Evolution of Cognitive Theories and Their Contributions to Education

Abstract

Cognitive theories establish that different learning processes can be explained through the analysis of mental processes, environmental factors, and the attitudinal stances of teachers and students. They assume that, through effective cognitive processes, learning becomes easier and new information can be stored in memory for a long time. Conversely, ineffective cognitive processes lead to learning difficulties that may be observed throughout an individual's life.

It might seem that the study of the teaching–learning process concerns only pedagogues; however, the wide range of current research disproves this view, asserting that everyone engaged in teaching—regardless of their profession—should be involved. Their knowledge of cognitive development and how learning occurs will be reflected in their teaching practice and, consequently, in the quality of their students' outcomes.

To support this premise, a review was conducted of the theories of Tolman, Gestalt psychology, Piaget, Ausubel, Bruner, Vygotsky, Feuerstein, Gagné, Goleman, Gardner, and neuroscience, from which the contributions of each to current education were derived.