseen portions of Cognitivism to help other learners in their quest for knowledge.

Resources

Bruner, J. S., & Postman, L. (1949). On The Perception Of Incongruity: A Paradigm. Journal of Personality, 18(2), 206-223, from http://psychclassics.yorku.ca/Bruner/Cards/

Bruner, J. S., & Goodman, C. C. (1947). Value and need as organizing factors in perception. The Journal of Abnormal and Social Psychology, 42(1), 33-44, from http://psychclassics.yorku.ca/Bruner/Value/

CrashCourse. (2014, May 19). Cognition - How Your Mind Can Amaze and Betray You: Crash Course Psychology #15 [Video]. YouTube. https://youtu.be/R-sVnmmw6WY

Mcleod, S. (2016, February 05). Albert Bandura - Social Learning Theory. Retrieved May 31, 2020, from https://www.simplypsychology.org/bandura.html

krist2366. (2017, February 04). Connectivism (Siemens, Downes) in Learning Theories, June 1, 2015. Retrieved May 31, 2020, from https://www.learning-theories.com/connectivism-siemens-downes.html