Cognitive Learning Approach Involved in Learning of Writing - Essay Example

Cognitive Learning Approach involved in learning to write a report Student’s name Course Institution Date Introduction Cognitive learning approach infers that though the process of learning can be developed from behaviour, it is a completely separate for the behaviour itself. Behavioural approach measures in terms of the relatively permanent changes in the behaviour of an individual. On the other hand cognitive approach occurs as a result of the long term experience. The process of learning in relation to the cognitive approach is the change in the context and the way the information is stored in the brain. Most of the people have individual set of cognitive structures, which are important for the understanding of the environment and its working. Writing a report on something involves not only the language system but it poses extreme challenges to the cognitive system that are for memory and thinking. The key concepts that have to be understood when it comes to the use of the cognitive approach are the key principles. These principles are essential when learning writing using this approach. The first concept is the schema. This is the internal knowledge structure found within a learner. New information obtained by a learner compared to the existing knowledge within the mind. The schema can be combined, and it can alter the ability to accommodate new information. It also involves the three stages of information processing which are, sensory register, short-term memory, and the long-term memory. It also involves the step of generating meaningful effects on information. Meaningful information is easy to learn and memorize. The use of serial effects is also beneficial as it is easier to memorize information from the beginning than from the middle. In addition, this approach embraces the importance of the practice effect, known for an extended period to improve retention, as well as the transfer effects of the prior knowledge to new tasks. Organization of the information acquired is also essential as this approach uses mnemonics effects, which allow the learner to relatively organize the information in a more memorable manner. It also helps the learner to organize meaningless words to more meaningful sentences that they can use to communicate to the audience. They are not just outlines of the material, but are they are materials that will allow the student to make sense out of the study period. Discussion Propositional knowledge is the knowledge that is expressed as a form of declarative sentences. It is related to cognitive method of learning in that propositional knowledge requires internal memory. For instance, the procedure of writing a report entails the process of first retrieving the information, if the knowledge is accessible to the learner. Propositional knowledge is the kinds of knowledge that need to be acquired in the process of writing a report involve a lot of thinking. The process of thinking has close linkage to writing. Reasoning skills is particularly essential in learning this writing, as all the writers have to make decisions on the texts that they have to write. A written report just like any other extended text provides external form of memory that others can read some other time and reflect upon it. The process of learning how to compose a report should, therefore, be perceived as a task that requires memory. It should also be seen as the process through which gains expertise in writing of extended texts (McGilly, 1994). Procedural learning involves the question of different kind of skills through the repeated performances and practices. Cognitive learning is enhanced through practice. For instance, the process of report writing requires a lot of practices. According to cognitive theory, learners create knowledge structures, which process information through different models. It is proven that the first model is the sensory register where the information is registered after reception by the senses. This process involves the process of activation of prior knowledge as a means of precursor to incorporating the new knowledge. Continuous accumulation of knowledge is proving of a progressive means of learning. The next process is to take aboard the knowledge accumulated on report writing into using practical examples to prove understanding of the knowledge. Procedural learning is the accumulation of skills through practice. Therefore, with each piece of the old knowledge acts as a basis for building now knowledge. There is the short-term memory, where in this model the information storage temporarily for a brief period. The third model is the long-term memory whereby the keeping of information is for a significant period. When learning the process of writing a report, a number of procedures can be put in place to ensure that there is complete internalization of the data. Complete internalization of the information will ensure the keeping of the information in the long-term memory (Ford, 2009). Disposition refers to the process of expanding of an individuals knowledge through emotional and environmental factors to ensure that the process of learning takes place. Cognitive approach appreciates the use of tasks, which are to test the ability to remember the procedure as well as the level of understanding. It also appreciates the use of schemas that will enhance memory. Long-term memory stores information for a long time. It has the unlimited capacity to storage. Some of the materials can be memorized during the process of learning. Deeper levels of processing information such as the linkages generated between the previous, and the current knowledge acquisition is necessary in maintaining a long-term memory on information. Taking aboard new knowledge helps in seeing how the new knowledge can be applicable in real life. The approach of learning enhances the activation of the knowledge gained. This is achievable through drawing of cases stored in the memory and drawing up examples that are similar to it. Learners who learn complex processes consciously or unconsciously retrieve cases from their memories, as they need them. In addition, it involves the process of learning how to type which is one of the factors of composition writing. This is one of the most relevant means of motor output. An assignment requires intensive planning as it has high demands on memory and thinking. This requires time for instruction and training in order to be able to write effectively. There are different principles of cognitive apprenticeship, which focuses on developing interventions, deliberate practice, which aid in instructing the learners. Written instructions across all disciplines are necessary to train writers so that they can be in a position to retrieve and use the formation during the process of writing the report. Written instructions dictate the knowledge use. Without the knowledge being accessible to the learner, and be applied in a creative way, the knowledge will remain inert and will not be available for the writer during the process of writing. It will, therefore, in turn affect the fluency and the quality of the report. Extensive planning is necessary before the production of the first draft. Regardless of the report to be written, what characterizes the crafting of knowledge is the ability of the writer to keep in mind how the reader would interpret the text. It also influences the way the writer is able to express ideas in a way that will communicate to the reader (Galbraith, Walker & Ford, 2005). Learning design affects the process of learning. Effective knowledge design helps to create engagement, and ends up to emotional and intellectual connectivity with contents to create practical, valuable skills, which can be instantly applied in applicable situations such as learning of complex tasks. Learning design is one of the critical factors that will ensure that there are exceptional results after a learning process. For an individual to produce an outstanding performance in writing of the report, it requires deliberate practice in order to acquire expertise. In case of report writing the process starts early from the process of learning spoken language to the process of scribbling, this is normally developed in childhood. It involves the process of mastery of hand writing and spelling, which in turn result to the achievement of fluency in both spoken and written language. It is not precisely known how long it takes to advance further to knowledge crafting whereby professionals can mentally represent and proficiently process the author's ideas, the text's meaning, and the reader's interpretations of both the author's ideas and the text itself. Many years are essential to acquire a domain-specific rhetorical skills and practice at crafting knowledge for an audience. Through the process, of cognitive figuration the process if writing is capable of transforming previous knowledge, as well as the past biases. The students who use this approach are able to create new thoughts, which they can relate to the old information (DeCarvalho, 1991). Metacognition can be referred to a level of reasoning that involves proficient control over the process. It also involves the mechanism of thinking as well as reasoning, which is useful in learning situations. The process of organizing the way to approach a learning assignment, monitoring comprehension, and assessing the progress aimed to completion of an assignment. This is the knowledge that is metacognitive in nature. Similarly, maintaining enthusiasm to see an assignment to completion is a metacognitive proficiency (Israel, 2005). In addition, the capability to become conscious of a distracting stimulus, which can be internal or external, and maintain the effort over a long time, also involves executive functions, which are metacognitive in nature. The theory that metacognition has a crucial role to play in order to have a successful learning means. It is essential that both learners and teachers indicate it. Students who display a wide variety of metacognitive skills tend to perform excellently on exams and complete work more efficiently than the other students do. These students are self-regulated group of, learners who utilize the right tools such as the need for effective tools for them to grasp enough knowledge on a learning process. It is also based on their ability to modify learning policies and skills based on their understanding of their effectiveness. Individuals with an elevation on their level of metacognitive understanding and skill identify significant setbacks to learning as early as possible. Therefore, transform means or policies to ensure achievement of the goals. The learners who use this approach are aware of their personal strengths and weaknesses. They are also aware of the task or assignment that they have to learn. These learners are also aware of the available resources or skills that can be relevant for the work. A broader representation and provision of resources also aids in goal attainment. In this case, the resources can be categorized as context independent or more general they are more likely to be functional in different types of learning situations (Krause, Bochner & Duchesnes, 2010). Describe the process, which is needed in the acquisition of this knowledge and terms of cognitive learning theory. Academic writing needs a lot of effort and extended practice to develop the expertise that is necessary for composing developing and criticizing ideas. Students face social and cognitive challenges, which have a relationship to the acquisition of knowledge related to this work. The ability to be in a position to use written skills is acquired naturally. It is usually learnt, and it can be culturally passed on as a set of normal practices. These cultural practices are inherent in formal instructions setting, which is crucial in the acquisition of knowledge. This knowledge is needed in development of the best skills when it comes to learning how to write a report. The art of formulating new thoughts can be challenging because it entails transforming or reworking information, which is more complicated than writing as the way it is told. This is achieved by putting together impression and solving problems. The writer engages in an interaction between the two parties, constantly developing information and continuously developing text (McCutchen, 2000). Concerning academic writing, it is believed to be cognitive complex. The process of acquisition of vocabulary required for proper report writing and the discoursed style needed for writing is difficult. Certainly, acquisition is a result of the complex relationship of the linguistic environment and the learner's inner mechanisms. With the practice of writing a report, there is continual reformation as learners transform the internal representations in order to gain increasing degree of mastery in this writing. Due to the complex process of writing a report, learners often find difficulty to develop all aspects of the process concurrently. The first process involves the process of searching for information from the memory. Consequently, it involves the use of production systems to generate the phrases essential in the writing. In the process of structuring information, the writer needs to use various types of knowledge in understanding the organization of sentences and the level of text that is effective for communication of information. Transformation stage literary involves the process of converting the information into meaningful sentences. In essence, at this point the writer or the learner writing the report changes the plans into rational ideas that represent the goals, ideologies and organization that is developed into a needed construction stage. A t this stage revision is part of this. Revision is a part of a cognitively demanding task, because it does not only involve the definition of the task, several evaluation strategies, the selection of the needed form of strategy and finally the modification of the text in a writing plan. Revision is also beneficial as it gives students the chance to evaluate the feedback that they receive on the writing they have written. Many teaching practices unreservedly assume that theoretical knowledge can be distracted from the situations in which it is educating, learning and applicable (Johnstone, Ashbaugh & Warfield, 2002). The strengths or limitations of using a cognitive approach in explaining this kind of learning Advantage of the cognitive approach to learning is that with this process learning is defined in terms of consistent behaviours attain through embedding of understanding and skills into the long-term memory. One of the strengths of using cognitive approach for the process of learning report writing is that most of cognitive approaches recognize that much learning is more or less a mental process. Unlike behaviourism, the cognitive approach focuses mainly on what is happening on in the student's mind. It recognizes that learning is not just a transformation in behavior; it is also a transformation in the way a student thinks, comprehends, or feels. It is also well recognized that the essential mechanical skills of handwriting and spelling reduce the limited resources of working memory in children, constraining their ability to generate language fluently. Cognitive learning theories scrutinize the learning process and seek to explain how individuals learn and process information. Is accepts the fact that different students absorbs differently visually, kinaesthetically throughout the process of reading and writing. It also explores how personal thoughts can control the actions of an individual. Cognitive approach of learning is vital in development of personal effectiveness. According to cognitive approach, the best way for processing information and learning is to have a firm relationship with oneself. The ability to visualize personal effectiveness translates into increased self-confidence. This self-confidence is critical in sustaining personal long-term capacity to understand new concepts and the ability to utilize the concepts in written manner. Cognitive approach of learning also is pivotal in improving social learning. This is indispensable in learning how to handle new challenges and acquisition of new kinds of knowledge. The process of social learning occurs when a learner is able to observe and imitate the process that occurs in social learning (Woolfolk & Margetts, 2006). Most of the psychologists argue that the classical, operant conditioning process of interpretation of learning goes far beyond the way humans interact with their environment. Therefore, most of the psychologist would rather advise the use of a cognitive approach of learning as this approach could not be dismissed. This is because cognitive approach focuses on mental activity. These mental activities define the process of learning. Cognitive approaches and activities such as information processing, mental representations, predictions, and prospects are essential to the cognitive explanation of learning. The events of cognitive learning include internal processes, which will later translate into modern interpretations. Some people would prefer different models and approaches of learning to cognitive learning. The disadvantage of using cognitive approach for learning is that the learners may eventually learn the process of performing an assignment, but it may not be the perfect way for them. Behavioural approach of learning One of the major strength of behaviour approach of learning is that it focuses on the behaviour that can be observed and can be manipulated with a lot of ease. This approach is extremely vital especially in writing of laboratory experimental reports under laboratory conditions. This is because, within a laboratory, the behaviour can be manipulated when it comes to adjustment of the dependent and the independent variables. In addition, behaviourist approach focuses on the present situation rather than exploring the past. Most of the tasks that require the writing of a report or learning a new skill need a lot of observation to be in a position to understand the underlying strategies of operation. The behaviour approach measures learning in terms of relative irrevocable change. It also measures transformation. This is unlike cognitive approach, which focuses on the fact that even if learning can be seen in behaviour it is separated from the behaviour itself. According to the behaviour approach, it is believed that learning has taken place if it can be displayed in the behaviour of a learner. It claims that there is an influence of the environment that controls the learning process (Kellogg & Raulerson, 2007). One of the disadvantages of using this approach in learning is that the trainees’ attention and zeal for the training can be diverted or even less desired. This technique also ignores personal growth and development of the student. In addition, this technique provides fewer chances for self-guidance, which will affect the level of understanding of the student. Behavioural view of training sees that there is the use of the environment to learn. This affects the learner when it comes to learning philosophical and technical issues that require mental reasoning. Furthermore, there is no defined knowledge of the mental representation of the models when this approach is used. Therefore, if a process is taught using behaviourist approach, and the other systems neglecting of learning, then the learner will not be in a position, to necessarily have the skills needed for the adaptation and interpretation of the knowledge. It will, therefore, consequently affect the way the learner can reproduce the work or even be in a position to apply the knowledge on a practical scale. Social learning theory approach of learning The advantages of this approach to learning are that it stresses the continuous linkage between logical, environmental and the characteristic behavioural approaches to learning. Rather than the use of the mechanical use of rote learning distinctive of behaviourism, social learning uses the contextual parameters to assessing, understanding and, replicating behaviours. It is not a deliberate procedure, but an almost instinct attraction to the behaviours that seem to lead to satisfactory results. This kind of motivation to learn is extremely much powerful in achieving the goals of learning than the real model of the behaviourist learners. Social learning involves the use of what is replicated from others behaviours as a form of the learning process. It is a line between behaviourist model and the cognitive model (Ferreira & Pashler, 2002). Humanism and Learning Humanistic theories tend to focus on learning as a highly driven and hence more likely to be prescribed. This theory emphasizes on the natural desire for everyone to learn if they have the natural desire to get to understand what is being taught. The disadvantage of these methods of learning is the inability to connect the routine learning with the reality. This knowledge is not potent as it was in the earlier times. This is because it poses many challenges to the mode of learning that is currently used. It is also exceedingly difficult to develop a curriculum based on this approach of learning. Humanism is more focused on human dignity, freedom and potentials. Constructivism and learning This approach believes that learners construct their own reality and form interpretation of the process learned based on their perceptions and previous experiences. Its basis is on the fact that knowledge is acquired is based on prior experiences, mental structures of an individual and the inherent believe that can be used to interpret the process of learning or information to be internalized. Constructivism, learning designers have concentrated on how learners construct their own representations of knowledge and significance through mental processing. The advantage of this approach to learning is that it gives the learners a chance to interpret a range of different realities; they are more liable to be able to deal with real life situations. It also equips the learners with elevated problem solving skills. With this enhanced problem solving skills, knowledge can be put to application more effectively to recent situations and challenges. In conclusion, effective learning is created when learners at the end of a learning process are able to use the knowledge that they have acquired to solve the world’s problems. In addition, it is convenient if the learners are able to use the knowledge acquired to activate the previous knowledge creating a continuous flow of knowledge in their memory. In addition, the learners should be in a position to take up the recent knowledge through demonstration of worked examples, and in this case, they are required to be able to come up with examples done correctly and perfectly. The learners should be able to integrate the knowledge into their own world of experiences. The process of organizing the way to approach a learning assignment, monitoring comprehension, and assessing the progress aimed towards the completion of the assignment. All these skills are metacognitive in their nature. The advantages of using cognitive form of approach are many compared to the other approaches. Cognitive learning theories scrutinize the learning process and seek to explain how individuals learn and process information. One of the strengths of using cognitive approach of learning is that most of cognitive approaches recognize that much learning is through mental retaining of the information that is acquired in class. The ability to visualize personal effectiveness translates into increased self-confidence. This, in turn, results to an increased comprehension of the knowledge that is acquired. References DeCarvalho, R. (1991). The humanistic paradigm in education. The Humanistic Psychologist, 5(10), 88-104. Ferreira, V., & Pashler, H. (2002). Central bottleneck influentials on the process stages of word production. Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol.28, 1187-1199. Ford, P. (2009). Behavioural Approach to Learning. New York: Cengage Learning. Galbraith, D., Walker, G., & Ford, J. (2005). The contributions of different compositions of working memory to knowledge transformation during writing. L1-Educational Studies in Language and Literature, 34(5) 113-145. Israel, S. E. (2005). Metacognition in literacy learning: theory, assessment, instruction, and professional development. Mahwah, N.J.: L. Erlbaum Associates. Johnstone, K. M., Ashbaugh, H., & Warfield, T. D. 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