The Cognitive Movement in Instruction
Bibliographic Data
| ID | 9733674 |
|---|---|
| Authors | M C Wittrock (University of California, Los Angeles, corresponding author) |
| Year | 1979 |
| Volume | 8 |
| Issue | 2 |
| Pages | 5 |
| Publication date | 1979-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.2307/1174411 |
| OpenAlex | W4233247669 |
| Language | EN |
| Citations received | 14 |
| References cited | 32 |
ed from the article of the same title in the Educational Psychologist, Volume 13, 1978. Copyrighted by the Division of Educational Psychology of the American Psychological Association. A cognitive approach implies that learning from instruction is scientifically more productively studied as an internally, cognitively mediated process than as a direct product of the environment, people, or factors external to the learner. The approach involves understanding relations or interactions beween the learners' cognitive processes and aptitudes, such as attribution, motivation, encoding, memory, cognitive styles and cognitive structures, and the characteristics of instructional treatments. The cognitive movement thus brings a unity of interest to people who study individual differences, learning and instruction, and a unifying synthesis to many recent research findings (Bandura, 1969). It also encourages research on comprehension, understanding, and transfer, several areas of fundamental importance to education. In educational research, a cognitive approach implies that it is more useful and meaningful to study, for example, how teaching style influences the learners' attention, motivation, and understanding, which in turn influence behavior, than it is useful and meaningful to study how teaching style directly influences student behavior. A cognitive model emphasizes the active and constructive role of the learner. From this point of view, the art of instruction begins with an understanding and a diagnosis of the cognitive and affective processes and aptitudes of the learners. From these one designs different treatments for different students in different situations to actively induce mental elaborations that relate previous learning and schemata to stimuli. In this conception the learners are active, responsible, and accountable for their role in generative learning. That theme expresses a centrally important part of the cognitive movement in instruction and of the state of the art of instruction
Attribution · Cognition · Cognitive psychology · Cognitive science · Cognitive style · Comprehension · Constructive · Educational psychology · Linguistics · Mathematics education · Movement (music · Process (computing · Computer Science · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology
An Attempt to Determine the Construct Validity of Measures Hypothesized to Represent an Orientation to Right, Left, or Integrated Hemispheric Brain Function for a Sample of Primary School Children
Shifting Conceptions of Validity in Educational Measurement
The Impact of Classroom Evaluation Practices on Students
Computer-Assisted Language Learning as a Predictor of Success in Acquiring English as a Second Language
The Teaching of Reading Comprehension according to the Model of Generative Learning
A student-constructed test learning system
Enhancing the sense of community and learning experience using self-paced instruction and peer tutoring in a computer-laboratory course
Psychology applied to education
Individual Differences
Cognition Research
The Relationships Between Cooperative, Competitive, and Individualized Learning Preferences and Students’ Perceptions of Classroom Learning Atmosphere
Latin-Americans at the University Level
Teacher Effectiveness in Adult Education
The Anthropology of Learning1
Taking different perspectives on a story.
Learning as a generative process 1
Equality of educational opportunity
American Educational Research Journal, 1964-1968
Ethnicity, Environmental Control, and Academic Self-Concept in Chicago
The Interaction Between The Internal—External Locus of Control and Two Methods of College Instruction
The Human Brain
Cognitive appraisals and transformations in delay behavior
Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications
Imagery in the Learning of Verbal Definitions
Images and pictures in children's learning
Conceptual Styles, Culture Conflict, and Nonverbal Tests of Intelligence
| Unique citing works | 14 |
|---|---|
| Citations per year | 0,31 |
| Citation span | 1981 - 2015 (35) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |