Cognitive paradigm meaning (what is it, concept and definition)

What is a cognitive paradigm:

The cognitive paradigm is defined as a set of theoretical principles and research programs related to the functioning of the mind in general and the acquisition of knowledge in particular.

The cognitive paradigm emerges as a criticism of the behavioral paradigm taking into account the postwar historical changes with respect to the changes that the entry of computing generates in the area of ​​communication and, consequently, in the process of knowledge.

Also known as an integral part of cognitive science, it encompasses a set of theories that seek to study the mental representation of knowledge processes in relation to learning and human behavior for problem solving.

It is framed within rationalism taking into account reason as the source of all knowledge.

Cognitivism has been developing since the beginning of the 20th century and focuses mainly on education and meaningful learning. It is found within the area of ​​cognitive science that is based on the functional analogy between the human mind and the forms of computer processing. The analogy is functional, but not structural, since it compares information processing systems of the same class through symbol processing.

This approach encompasses linguistic, information theory, and computer science skills as well as other post-war paradigms, such as the sociocultural paradigm.

In psychology, cognitivism, or also referred to as cognitive psychology, studies the complexity of higher learning processes in relation to concept formation and problem solving.

The cognitive system, whether animated or artificial, is made up of the following elements: receptors, motor system, and cognitive processes.

In this sense, cognitive processes are those that interpret and identify the information sent by the receivers, control actions on the performers, guide the distribution of cognitive resources such as memory of actions and experiences.

Cognitive paradigm in psychology

The Swiss thinker Jean Piaget (1896-1980) introduces concepts of accommodation and assimilation of knowledge through internal motivations. In his psychogenetic theory, he claims that the child's genetic interpretation is the only way to understand intelligence and its logical operations, giving up the notions of space-time, perception, constancy and geometric illusions.

In turn, Piaget defines in his cognitive paradigm four phases in the development of the construction of human knowledge from childhood to adulthood.

See also:

• Piaget development stages. Cognitive and Cognitive.

On the other hand, the American psychologist Jerome Bruner (1915-2016) introduces in his instructional theory that learning is based on the active processing of information according to its individual organization. It defines three mental models: activating, iconic and symbolic.

The American psychologist David Ausubel (1918-2008) postulates in his theory of significant learning the concept of didactic teaching to achieve learning. Tackles the concepts of meaningful learning and machine learning.

Meaningful learning uses pre-existing information in the individual to connect with each student's own cognitive structure.

On the other hand, mechanical learning serves as a complementary or simultaneous way that incorporates new knowledge in a repetitive or memorized way.

Cognitive behavioral therapy (CBT) is a form of therapy that encompasses the principles and techniques of learning theory. Stresses the importance of cognitive processes in the development, maintenance and modification of behavior. This type of therapy teaches the subject to face their difficulties in order to have greater control over their life.

Cognitive paradigm in education

In educational psychology or educational psychology, the cognitive paradigm assesses the student's cognitive competence to learn and solve problems.

For the definition of the student's cognitive competence, in order to create the most appropriate strategy for learning and problem solving, the following points should be evaluated:

• Basic learning processes (processes of attention, perception, coding, memory and information retrieval). Knowledge base (skills, abilities, concepts, previous knowledge). Cognitive styles and attributions (ways of learning). Strategic knowledge (general strategies and specific learned).Mecocognitive knowledge (knowledge through experiences and personal cognitive processes).

Types of teaching of the cognitive paradigm

For this, the psychologist David Ausubel defines two types of learning: repetitive or memory learning (superficial or mechanical processing) as an initial or reinforcement phase, and significant learning (deep processing) as the way in which new information is incorporated substantial form.

In turn, Ausbel defines basic dimensions of teaching strategies or teaching methodology to incorporate new information in the cognitive structure already present in students.

Reception learning

Reception learning uses machine learning to relate to learning large volumes of new information in a finished way, such as learning country names and multiplication tables.

Learning by discovery

Discovery learning incorporates the assimilation principle, defined as the process in which new information or material is linked to the existing information structure.

Discovery learning is considered meaningful learning that is important to incorporate into the initial stages of learning. The contents relate to the concepts and principles for learning, for example, procedures, attitudes, norms and values.