Unlike humans, these reflexes control the behavior throughout the lives of animals. While in humans' infant use these reflexes to adapt to the environment, and soon the reflexes are replaced by constructed schemes. Piaget described two processes adapted by individuals, namely assimilation and accommodation. Assimilation is a process of transforming or utilizing the environment so that it can be composed in coherence with already existing cognitive structures in the human brains, conversely, making a reference point with respect to the environment; while accommodation is a process of changing the cognitive structures with a motive of accepting something from the environment. Both these processes are used throughout life as person increasingly adapts to the environment in a complex meshwork of schematic development. When schemes take a more complex form they become structures. In turn when structures become complex they are organized in a hierarchical manner i.e. more specific and less vague and patchy.
COGNITIVE LOAD THEORY
Cognitive learning theory was proposed by Sweller in 1988. The theory states that optimum learning occurs in humans when the load on working memory is kept to a minimum to best facilitate the changes in the long-term memory. Sweller's theory suggests that learning takes place best under conditions that are aligned with human cognitive architecture. The structure of human cognitive architecture can generally be identified through experimental research. Sweller's studies are based on George Miller's research showing that short-term memory is limited and can only hold a limited incidences simultaneously. Sweller proposed that schemas and combinations of elements can be taken as cognitive structures that form a person's knowledge base (Sweller, 1998). He believed that the long-term memory comprises of "sophisticated structures that permit us to perceive, think and solve problems" (Sweller) Rote learned facts can not be stored in the long-term memory without references. The structures or schemes present in the long-term memory are responsible of enabling us to treat multiple elements as one whole. These as mentioned...
They differentiate a novice and an expert. Learning requires a change in the schematic structures of long-term memory and is demonstrated by performance that transforms sluggishness and difficulty to smoothness and effortlessness. This change is a consequence of familiarization with the material. Conversely, the cognitive characteristics associated with that material are altered in such a way that the subject material can be handled more efficiently by the working memory as it is now embedded in the long-term memory.
From teaching point-of-view, informational contained in the instructional material must first be understood by working memory. In order to acquire the contents of the schema more effectively, instruction should be designed to minimize the working memory load. Cognitive load theory is concerned with techniques for reducing the working memory's load for better learning. Sweller's theory can be best applied in the area of complex technically challenging subjects like mathematics since people find learning such materials more difficult.
CONCLUSION
In light of above theories and scholarly opinions, I believe the best teaching approach would be Vygotsky's developmental theory for cognitive learning in children. Environmental theory though extremely plausible and useful for understanding learning process is of minimal use in instructional terms as compared to the Social developmental theory. Where as Cognitive Load theory is best suitable for adult advance learners.
CONCLUSION
Marcy P. Driscoll, Psychology of Learning for Instruction, Needham, Ma: Allyn & Bacon, 1994.
P. Seattler, The Evolution of American Educational Technology, Egnlewood, Co: Libraries Unlimited, 1990.
L.S. Vygotsky, Mind and Society: The development of higher mental processes, Cambridge, MA: Harvard University Press, 1978.
Cognitive Load Theory, retrieved online on October 31, 2005 at http://tip.psychology.org/sweller.html
John Sweller, 1998, Cognitive load during problem solving: Effects on learning, Cognitive Science.
