I admit the cognitivism learning theory appeared to be very intimidating to me, as I first began my research almost two weeks ago.  Behaviorism seemed to fit my learning style perfectly and it fully captivated my attention.  I have never been a read or write kind of learner, and thus my initial understanding of the Cognitivism learning theory did not appeal to me.  What I have learned in my research of the Cognitivism learning theory is that my initial impression could not have been farther from the truth. 

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     The brilliant theorists including Edward C. Tolman, Jean Piaget, and Lev Vygotsky all played an instrumental role in the 1950’s shift from behaviorism to cognitivism. The roots of the Gestalt psychology are fascinating to me.  The complexities and examples of Gestalt psychology really drives the point that learning is completed because for someone to understand the content as a whole, it must first be organized and learned by the sum of its parts.  Unlike the behaviorism learning theory, the cognitive learning theory focuses on the internal mental processes instead of external observed behaviors.  The connections of linking previous knowledge to new knowledge in the cognitive learning process, is something that I think benefits and applies to everyone at some point in their development.  In this process and my reflection, I have had to weigh heavily on my vast years of experience as a learner.  The ability to activate previous knowledge for the learner can be a bit confusing and challenging.  This activation of previous knowledge becomes more complex for those learners who do not have any knowledge of the content.    

     In a deeper look into Jean Piaget’s stages of development, I was able to reflect on my previous experiences growing up within the study of each stage.  This really helped me have a greater understanding in my research by using my schemes to assimilate or accommodate as applicable in my learning process.  I now fully understand why both interaction with people and the environment is critical in the Cognitivism learning theory.  Lev Vygotsky ‘s sociocultural cognitive theory really opened my eyes to the importance of the environment.  The elementary functions we are born with along with the social interaction we see daily vastly help in our higher mental functions such as independent thinking and independent learning.  Today with the numerous advanced technology tools at our disposal, the language and communication we have, and more knowledge order are vital to learning within our societal hierarchy.  These factors are critical to bridging knowledge gaps by means of the Zone of Proximal development thus helping the learner with the things they can do and cannot do.

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     Cognitivism and its foundational concept that learners are active in the process is a key component.  I think this allows the learner to not be in an environment that is instructor-centric, and aides in the instructor’s ability to analyze the learner’s motivation and attention to the content.  The key is the instructors must look at all students as active learners. The active learner process helps the learner in improving the cognitive skills necessary to efficiently organize thoughts, prioritize concepts in a meaningful manner, think and relate to previous experiences, and solve problems.  Active learning is important as your cognitive skills change with time and age.  Therefore, we really can be considered lifelong learners.

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     With all the great things I have learned with the Cognitivism theory, there are still some questions that I have.  Cognitivism relies on our internal mental processes in which we cannot physically observe.  I am not convinced that there can be scientific evidence of change within our internal mental process and thus Cognitivism is very subjective in nature.  The overall findings of such invisible processes have really questioned the validity of this theory for me.  I also look at how this learning theory looks at some of the uncontrollable factors of human behavior.  Those individuals with factors such as genes, biological structures, chemical imbalances, and unique previous experiences are not considered.  In many ways, this learning theory is based on controlled experiments that do not consider the variable human behavior factors that might be present.  It is hard to measure how this learning theory applies to those who have a unique set of human behaviors associated with its concepts.

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     The research and study of Cognitivism was perspicacious and really helped me in my ability to look at how the brain inputs information and processes it for later retrieval.  I really enjoyed understanding how the cognitive process greatly affects our behavior.  The ability for future instructional designers like myself must include designing instruction that helps the learner organize meaningful learning and allows growth in their cognitive skills.  Whether you are using advanced organizers, nine steps of instruction, meaningful reception, or combination of all three, it is important to ensure how the cognitive learning theory applies to all learners.  Designing instruction that enhances, improves, and strengthens cognitive learning must be carefully considered.  I still have much to learn as I continue my studies into this complex learning theory.  I have always been fascinated with the processes of how the human brain works and the learning associated with it.  The study of cognitivism has really expanded my knowledge.  Although I still have a few doubts the value of this theory can not be excused.  I look forward to the introduction and study of my final theory on social learning, and how I can include its theory, along with Cognitivism and Behaviorism to my future as an instructional designer.