Meaning of Cognitive Paradigm (What is it, Concept and Definition)

What is 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 historical changes of the postwar period with respect to the changes that the income of informatics generates in the area of ​​communication and , as a consequence, in the knowledge process.

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

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

Cognitivism has developed since the early twentieth century and focuses primarily on education and meaningful learning.It is 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 , as it compares information processing systems of the same class through symbol processing.

See also Analogy.

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

See also Sociocultural Paradigm.

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

The cognitive system, whether animated or artificial, is composed of the following elements: receptors, syste engine and cognitive processes.

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

See also Cognitivism.

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 affirms that the child's genetic interpretation is the only way of understanding intelligence and its logical operations, delivering the notions of space-time, perception, constancy and illusions geometric patterns.

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

See also Cognitive and Cognitive.

By 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 meaningful learning the concept of didactic teaching to achieve learning.He confronts the concepts of meaningful learning and mechanical learning.

Meaningful learning uses the 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 form that incorporates new knowledge in a repetitive way or memory.

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

Cognitive paradigm in education

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

See also Psychopedagogy.

For competition definition In order to create the most appropriate strategy for learning and problem solving, the students must assess the following points:

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

Types of teaching of the cognitive paradigm

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

See also Learning.

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

Learning by reception

Learning by reception uses mechanical learning to relate to learning large volumes of new information in a complete way, such as learning country names and multiplication tables.

Learning by discovery

Learning by discovery incorporates the principle of assimilation, defined as the process in which new information or material is linked to the structure of existing information.

Discovery learning is considered significant learning that is important to incorporate in the initial stages of learning.The contents are related to the concepts and principles to learn, for example, procedural ntos, attitudes, norms and values.