Kognitivism

Kognitivism, or cognitivism, is a theory of learning and mental processes that emphasizes how people perceive, think, remember, and solve problems. Developed as a movement in psychology during the 1950s and 1960s, it arose as a reaction against strict behaviorism, which focused on external stimuli and observable responses.

Cognitivism treats the mind as an information processor. Learning is viewed as the change of internal representations—schemas, scripts, and frameworks stored in long-term memory. Information is encoded, organized, stored, and retrieved, with attention shaping what enters memory. Metacognition, or thinking about one’s own thinking, is central to monitoring and regulating learning.

Key concepts include the information processing model (input, processing, storage, retrieval), schema theory, and cognitive load. Early work by Atkinson and Shiffrin, and later developments by Miller, Neisser, and constructivist insights from Piaget, shaped the approach.

Educational implications emphasize active mental engagement: meaningful rehearsal, organization of material, schema activation, guided discovery, and strategies that reduce extraneous cognitive load. Techniques such as dual coding, worked examples, retrieval practice, and scaffolding are used to support understanding.

Critics argue cognitivism can overlook social, cultural, and affective dimensions of learning and may rely on simplified lab-based tasks. It is often contrasted with behaviorism and with constructivist and situated approaches, though contemporary theories increasingly integrate cognitive, social, and contextual factors.