CHAPTER 3: COGNITIVE LEARNING THEORIES

Lesson 1: Piaget’s Cognitive Development Theory

ASSESS

Activity 1: Identify the mental abilities the learners possess based on the descriptions provided.

1. John claims than 5+1 and 3+ 5 are both equal to 8. - Mathematical

2. Susan peeped under the cabinet where her ball rolled in. - Reasoning

3. Kenneth reads the days of the week in the calendar from left right. - Verbal

4. Rocky argues that the 4Ps program has more disadvantage than advantages. - Reasoning

5. Mary insists that her rules must be followed. - Perception

6. Enzo does not envy his younger brother who received five one-peso coins while he has one
five-peso coin.- Mathematical

7. Josie grab the milk bottle of the baby next beside her. - Reasoning

8 Renzo explains that the cold water comes from the block of ice that melted. - Reasoning

9. Teresa groups tamarind, santol, kamias, and pomelo together. - Perception

10. Three-year-old Kenjie names the picture of a bird correctly. - Memory

 ASSESS

Activity 2: Design one Piagetian task along with you area of specialization that is localized and
contextualized for target learners.

(Classification is a Characteristic under Concrete Operational Stage that can help learners’
group objects into their respective categories.)

CLASSIFICATION TASK

Direction: Classify the given words into their word classes. Write N if it is a noun, V if it is a
verb, ADJ if it is an adjective, ADV if it is an adverb, and PR if it is a preposition.

For example: N 1. Girl

1. Beside 11. Eat

2. Watch 12. Car

3. Under 13. Carefully

4. Slowly 14. Between

5. Beautiful 15. Smart

6. Cantilan 16. Quickly

7. Read 17. Dog

8. Boy 18. Huge

9. Beside 19. Jump

10. Charming 20. Accidentally

 CHALLENGE

1. As a future teacher in the elementary or secondary school, how will you apply your
knowledge of the process of equilibration and Piaget's stages of development in your
classroom? How does this knowledge influence your selection of what to teach and how
to teach it?

Answer: This approach will allow teachers to make learning fun and practical, to ensure how
students gone through their understanding by creating avenue to students achieve wide
learning outcomes.

2. Why does a teacher prefer the use of more concrete instructional methods in teaching to
encourage students to think more formally?

Answer: To assess the learners' thorough understanding of a specific topic and discussion that
the teacher has taught them. This will serve as a guide and will help learners learn within the
four walls of the classroom. As a result, learners will be actively engaged in independent
learning.

HARNESS

1. Get a partner and identify children of several age groups (4 years old, 8 years old, 13 years
old) as your subjects of a case study. Search for one Piagetian task and follow the procedure in
administering the task to the children. Observe the reactions and answers of the children while
asking questions and probing their answers.

2. Make a simple report of your findings.

Answer: The Piagetian task that we utilized was Task 1: Number. In conducting the activity, we
first prepared the materials that we would utilize for their task. We picked 3 students from
kindergarten (4 years old), as well as from grade 3 (eight years old), and grade 6 (13 years old).
For the children aged 4 years old, we started the activity by showing them two rows of coins,
with 10 coins in each row, and we asked them if both rows had the same number of coins. They
looked at it first before answering, and some of them were hesitant to answer, but eventually
they said yes. Next, we spread out the second row of coins, still containing 10 coins per row,
and asked them if both rows had the same number of coins. They looked a bit puzzled because
the other row seemed longer, so some of them assumed that it had a greater number of coins.
Some said no, and some said yes. So, based on our observation while conducting the task, the
reactions of the children aged 4 years old were that they were not sure of their answers, and
some of them couldn't count from 1-10, so we can conclude that the children haven't mastered
the task of conservation of numbers yet. We did the same task for children aged 8 and 13 years,
and based on our observation, they already knew how to count, so we can say that they already
mastered the conservation of numbers task. That's why they were not confused and easily
answered that both rows still had the same number of coins. To sum it up, we have deduced
that different age ranges of children don't have the same abilities in terms of identifying the
numbers of objects from their spatial extents. Those aged 4-5 may possibly not be able to
perform it correctly, while those at higher ages have already developed their ability.
 Lesson 2: Vygotsky’s Sociocultural Theory of Cognitive Development

ASSESS

Activity 1: Tell whether the statements depict practices supportive of cognitive development
according to the sociocultural theory of Vygotsky Write S (supportive) if the stated action
supports cognitive development, NS if not supportive. Write your answer on the space provided
before each number.

S 1. Father models to his son how to saw wood.

NS 2. Mrs. Reyes permits the learners to use trial and error to solve a difficult task.

S 3. Mr. Cruz requests Jose's parents to tutor their son.

S 4. Kenneth seeks the help of his friend, Mario, the Math wizard, to teach him to divide.

NS 5. Ann asks why Mom has to peel the carrot; her mom has no time to explain.

NS 6. After one example of adding binomial, Mr. Andres gives board exercises.

NS 7. Instead of confiscating cell phones, Mr. Cruz uses them to test spelling among learners.

NS 8. Expensive toys bought by the Mother are just for display, not for her child's play.

S 9. Miss Melad groups the class by two's, with members critiquing each other's work.

S 10. Mr. Rivad relies on peer tutors in enhancing poor learners' achievement.

CHALLENGE

1. “Playing house” is part of kids’ childhood experiences. How beneficial is it in cognitive

development?

Answer: When we say cognitive, it is a mental process, thus imagination that a child created
will expand their assessment to a certain situation and help them reflect on their actions and
develop their imagination in the sense that they explore things and engage imaginary reflection.

2. Research has shown that learners from low-income groups are at a disadvantage
because parents cannot provide educational toys and entertainment media. How
important are these technological tools at an early age?

Answer: Technological tools are great guidance for one’s child’s development. Technology’s
main objective is to make things work out easily and help improve our lives. When children at an
early age have access to technology, they will probably turn out to know a lot of things that a
typical age is not expected to learn. It helps improve students' abilities, affects how they work
and think, and gives them new access to the world. It also helps them to become independent in
less than no time. Technology helps children learn the importance of building communities and
how to interact with people in social situations. Without access to technology, all would be
delayed or probably not be met.

3. Recall your past teachers whom you labeled as good teachers. What were their
practices that could be labeled as scaffolding? How were these helpful in understanding
difficult lessons?

Answer: Ms. Melchie U. Billiona, My grade 6 teacher from elementary at Campo Elementary
School into which she has a strategy calling by names in attendance with imparted questions
that I consider challenging yet helpful coping fron past lesson and make students have their
attention in every discussion so it is convenient for them answering to the questions every
attendance calling.

HARNESS

1. Observe a child at play for an hour. Monitor how they interact and construct knowledge.
Make a brief report and how you observations relate to the major concepts of Vygostky's
theory of social cultural learning.

Answer: Based on my observation, when a child plays for an hour, they can feel happiness and
excitement. For example, when playing basketball in the ground or field, children can construct
knowledge and they already know until they can learn to play basketball. Aside from playing
basketball, children like to play puzzles, and when they are interested, you may see the child
can learn. However, in this observation, I observe a child picking some puzzles and placing
them in their correct image or where they belong. They learn slowly, but step-by-step they have
better eye-hand coordination, they increase their focus ability and concentration skills, and they
improve their one-to-one correspondence skills. Then I was able to write or document those
shroud specific skills, which are part of cognitive skills. We know that the skill observed is
toddler spatial exploration. Most adults observe each child. They watch the children work with
the materials and toys. That's why I believe that every child can learn step by step.

2. Recall one difficult lesson you were together in the past. If you were the teacher, what
scaffolds should you have used in facilitate learning.

Answer: One of my difficult lessons in my past is Algebra. It's so hard for me to understand
because l really hated mathematics. If l were the teacher l will used think aloud so that, these
will allow you to model you through process as you read the text and solve a problem.
Remember that children cognitive abilities are still in development so opportunities for them to
developed critical thinking are essential and giving time to talk or discuss in private about the
subject. It can foster to help student or learner understand deeply the lesson.
 Lesson 3: Information Processing Theory

ASSESS

Activity 1: Fill in the blank with a word or phrase that best completes the sentence. Write your
answer on the space provided.

1. Stimuli perceived from the event are held temporarily and briefly at the sensory memory.

2. The loss of the information in the memory is called forgetting/amnesia.

3. Repeating the meaning of a word several times will keep the information at the maintenance
rehearsal.

4. Strategies using rhymes, acronyms, and configuration clues are examples of mnemonic
devices.

5. Any stimulus that distracts the person, for him or her so lose the information is called
interference.

6. People who are good in narrating their memorable experiences have memory content called
episodic memory.

7. A person who knows the answers to a question but could not immediately utter it illustrates
the phenomenon called tip-of-the-tongue phenomenon.

8. Ruben can group vegetables and fruits separately. This process of grouping information is
called organization.

9. Teachers asking the learners to give a synonym of a word to define a term is an example of
semantic memory.

10. Joe's style of rewriting the meaning of terms in his effort to memorize them is called
maintenance rehearsal.

Activity 2: Considering your area of specialization, get a particular competency. Then, list three
strategies each to (1) make the learners understand the lesson and (2) to retain their learning of
the same lesson.

Answer:

 Competency: Use the passive and active voice meaningfully in varied contexts.
  Strategies to make the learners understand the lesson:

1. Speak gradually and explain concisely.

2. Ask questions to the students.

3. Integrate games to keep the students engaged.

 Strategies to retain their learning of the same lesson:

1. Make use of mnemonic device like “SPA” (Subject Performs the Action) for active voice and
“SRA” (Subject Receives the Action) for passive voice.

2. Use pictures or videos so that the learners can visualize the difference of the two concepts.

3. Use inductive teaching method.

CHALLENGE

1. Why is attention essential in the learning process? Give some ways to sustain the
interest of the learners.

Answer: In a liter sense, a learner can't engage to a certain lesson without attention to impart.
One of a successful way to elicit interest is to create avenue that can relate specifically an
experiential matter that they can give their attention as they can relate to the platform that is
given.

2. Why are drills and exercises necessary in the teaching-learning process? Is this
connected to the concept of teaching to the point of mastery?

Answer: It is a sense of catching the reflection or understanding of a student to the discussion.

This approach will recall and master their lore and to determine their attention from the
discussion. By the sense of providing assessments it will show how far their knowledge
undergone.

3. Maila was cooking in the kitchen, when she thought of getting the ingredients in her
school bag, which is in the bedroom. When she reached the place, she forgot why she
was there. She returned to the kitchen where she was earlier, than she recalled what
she was supposed to do. How do you explain this phenomenon?

Answer: The phenomenon is known as the tip-of-the-tongue phenomenon. It is a failure to

retrieve the information, but the person is certain the information is known. Maila knows what
she was supposed to do in this situation. She is certain she knows the information, but she is
unable to retrieve it.
 HARNESS

1. Together with a classmate, read about other theories related to the information processing
theory. Identify their main arguments, similarities, and differences among them. Share your
research findings to other members of the class.

Answer: Only a few individuals have theories related to information processing theory, including
George A. Miller, Atkinson and Shriffin, Craik and Lockhart. The information processing theory
of cognitive development, according to George A. Miller, focuses on the examination and study
of mental processes. According to Miller, the maximum number of meaningful units that may be
stored in short-term memory is nine. He then introduces a sequential approach to Atkinson and
Shriffin's "stage theory," which holds that the human mind functions similarly to an information
processor or computer, with input and output. The inventors of the "degree of processing" idea,
Craik and Lockhart, come last but certainly not least. They emphasize that knowledge may grow
in a variety of ways and that factors such as perception, attention, and meaning can all affect
one's potential to learn new things. Each of them has unique theories on information processing
theory and different cognitive development processes.

2. Research on the other rehearsal, organization, and elaboration strategies that teachers and
learners can use to recall information stored in the long-term memory.

Answer:

Memory Strategies

Examples Activities (Rehearsal)

Practice
Drill
1. Using flashcards.
1. Tracing letters.
2. Completing worksheets.
2. Unscrambling a sentence.
3. Doing homework.
3. Repeating the letter sound.
4. Reviewing at regular intervals.
4. Reciting the specific rule and formula.
5. Performing the movements.
5. Listening to a script and reciting it.
6. Giving self-test.
 Lesson 4: Problem Solving and Creativity

ASSESS

Activity 1: Identify the term described in the statement. Write your answer on the space provide
before each item.

1. The production of something novel and useful to address a problem in life. - Creativity in
Problem Solving

2. The ability to use prior learning to solve problems in another context. - Transfer of Learning

3. The ability to overcome a hindrance to arrive at a specific goal. - Problem Solving Ability

4. The situation in which a learner focuses on the traditional strategy used to unsuccessfully
solve a problem requiring another solution. - Functional Fixedness

5. The ease in using a skill learned to a similar situation when it was learned. - Near transfer

6. It refers to the number of details a leaner can provide to explain a novel solution to problem. -
Problem solving Skill

7. The strategy the learner uses when he applies established steps or procedures in solving a
problem. - An algorithm

8. The stage in creativity in which a novel idea suddenly pops in out of the blue. - Illumination

9. That theory which explains that solving a problem is merely repeating the strategy found
useful in the past for a similar problem. - Theory of identical elements

10. That scheme in the K to 12 curriculum wherein skills taught across the grade levels are of
graduated complexity. - Vertical transfer and lateral transfer
Activity 2: Explain in a 10-sentence paragraph the interrelationships among problem solving,
creativity, and transfer of learning. Cite at least two arguments to elucidate your answer.

Answer: Problem solving, creativity, and transfer of learning are connected to each other
because they all have a process to do so. An individual should always have a plan in mind when
trying to deal with a problem; it's crucial to consider a strategy. This strategy measures our
creativity. When in the process of thinking for ways to solve the problem, it’s where our past
knowledge related to the subject at hand comes in. It is what we call the transfer of learning.
Even if the problem requires divergent thinking, if we have experiences attached to our long-
term memory, it would enable us to answer the task and solve it easily. Robertson (2015)
described a well-defined problem as one that "provides all the information required to solve it".
We could only get this information if we use our creativity, look for sources, read, or design, and,
of course, use transfer learning. Robertson indirectly stated how these three are interrelated.
Glass and Holyoak (1986) stated that "the problem-solving process involves several aspects
from which three major facets tend to emerge: the solver’s representation of the problem (the
problem itself), the solver’s background experiences (transfer of learning), and the solver’s
understanding of the problem (creativity)". It is very clear to look at how problem solving,
creativity, and transfer of learning are interrelated. Problems are normal, and solutions are too.
So when there’s a problem, we try to solve it. In doing so, we utilize our creativity and past
knowledge to help guide us in solving it effectively.

CHALLENGE

1.Jerry submitted to his Arts teacher a drawing titled "Fishes,'' with only sea waves seen at the
bottom of the frame. When the teacher questioned the title because she could not see any fish
in the drawing, Jerry answered that they were under the water. If you were the teacher, how
would you react? Why?

Answer: If I were a teacher, I would be happy and I would praise my student Jerry because his
drawing is very creative and unique. He came up with that brilliant idea where his drawing is
deep to interpret. For me, he's an artist.

2. To illustrate the harm of drinking alcoholic drinks, Miss Cruz conducted a simple illustration to
the class. Using two beakers (one filled with alcohol and another filled with water) and a beaker
with earthworms, she asked the class to observe what happened to the earthworms inside the
beaker with water and to the earthworms in the beaker of alcohol. After processing the
experience, she asked the class what generalization could they make about alcohol. The
general consensus was if one drinks alcoholic drinks, he or she would die. One, however
disagree and claimed that if one drinks alcohol, all the worms in the body would die. How was
problem solving, creativity, and transfer of learning working in this scenario?
Answer: In this case, problem solving, creativity, and learning transfer are all useful. During
problem solving, the teacher solves the problem of explaining her lectures in a simple and
straightforward manner. She solves the problem by being creative and employing a simple
image to convey the lessons. She used her creativity to facilitate a clear dialogue, which
benefits the students by making the lessons more understandable. The teacher shares her
expertise with the students. even those who disagree The transfer of learning works in this case
because he learned that in the previous lesson, which is why he disagreed and applied it in the
current situation.

3. Teachers complain about learner’s preoccupation with electronic gadgets. As a future

teacher, how would you treat this problem as an opportunity for learning? Work with a partner
and summarize your arguments in a position paper.

Answer: As a future teacher, I would probably advise my students to use gadgets moderately
and responsibly. Indeed, I will only allow them to use gadgets if I ask them to supplement
research in order to broaden their knowledge and serve as an alternative learning method. I
also educate them that they should not rely solely on the internet to obtain information from
various websites because it causes them to be sluggish and prevents them from developing
their own ideas, which leads to negative learning.

HARNESS

1. Learners do not react anymore to the stereotype ways of reinforcing their performance
during an oral discussion. Think of novel and effective ways of giving verbal
reinforcements for good performance during recitation.

Answer:

 Be more specific on what aspect of the student’s performance they did well rather than
just saying “good job!” You could also do this together with some tangible rewards (from
bite-sized candies to retractable pens) depending on how well they performed during the
recitation.
 Use varying statements in giving your reinforcements so that the student will not think
that your praise is generalized.
 Acknowledge their effort to participate even if they were unable to give the accurate
answer.
 2. In dealing with millennial and generation Z learners, give at least three classroom or
school-based activities that you think would meet the characters of these learners.

Answer: Some factors we should consider when giving classroom or school-based activities to
millennials and gen z include incorporating technology, engaging students with adaptive
learning activities, and understanding fundamental generational differences. These will help us
identify or create effective activities that would meet the characteristics of millennial and
generation Z learners. Gamification, Brainstorming Sessions, and Debate would be the most
suitable classroom or school-based activities that I think would meet the characters of these
learners.

Gen Z learners are born into a world with this technology and are called tech natives,
while millennials were raised and witnessed the evolution of computers and social media.
Millennials and generation Z both grew up in the internet-connected world. Therefore
Gamification would be fitting for them. Incorporating game-like elements into K-12 and higher-
education curricula has become increasingly popular. Brainstorming sessions can also trigger
their interest in learning. It can bring learners together, helps them with interaction, and
improves their communication skills and knowledge for better learning outcomes. Since
millennials and gen Z are socially interconnected through media platforms this activity would be
ideal for them to become socially interconnected in the classroom set-up interaction.
Furthermore, a debate would be a great classroom activity for both generations as well.
Millennials and Generation Z interact more on social media, where they discuss a variety of
topics and issues around the world. Every individual has an opinion and understanding of
certain aspects. Debates allow students to express themselves both for and against a specific
topic and share their assumptions and misconceptions about it. Learners become more
intellectually, emotionally, and socially engaged. Furthermore, the learner's conceptual
understanding and reasoning skills will be improved.

GROUP 2

Members:

Galagala, Reggie Mae Maningo, Princess Dianne

Gemola, Zerika Marie Maturan, Guila Marie

Gomez, Chrislyn Mendaña, Ailyn Jane

Guisok, Xyndy Blythe Mercado, Marjorie Nice

Higana, Jesaiah Mae Minardo, Hazel

Lencio, Marivic Teves, Aliza

Madelo, Mylyn