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Cognitivism

By:Group5

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GroupMember

IGedeJanaUtama

GedeAndyPrawira

IKadekDonySuantika IGdPtPurwaDana

A.A.RatihKusumaDewi

MadeSriIndraswari

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Overview

Definition of Cognitivism

The Theorist of Cognitivism

The Strength Weakness of Cognitivism Theory

The Comparison between Cognitivism and Behaviorism Theory

The Application of Cognitive Theory in Learning

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DefinitionofCognitivism

Cognitivismisthetheorythathumansgenerateknowledgeandmeaning

throughsequentialdevelopmentofan

individualscognitiveabilities.

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DefinitionofCognitivism(cont)

Cognitivetheorylookbeyondbehavior

toexplainbrainbaselearning,it

emphasizestheroleofmental

processes.

Itoftencomparethehumanmindwith

computer.

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TheTheoristofCognitivism

NoamChomsky

JeanPiaget

LevVygotsky

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NoamChomsky

Avram Noam Chomsky,bornDecember7,1928

anInstituteProfessor

andProfessor(Emeritus)

intheDepartmentof

Linguistics&PhilosophyatMIT.

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CognitivismbyNoamChomsky

Chomskyassumesthatchildrenare

bornwithalanguageacquisition

device(LAD).

ThisLADismadeupofasetof

generalprinciplescalleduniversal

grammar.

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JeanPiaget

BorninSwiss,August9,1896

DiedSeptember16,1980

StudythenaturalsciencesandreceivedhisPh.D.

inZoologyfromUniversityofNeuchtelin1918.

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ean Piagets Theory TheoryofCognitiveDevelopment

(1960s-1970s)

1. SCHEMA

2. ASSIMILATION

3. ACOMODATION

4. EQUILIBRIUM

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Cognitive Stage of Development1. Sensorimotor,(0-2year)

2. Pre-operational(2-7years)

3. Concreteoperationalperiod(7-11years)4. Formaloperationalperiod(11+)

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Lev Vygotsky BorninNovember

of1896inOrsha,

Russia

Died:June11,1934

Studiedatthe

MoscowState

Universityand

graduatedin1917

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Lev Vygotskystheory SosioculturalTheory(1970s-1980s)

1. ZoneofProximalDevelopment(ZPD)

Level1thepresentlevelofdevelopment Level2 thepotentiallevelofdevelopment

2.MoreKnowledgeOther(MKO)

Languageandculture

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Strengths and Weaknesses of TheCognitive Approach

Strength Weakness1. Enablesconsistency,exactroutineseg.logging

ontoPC.

1. Taskaccomplishmentmaynotbethebestwayto

learn

2.Itisusingamorerigorous

scientificmethod.

2.Oversimplistic-ignoring

thehugecomplexityofhumanfunctioning

comparedtocomputer

functioning.

3.Thisareahasworkedwithotherareasofpsychology

toproducethefollowing:

sociallearningtheory,

socialcognitionand

artificialintelligence.

3.Unrealisticandoverhypothetical-ignoringthe

biologicalinfluences,

emotionsandgroundingof

mentalprocesses.

Th C i b

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TheComparisonbetween

Cognitivism&BehaviorismCognitivism Behaviorism

Researchsubjectsareoftenhumans Researchsubjectsweremostlyanimals

Believethathumanbornwithinnate

facility/LADforacquiringlanguage

Allbehaviorincludinglanguageasthe

resultofstimuliandreinforcement.

Seesbehaviorasapointfromwhichto

abstractthementalprocessesbehindthe

behavior

Viewsbehaviorasanirreducible

consequenceofenvironmentalstimuli

Usesinformationprocessingasawayto

explainhowhumansperceive,remember,

andunderstandtheworldaroundthem

Usesthestimulusandresponse

metaphortointerpretexhibitedbehavior

intheworldandsetsitsinquiryaccording

totheaffordancesofthemetaphor.

f C

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ApplicationofCognitivism

How?

1. Knowsthestudentspriorknowledge2. Usetheconceptlearningtheorytoarrange

easiestmethodtohelpthemmemorizeit.

3. Letstudentactiveresearch,helpthemwhentheyhavequestionorproblem.

C l i

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Conclusion Cognitivismisthetheorythathumansgenerateknowledgeand

meaningthroughsequentialdevelopmentofanindividualscognitive

abilities. Thetheoristofcognivism:

1.NoamChomsky(LAD)

2.JeanPiaget(Schema,Assimilation,Accommodation,Equilibrationand

Disequilibrium,Cognitivedevelopmentstages)

3.LevVygotsky(ZoneofAproximaldevelopment)

Cognitivismtheoryalsohasstrengthsandweaknesses.Andthereare

alsothedifferencesbetweenCognitivismbasedonChomskyand

BehaviorismbasedonSkinner.

TheapplicationofCognitivetheoryinlearning: Knowsthestudentspriorknowledge

Usetheconceptlearningtheorytoarrangeeasiestmethodtohelp

themmemorizeit.

Letstudentactiveresearch,helpthemwhentheyhavequestionor

problem.

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