Cognitivism learning theory describes how internal mental processes are involved in learning. This theory focuses on how learners process information, store it in memory, and retrieve it later for use. A key concept in cognitivism is the schema, a mental framework that helps organize and interpret new information.
Understanding Schemata: The Building Blocks of Knowledge
Jean Piaget, a prominent cognitivist, defined a schema as “a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning.” Let’s illustrate this with a simple example: a child encountering a cow.
The “cohesive, repeatable action” is the child recognizing the cow. This recognition is repeatable as the child will continue to identify similar animals as cows.
This recognition involves several components. The child doesn’t just see a cow; they perceive a living creature with four legs, grazing on grass, and making a “moo” sound. Each of these observations can be further broken down, requiring the child to understand concepts like “living,” counting to four, and so on.
These observations combine to form the “core meaning” of a cow for the child. Piaget believed this forms a lasting cognitive schema, shaping the child’s understanding of what a cow is and how it differs from other animals.
This example demonstrates a basic schema, but Piaget argued that schemata underpin all human cognitive processes. They are fundamental to:
- Perceiving
- Recognizing
- Conceiving
- Reasoning
Throughout life, individuals develop increasingly complex schemata, building upon existing ones. This progression allows us to move from simple recognition (like identifying a cow) to complex abstract thought (like pondering whether cows recognize us).
For instance, when a student learns addition and subtraction, they can apply this knowledge to create a budget and save for a desired toy. Cognitivists posit that schemata form the foundation of all such concepts.
How Schemata are Formed: A Four-Step Process
Piaget proposed a four-step process for schema formation:
- Assimilation: Integrating new information into existing schemata. This prior knowledge can be innate (like breathing) or learned.
- Disequilibrium: A state of cognitive discomfort arising when new information contradicts existing schemata. For example, a child might mistake a sheep for a cow due to shared features like four legs and white fur.
- Accommodation: Resolving disequilibrium by modifying existing schemata or creating new ones. The child, upon learning the difference between a cow and a sheep, adjusts their “cow” schema and forms a new “sheep” schema.
- Equilibrium: Achieving a stable understanding after accommodating new information. The child can now differentiate between cows and sheep without confusion. This state remains until new information triggers disequilibrium, restarting the cycle.
Schema development is a continuous, cyclical, lifelong process driven by encountering and integrating new information. This constant adaptation of mental models is central to cognitivism’s explanation of learning.
