Cognitivism MCQ Quiz - Objective Question with Answer for Cognitivism - Download Free PDF

संज्ञान सूचना की मानसिक प्रसंस्करण है, जो मानव मस्तिष्क का वह कार्य है जो अनुभूतियों को अवधारणाओं में विकसित करने की अनुमति देता है। जब हम अपने स्वयं के संज्ञानात्मक कार्यों को नियंत्रित करते हैं तो उन्हें अभिज्ञान कहा जाता है।

Key Pointsअभिज्ञान की विशेषताएँ:

• य ह छात्र की सीखने के लिए लक्ष्य निर्धारित करने, लक्ष्यों की प्राप्ति में सफलता का अनुमान लगाने और लक्ष्यों को प्राप्त करने के लिए वैकल्पिक रणनीतियों का चयन करने की क्षमता से संबंधित है।
• अभिज्ञान छात्रों के विचारों को अपसारी बनाता है और उन्हें अपने कार्यों पर नियंत्रण देता है।
• अभिज्ञान रणनीतियों में स्व-सुधार शामिल है क्योंकि यह उन विधियों को संदर्भित करता है जिनका उपयोग छात्रों को यह समझने में मदद करने के लिए किया जाता है कि वे कैसे सीखते हैं, दूसरे शब्दों में, इसका अर्थ है छात्रों के लिए अपनी 'सोच' के बारे में 'सोचने' के लिए डिज़ाइन की गई प्रक्रियाएँ।
• अभिज्ञान क्षमताएँ उच्च-क्रम ज्ञान हैं जो प्रक्रिया और सीखने तक पहुँचने का एक तरीका हैं। अभिज्ञान रणनीतियों ने शिक्षकों को ठोस कार्यों और विचार प्रक्रियाओं पर प्रतिबिंबित करने के लिए प्रदान किया।
• एक शिक्षक को विभिन्न गतिविधियों, प्रयोगों और व्यावहारिक प्रदर्शन के माध्यम से छात्रों के मेटासंज्ञान के विकास को बढ़ावा देना चाहिए।
• यदि कोई छात्र अपनी सोच/सोचने के तरीके के बारे में सोच पा रहा है, तो यह उनके सीखने के लिए बहुत अधिक फायदेमंद है, वे अपने विचारों को बदलकर अपने सीखने में सुधार कर सकते हैं।
• यह स्वयं को एक जानने वाले और सूचना के प्रोसेसर के रूप में जागरूकता से संबंधित है।

इस प्रकार इन सभी संदर्भों से, हम यह निष्कर्ष निकाल सकते हैं कि अभिज्ञान वह कौशल है जिसमें शिक्षार्थी अपने स्वयं के चिंतन के माध्यम से अपना ज्ञान प्राप्त करता है।

Cognition is the mental processing of information, which is the function of the human mind that allows perceptions to grow into conceptions. When we have control over our own cognitive functions that are termed metacognition.

Key Points Characteristics of Metacognition:

• It pertains to the student’s capability of setting goals for learning, estimating the success with which the goals are being met, and selecting alternative strategies to meet the goals.
• Metacognition makes students' thoughts divergent and gives them control over their own functionalities. 
• Metacognitive strategies include Self-correction as it refers to methods used to help students understand the way they learn in other words, it means processes designed for students to 'think' about their 'thinking'.
• Metacognitive capabilities are high-order knowledge as a way to access the process and learning. The metacognitive strategies provided teachers with concrete actions and thought processes to reflect upon.
• A teacher should promote the development of the metacognition of the students through different activities, experiments, and hand-on-performances.
• If a student is able to think about their thinking/way of thinking, it is much more beneficial for their learning, they can improve their learning by changing their thoughts.
• It deals with the individual's awareness of the self as a knower and processor of information.

Thus by all these references, we can conclude that Metacognition is the skill in which learner makes their knowledge through their own thinking. 

The cognitive theory of learning explains why the brain is the most incredible network of information processing and interpretation in the body. The processes that go inside the brain are important to be understood. This is why cognitive theory is important. It states that knowledge of internal processes is important to understand learning. 

Key Points

• Piaget's theory of cognitive development explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process that occurs due to biological maturation and interaction with the environment.
• Albert Bandura proposed 'Social Learning Theory', which states the fact that learning takes place by observing behaviours and imitating what others do. His theory was based on observation of other’s behaviour to situations and then using them as a guide by the learner. His theory also explains that human behaviour is an interaction that is continuous and reciprocal with the influences through cognitive, behavioural, and environmental sources.
• The proponent of the Cognitive Theory of Teaching is N.L. Gage, whose ideas were influenced by the school of cognitive Psychology. He believed that one theory of teaching cannot serve the purpose of education. The teaching task is concerned with helping the student to find meaning in the content being taught. The content should be organized and presented by following the principles of cognitive learning.
• Vygotsky’s sociocultural theory of human learning describes learning as a social process and the origination of human intelligence in society or culture. The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. 

Hence, we conclude that the above statement is about cognitive theory.

A well-designed behavior support plan (BSP) is a roadmap for guiding positive behavior change in an individual. However, the effectiveness of this plan hinges on the strategies it incorporates. Let's explore the key components that should be included in a BSP, differentiating them from less effective approaches.

Key Points

• Preventative Strategies:  Proactive measures are key. Identifying triggers for challenging behavior allows educators or caregivers to intervene before an issue arises. This can involve modifying the environment, establishing routines, or providing clear expectations.
• Replacement Behaviors: Teaching new, more appropriate ways to respond to situations is crucial. For example, teaching a child to use their words to express frustration instead of hitting is a form of replacement behavior.
• Response Strategies: When challenging behaviors occur, a calm and consistent response plan is essential. This might involve redirection, offering support, or providing positive reinforcement for regaining composure.

Hence, by prioritizing prevention, replacement behaviors, and positive responses, a BSP empowers individuals to learn and develop positive coping mechanisms. 

Emotion is a mental state associated with fear, anger, love, etc. Cognition is the process of acquiring knowledge through experiences and senses.

Important Points

The relationship between cognition and emotion has fascinated important thinkers within the Western intellectual tradition. Physical, cognitive, emotional, and social development in a child is the development of an integrated and holistic fashion. 

Cognition Aspect:

• Cognition refers to all kinds of thought processes such as perceiving, memorizing, learning, analyzing, problem-solving, applying, and evaluating. 
• It is the process by which one acquires knowledge through experience, thought, and sensory input.
• It should be noted that, When a person uses his cognition to integrate various inputs to create an understanding, it's called cognitive thinking
• Cognition embraces all those aspects of human intelligence that we use to adapt to and make sense of the world and the emotional environment around us has an impact on our cognitive thinking.
• Emotions and cognition are interwoven with each other.
• Cognitive skills are used to comprehend, process, remember and apply incoming information.

Emotional Aspect:

• Changes that occur between an individual and other people including the development of social skills and high self-esteem.
• A mental state associated with fear, anger, love, etc. may arise due to the effect of his cognitive thinking.

• Development in a child in the holistic approach contains physical, social & emotional, sensory, cognitive, and communication i.e. language development.

Key Points

The diagram below will show the interdependency of major domains of development i.e. physical, cognitive, and socio-emotional (social and emotional).

Hence, from the above points, we can infer that  Emotions and cognition are interwoven with each other.

The term ‘cognition’ refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. Cognitive development refers to the development of the ability to think and reason.

• Cognition develops in the learners through the interaction of innate power (heredity), environment, and maturation.
• Cognition is the process of acquiring and understanding knowledge through our thoughts, experiences, and senses.
• Cognition describes how mental processes i.e. learning, remembering, problem-solving, and thinking develop from birth until adulthood. Understanding cognitive development is useful in determining the kind of thinking children are capable of at different age levels.
• It develops the ability to solve problems, learn from experiences, and apply knowledge to deal with new situations. It is a mental process that facilitates obtaining, transform, store, retrieve, and use information.

Elements related to Cognition:

• Thinking: It is the mental process of manipulating information to draw a conclusion or to generate ideas. It is a higher cognitive function that allows beings to produce thought.
• Perception: It is considered as the basic or fundamental source of knowledge. It is a process of knowing the meaning of the information. 
• Concept formation: It is a process by which we discover the features which are ‘common’ to a large number of objects and associate these with a symbol which thereafter may be applied to other similar objects.

Hint

• Walking refers to the process of moving on foot. It is a gross-motor skill that involves the movement of larger muscles such as arms, legs, etc. It includes walking, kicking, lifting, etc.

Hence, it becomes clear that waking is not related with 'Cognition'.

Bloom’s Taxonomy: It is a hierarchical ordering of cognitive, affective, and psychomotor domains and each domain has some objectives that can help teachers teach and students learn.

Key Points

As per him, there are three Domains of Learning:

• Cognitive domains: In this domain, a child deals with knowledge and hence, learns to create, evaluate, analyze, apply, understand, remember.

The revised model lays out the components nicely so they can be considered and used, and so cognitive processes as related to chosen instructional tasks can be easily documented and tracked.

• Affective domains: When it comes to growth in emotional areas, this domain comes into play. It includes receiving, responding, valuing, organizing, and characterising.
• Psychomotor domains: These domains are nothing but manual or physical skills. It deals with physical coordination, movements, and motor skills. It includes imitation, manipulation, precision, articulation, and naturalization.

Hence, we conclude that groups of learning strategies that are more task-specific are called the Cognitive domains.

Emotion is a mental state associated with fear, anger, love, etc. Cognition is the process of acquiring knowledge through experiences and senses.

Important Points

The relationship between cognition and emotion has fascinated important thinkers within the Western intellectual tradition. Physical, cognitive, emotional, and social development in a child is the development of an integrated and holistic fashion. 

Cognition Aspect:

• Cognition refers to all kinds of thought processes such as perceiving, memorizing, learning, analyzing, problem-solving, applying, and evaluating. 
• It is the process by which one acquires knowledge through experience, thought, and sensory input.
• It should be noted that, When a person uses his cognition to integrate various inputs to create an understanding, it's called cognitive thinking
• Cognition embraces all those aspects of human intelligence that we use to adapt to and make sense of the world and the emotional environment around us has an impact on our cognitive thinking.
• Emotions and cognition are interwoven with each other.
• Cognitive skills are used to comprehend, process, remember and apply incoming information.

Emotional Aspect:

• Changes that occur between an individual and other people including the development of social skills and high self-esteem.
• A mental state associated with fear, anger, love, etc. may arise due to the effect of his cognitive thinking.

• Development in a child in the holistic approach contains physical, social & emotional, sensory, cognitive, and communication i.e. language development.

Key Points

The diagram below will show the interdependency of major domains of development i.e. physical, cognitive, and socio-emotional (social and emotional).

Hence, from the above points, we can infer that  Emotions and cognition are interwoven with each other.

Cognition is the mental processing of information, which is the function of the human mind that allows perceptions to grow into conceptions. When we have control over our own cognitive functions that are termed metacognition.

Key Points Characteristics of Metacognition:

• It pertains to the student’s capability of setting goals for learning, estimating the success with which the goals are being met, and selecting alternative strategies to meet the goals.
• Metacognition makes students' thoughts divergent and gives them control over their own functionalities. 
• Metacognitive strategies include Self-correction as it refers to methods used to help students understand the way they learn in other words, it means processes designed for students to 'think' about their 'thinking'.
• Metacognitive capabilities are high-order knowledge as a way to access the process and learning. The metacognitive strategies provided teachers with concrete actions and thought processes to reflect upon.
• A teacher should promote the development of the metacognition of the students through different activities, experiments, and hand-on-performances.
• If a student is able to think about their thinking/way of thinking, it is much more beneficial for their learning, they can improve their learning by changing their thoughts.
• It deals with the individual's awareness of the self as a knower and processor of information.

Thus by all these references, we can conclude that Metacognition is the skill in which learner makes their knowledge through their own thinking.

Hint

• Declarative knowledge enables a student to collect facts in memory. It is also called descriptive knowledge which explains the basic knowledge about something.
•  Procedural knowledge is the knowledge of how to perform a specific skill or task, it is considered as knowledge related to methods, procedures, or operation of equipment.

The term ‘development’ refers to qualitative changes in an individual such as a change in personality or other mental and emotional aspects. However, very often growth and development are used interchangeably. The process of development continues even after the individual has attained physical maturity (growth). The individual is continuously changing as he/she interacts with the environment.

Key Points

Cognitive development:- Cognitive development refers to thinking, understanding, and concept formation.

• It involves cognitive processes such as knowing, thinking, remembering, recognizing, categorizing, imagining, reasoning, decision-making, and so forth.
• According to Piaget, children’s understanding of the world expands as they experience new ideas and challenges. Children construct their own knowledge through interaction with their surroundings. 

​Important Points​

• Piaget’s theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. 
• Piaget’s idea is primarily known as a developmental stage theory. The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. To Piaget, cognitive development was a progressive reorganization of mental processes resulting from biological maturation and environmental experience. It provides a rich and varied environment. 
• He believed that children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, then adjust their ideas accordingly.
• Moreover, Piaget claimed that cognitive development is at the centre of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development.
• Piaget’s earlier work received the greatest attention. Many parents have been encouraged to provide a rich, supportive environment for their child’s natural propensity to grow and learn.

 Thus, it is concluded that cognitive development is supported by providing a rich and varied environment.

Three Divisions of Knowledge: Based on the way and manner in which it is obtained, knowledge can be classified under three heads:

• A Priori Knowledge: A priori knowledge is a knowledge whose truth or falsity can be decided before or without recourse to experience (a priori means ‘before’). The knowledge that is prior has universal validity and is once recognized as true. The propositions that come under this category of knowledge are known as analytical propositions. For example, bachelors are unmarried men. Its negative is self-contradictory (bachelors are not unmarried men).
• A Posteriori Knowledge: A posteriori knowledge is knowledge-based upon observation and experience. This is the knowledge of the scientific method stressing accurate observation and exact descriptions. These propositions give us factual information whose truth or falsity can be decided only through observation and verification. These are called synthetic propositions. One can negate the proposition "Snow is white" - assuming that whiteness is not a defining characteristic of snow - we get "snow is not white", which though false, is not self-contradictory.

​Thus it is clear that both I and II is true.

Consolidation Theory of Memory: Memories are solidified in long-term stores over days, weeks, months, and years. This process is referred to as consolidation.

• In this theory, an old concept that refers to how long term memory develops over time after initial acquisition. 
• From a cognitive neuroscience perspective, consolidation is conceived of as biological changes that underlie the long-term retention of learned information, and we can ask what brain structures and systems support this process.
• One idea is that consolidation strengthens the associations between multiple stimulus inputs and activations of previously stored information. 

Hence we conclude that the Consolidation theory explains the solidified long-term memory.

Emotion is a mental state associated with fear, anger, love, etc. Cognition is the process of acquiring knowledge through experiences and senses. 

Cognition describes how mental processes i.e. learning, remembering, problem-solving, and thinking develop from birth until adulthood. Understanding cognitive development is useful in determining the kind of thinking children are capable of at different age levels.

• The relationship between cognition and emotion has fascinated important thinkers within the intellectual tradition. Physical, cognitive, emotional, and social development in a child is the development of an integrated and holistic fashion.
• Cognition is closely intertwined with emotions and language. Mind states are a powerful determinants of one’s current judgments and decision making, that often effect once performance outcome in a task both in social and non-social context.
• Emotions or emotional approach is a psychological construct that involves the use of emotional processing and emotional expression in response to a different situation.
• The relationship between cognition and emotions is bi-directional - a dynamic interplay.
• Emotions are experienced as positive feelings, negative feelings, undesired reactions to any stressful situation, these often impact decision making i.e. cognition.
• The Emotional Approach involves the conscious use of emotional expression and processing to better deal with stressful situations.

Hence, the relationship between cognition and emotions is bi-directional i.e. a dynamic interplay between both cognition and emotions.

Cognition

• It is the state and processes involved in knowing, including remembering, reasoning, judgement, perception. Cognition includes all conscious and unconscious processes by which knowledge is accumulated.
• It is a term referring to the mental processes involved in gaining knowledge and comprehension.
• These cognitive processes include thinking, knowing, remembering, judging, and problem-solving.
• These are higher-level functions of the brain and encompass language, imagination, perception, and planning.

There are many different types of cognitive processes. These include:

• Attention: Attention is a cognitive process that allows people to focus on a specific stimulus in the environment.
• Language: Language and language development are cognitive processes that involve the ability to understand and express thoughts through spoken and written words. It allows us to communicate with others and plays an important role in thought.
• Learning: Learning requires cognitive processes involved in taking in new things, synthesizing information, and integrating it with prior knowledge.
• Memory: Memory is an important cognitive process that allows people to encode, store, and retrieve information. It is a critical component in the learning process and allows people to retain knowledge about the world and their personal histories.
• Perception: Perception is a cognitive process that allows people to take in information through their senses (sensation) and then utilize this information to respond and interact with the world.
• Thought: Thought is an essential part of every cognitive process. It allows people to engage in decision-making, problem-solving, and higher reasoning.