Learning theory(Cognitive Theories)

Once memory theories like the Atkinson-Shiffrin memory mode and Baddeley's working memory model were established as a theoretical framework incognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics likecognitive load and information processing theory. These theories of learning play a role in influencing instructional design. Cognitive theory is used to explain such topics as social role acquisition, intelligence and memory as related to age.

In the late twentieth century, situated cognition emerged as a theory that recognized current learning as primarily the transfer of decontextualized and formal knowledge. Bredo (1994) depicts situated cognition as “shifting the focus from individual in environment to individual and environment”. In other words, individual cognition should be considered as intimately related with the context of social interactions and culturally constructed meaning. Learning through this perspective, in which known and doing become inseparable, becomes both applicable and whole.

Much of the education students receive is limited to the culture of schools, without consideration for authentic cultures outside of education. Curricula framed bysituated cognition can bring knowledge to life by embedding the learned material within the culture students are familiar with. For example, formal and abstract syntax of math problems can be transformed by placing a traditional math problem within a practical story problem. This presents an opportunity to meet that appropriate balance between situated and transferable knowledge. Lampert (1987) successfully did this by having students explore mathematical concepts that are continuous with their background knowledge. She does so by using money, which all students are familiar with, and then develops the lesson to include more complex stories that allow for students to see various solutions as well as create their own. In this way, knowledge becomes active, evolving as students participate and negotiate their way through new situations.
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