Ertmer and Newby (1993) state that “cognitive theories focus on the conceptualization of a student’s learning processes and address issues of how information is received, organized, stored, and retrieved by the mind” (p. 58). The starting point for dual model is functions that working memory and long-term memory have in storing inputs. However, as Michela (2020) points out, this model is too simplistic to account for the complex processes that the mind undergoes to store and organize the received data. According to this model, after the perception of new stimuli, the mind begins to “regulate the flow of information throughout the information processing system” (Schunk, 2012, p. 166). It selects some information while disregards others. At this stage the information in processed in short term memory. According to Schunk (2012) short-term memory is “a working memory and corresponds roughly to awareness, or what one is conscious of at a given moment” (p.179). After this stage, the information is encoded or compared to present repertoire of knowledge or what is known as schema, and then stored in long term memory for future use.

Two important theoreticians in cognitivism are Bruner and Bandura. According to Bruner, not only do students store information, but they also create and invent new things (Smith, 2002). Very closely related to this theory, is the agency that students have in their learning (Bandura, 1991). Students are nor just passive recipients of input but can actively monitor and adjust behavior.

Three theories are related to cognitivism:

· Information processing theories: According to this theory, human minds receive inputs and store it for future retrieval. When information is associated with meaningful connections, and it is organized, and elaborated sufficiently, it tends to remain in long term memory (Schunk, 2012, p. 194). As information is frequently reviewed and accessed, it tends to remain useful for future use of the learner.

· Cognitive load theory: According to this theory, human mind has only finite capacity to process and store information.

· Self-regulated learning: This theory was developed by Zimmerman (2001), according to whom, learners play an active role in their learning via selection of metacognitive and motivational strategies as well as the learning environment and the form and amount of instruction (Zimmermann, 2001).

· Connectivism: according to this theory, learning is the connection of “nodes or information pieces” from sources that many exist in nonhuman appliances (Siemens, 2005). According to this theory, the ability to see the connections between ideas and concepts is a vital skill.

The power of cognitivism relies on its emphasis on knowledge application and its stress on previous knowledge of learners (“Grade Power Learning”, 2022). Students explore the possibilities of knowledge application in real-life scenarios and authentic tasks. As a result, the knowledge learnt remains in long-term memory and its recall becomes accessible. In this way students become problem-solvers and their critical thinking skills develop. Furthermore, by reliance on previous knowledge, this learning theory encourages cognitive load reduction. Through connection to the existing repertoire of knowledge, learners’ cognitive space is released for new input.

A weakness of this learning theory is its disregard for the environment and social learning. Cognitivism rarely touches on the importance of interaction with expert peers or the role of dialogue in knowledge development. Furthermore, the emphasis on cognition and attention comes at the cost of students’ internal motivation. Rarely does this learning theory touches on the role of motivation for learning.

An implication of information processing theory for instructional designers is that they should implement strategies that maximize encoding and retrieval (Michela, 2020). Using cognitive load theory, instructional designers can scaffold and use schema to reduce the cognitive load for learners. For example, instructional designers can present clear instructions, present the task in a visually pleasing context and balance the image and text distribution to reduce the cognitive load. Instructional designers can also grant some authority to learners on how, why and what they want to learn using self-regulated learning theory.

Goal setting, planning and self-monitoring as well as relating the information to their prior knowledge (Michela, 2020). Instructional designers can also reduce cognitive load by avoidance of the text on screen narration word by word, removing the unnecessary graphics, and breaking content into digestible bits (Mayer & Moreno, 2003).

Bandura. A. (1991). Human agency: The rhetoric and the reality. American Psychologist, 46; 157-162

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.

Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist. 38, (1), 43-52.

Michela, E. (2020). Cognitivism. In R. Kimmons & scaskurlu (Eds.), The Students' Guide to Learning Design and Research. EdTech Books. https://edtechbooks.org/studentguide/cognitivism

Schunk, D. H. (2012). Learning Theories An Educational Perspective (6th ed.). Boston, MA: Pearson.

Siemens, G. (Jan, 2005). Connectivism: A Learning Theory for the Digital Age. http://www.itdl.org/Journal/Jan_05/article01.htm

The Benefits of Cognitive Learning (2020). Grade power Learning. https://gradepowerlearning.com/benefits-of-cognitive-learning/

Zimmerman, B. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In B. Zimmerman, & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Lawrence Earlbom Associates