Evolution of Cognitive Theories and Their Contributions to Education

Abstract

Cognitive theories establish that the 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 period of time. On the other hand, 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, today’s wide variety of research disproves this notion and affirms that anyone who teaches—regardless of their profession—must be involved. Their understanding of cognitive development and how learning occurs will be reflected in their teaching practice and, consequently, in the quality of their students. To support this premise, a review was conducted of the postulates of Tolman, Gestalt, Piaget, Ausubel, Bruner, Vygotsky, Feuerstein, Gagné, Goleman, Gardner, and Neuroscience, from which the contributions of each to current education were derived