Cognitive Learning Theory Presents a

Cognitive learning theory presents a positive perspective of development that lay emphasis on conscious thinking. This learning perspective incorporates the transformation of information in the environment into knowledge, which is retained in the mind. Consequently, learning takes place when new knowledge is obtained or when the present knowledge is transformed through experience ("Chapter 5 - Learning Theories," n.d.). The cognitive learning perspective basically emphasizes on the active creation of understanding by an individual through conscious thinking.

This learning theory or perspective provides a detailed explanation of the incredible significance of the brain in information processing and understanding in the body as an individual learns things. Cognitive learning theory has widely been used to explain mental process and how they are influenced by the inherent and extrinsic factors, which result in an individual's learning. The main focus of this theory is on the basic concept of learning i.e. conscious thinking using the brain.

Therefore, cognitive learning theory implies that various learning processes can be understood and explained by the assessment of mental processes first. As a result, through effective cognitive processes, learning is easy and new knowledge can be retained in the memory for a long period of time. On the contrary, ineffective cognitive processes result in difficulties in learning that are evident throughout an individual's lifetime. The cognitive learning theory can be divided into two major theories which are & #8230; Social Cognitive Theory: This theory consists of three variable i.e.

intrinsic (personal) factors, extrinsic (environmental) factors, and behavioral factors. The three variables that result in the occurrence of learning are interrelated since an individual's unique experience can merge with extrinsic factors and behavioral determinants. Through a person's interaction with the environment, beliefs, ideas, and cognitive competencies are transformed by various factors like climate change and supportive parents. These cognitive processes and competencies in turn affect an individual's behavior, which may also modify his/her thinking.

Because of the link between the extrinsic factors and behavioral determinants, the environmental factors can change the way an individual display his/her behavior. For effective and positive learning to take place, the social cognitive theory implies that a person should have positive individual attributes, display appropriate behavior, and remain in a supportive environment. This individual should analyze new experiences through the evaluation of past experiences with similar determinants (Mae Sincero, 2011). Based on the social cognitive theory, learning is a product of thorough assessment of the current experiences vs.

The past. The social cognitive theory contains various basic concepts that are evident in infants, children, adolescents, and adults. These basic concepts include observational learning, reproduction, self-efficacy, emotional coping, and self-control ability. Observation learning involves gaining knowledge from other people through watching resulting in transformed behavior. There are three basic models of observational learning which are live, verbal, and symbolic models with the live model involving the actual demonstration of behavior by a person.

Verbal instruction model involve the explanation of behavior while the symbolic model incorporates actual or imaginary display of behavior by characters in books, films, and media (Cherry, n.d.) Reproduction is the effective repetition of a behavior by an individual in a comfortable environment with the necessary materials to motivate him/her. Self-efficacy involves a person's enhancement of newly acquired knowledge or behavior through practice.

While emotional coping basically entail mechanisms for dealing with negative individual attributes and stressful environment, self-control capability is a person's ability to regulate his/her behavior. A good example of the social cognitive theory is children's ability to display behavior through observation and formal instruction. The formal instruction includes how parents, teachers, role models, and other authorities train children to behave. On the other hand, a child's observation includes his/her view of how peers and adults are behaving.

Through both observation and formal instruction, a child acquires new knowledge that determines how he/she behaves. Furthermore, the child's behavior is strengthened or transformed by the outcomes of his/her actions and the reaction of other people (Aldinger & Whitman, 2003). Cognitive Behavioral Theory: As the second theory of cognitive learning perspective, the behavioral theory explains the role of knowing in determining and foretelling an individual's behavioral pattern. The cognitive behavioral theory implies that people tend to formulate self-concepts that influence the behavior they display.

The formulated self-concepts can either be positive or negative depending on the individual's environment resulting in either good or bad behavior respectively. This theory also explains individuals' learning and behavior through the cognitive triad i.e. The self, the world, and the future. Cognitive Model of Learning: The first step in the cognitive model of learning is comprehension, which depends on an individual's prior knowledge and reading strategies. Comprehension is basically what takes place when an individual links new information with previous knowledge.

This step involves prediction, which is understood as the initial exclusion of unlikely alternatives. In this case, readers don't start reading from the first word systematically through the last word but they instead predict the meaning of the passage first. They not only predict the content of the statement or paragraph but they also predict the relevant previous knowledge and the most appropriate reading strategies.

For example, by a glance at the sport headline in a newspaper section, a reader begins to remember what he/she already knows about the topic. Another reader may as well skip reading the entire sports section through a glance at the heading. Both of these readers actively interpret what they choose to read and how deep to read. The second step of the cognitive learning model is learning which does not necessarily occur from comprehension.

This is largely because people do not normally remember much of the actual information they read and use certain section of the information to deal with issues they consider as important. However, once information is comprehended by connecting it to previous knowledge, new information is obtained or learned. Therefore, learning occurs when.