Cognitive Theory Essay Example | Topics and Well Written Essays - 750 words

Cognitive possible action - Essay ExampleThe other assumption is that prior happenings add considerably to understanding a lesson. The function assumption is that entrepot of a person determines the transmission of the knowledge process (Mitchell& Myles, 2004, 303). Concepts named to cognitive theories admit primeval concept, lexical and typical concepts. 2 The videos watched involved a teacher and students evaluating various hypotheses and the sort they relate to learning. They had to address the various ways in which learning tremendously depends on ones memory and the connections of reasoning (Ortega, 2009, 304). They explained that manners of students were the least contributor to learning. This is because students manners may have some(prenominal) factors facilitating it. The other activity that students indulged in were identification of things read in previous lessons. Remembering was essential, in that the teacher related it to the assumption that memory was vital in l earning. The other activity was trying to define concepts emanating from the cognitive theory. This was through evaluating the primeval way in which memory was required in learning. 3) Assumptions from the video - Memory playacting a part in learning - Prior encounters determining a lesson 4) Memory assumption was astray exemplified in the video. This was through the study of a persons brain blocks concerning education. The study involved discussion of memory as an education prerequisite. For example, by asking the students to remember about previous lessons, this was in coitus to the primeval theory. The fact that they could retain data reflected the way the intellect programming determines learning. Those students who did not recall the way the previous lessons were did not proceed well in the lesson. Learning contributes to ones wits quietness and the way one could advance their remembrance. The assumption that previous encounters contributed to the present lesson was also explored. The students who handled issues similar to the lesson contributed a separate in answering. This is because they were already recognizable to the lesson running. Those students who heard the lesson for the first lesson took time to relate matters. Therefore, the teacher got a leeway of explaining the assumption with ease. This is because she asked the students about encounters that they had. The encounters played the greatest role in setting the lesson. 5) Response of the students was an explanation of the cognitive hypotheses. For example, the fact that they answered questions asked by the teacher showed that they were listening. Answering questions meant that the mind processed the questions asked. Answering questions explained the way cognitive dead reckoning stemmed from the mind (Mitchell & Myles, 2004, 303). On the contrary, students who were not attentive did not answer questions well. This is because their common sense did not process what the teacher asked. The teacher had a hard time addressing students who did not understand the lesson. When she picked on a student that was not attentive, the student encountered a hard time in answering questions. This is because the mind did not have a stockpile of any information that she said. It is because of this that such students could not retrieve any information from their brains. When the teacher gave instructions to the students, the response was different from the students. This is because