Vygotsky And Cognitive Learning

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A Learning theory is a framework or model describing how information is processed and absorbed by our brains during a programme of study. Behavioural, personal and environmental factors, as well as previous experiences, all play a part in how we understand things. A learning theory also explains how knowledge and skills are retained. They explain how different factors can help learners process and recall information, suggesting that as we learn we also change the way we perceive our surroundings and inevitably the way we interact with others.
A definition put forward by Kimble (1961) is that “Learning refers to a more or less permanent change in behaviour which occurs as a result of practice” , which suggests that learning will almost always be permanent. It also suggests that learning is a result of practising and repeating something over and over. The type of learning theory this is referring to is cognitive learning. The cognitive learning theory primarily focuses on behaviours acquired from others, building on their own experiences and knowledge already gained. For a student to learn from another
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Vygotsky believed this life long process of development was dependent of social interaction and that social learning actually leads to cognitive development (Riddle, 1999). Vygotsky was very much under the belief that learning was a social activity, unlike Piaget who thought that children learned best through individual experience and self discovery. They differ in other ways too, Vygotsky suggested that children learn by being helped by a more experienced peer or parent. “Scaffolding is the temporary support that adults or more capable peers use to help a child learn a task. When the child has completely learned the task the temporary support or scaffold is no longer needed”. (Papalia, et al, 2011, pp. 34 & 270) compared to Piaget who suggested that a child constructs their own

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