Different Cognitive Learning Strategies - Some Tips and Suggestions
By Andrew Loh
Children have different cognitive learning strategies to refine their
intellect and skills. Cognitive learning is a lifelong process that
involves honing several mental processes. Different children use
different strategies to learn in a cognitive way. Here are some examples
of different cognitive learning strategies.
Impulsive and Reflective Learners
Some children would like to give
very rapid answer rather than a right answer. If this is the case, then
your child is learning in an impulsive way. Most of them find
concentrating and focusing on their lessons very difficult. Distractions
are very common to these children. With lapses in concentration levels,
children cannot pay attention to their lessons for a long time. Quick
paced and crisp assignments may fit the mental makeup of such children.
Asking questions before and then instructing them to find the
answer in their textbooks are the best possible way of teaching. Another
method is to ask one question at a time and seek answers for the
questions. It may not be possible to control this trait in children
because it is an inherited quality.
On the other hand, reflective learners are often too much concerned with their learning
process. They seem to be overtly focused and their deep concentration
levels make quick decisions almost impossible. In fact, they are known
for their delayed responses and decisions that eventually make them
difficult for quick learning. Reflective learners are very methodic and
slow type of learners, while impulsive ones are very quick and
disorganized learners. Impulsive learners are globalized in their
thinking process and they can create a quick mental picture of patterns
and objects or even outlines of lessons.
A typical school lesson plan suits a reflective learner very well because of school demand
attention, concentration and focusing in their classrooms. On the other
hand, impulsive learners find very difficult to cope with the rigorous
schedules of the classroom.
Low and high conceptual learners
Different cognitive learning technologies control learning process in children. In nature, some children are low
conceptual learners. On the other hand, many of them are high conceptual
learners. The former learners are bogged down with rules and
restrictions of their classrooms and are not endowed with the art of
creating concepts and ideas in their mind. However, they are categorical
type of thinkers who can crystallize the lessons they learn in their
classroom. At times, they find the process of streamlining their own
learning very difficult.
On the other hand, some children use a different cognitive learning technology like high conceptual learning.
High conceptual learners are capable of setting their own rules, define
concepts and ideas and use different viewpoints to learn their lessons.
Most of them are self-assertive and demanding and can easily handle and
manage difficult conceptual learning materials. Low conceptual learners
need support from their teachers. They also learn better, when teachers
use a discovery type of approach. They also need highly specific
examples that can hammer the point home in a subtle way. On the other
hand, high conceptual learners are very quick learners and they use an
inventive type of approach to learn their lessons. General classroom
work, project assignments and sundry assignments suit high conceptual
learners very much.
Simultaneous and Successive Learning
This is a very curious example of cognitive learning technology
because it separates learning process in two distinctive ways.
Successive learning is a unique learning style because children use a
sequential approach of grading language and sound and are very good
readers and comprehensive learners. On the contrary, children who use a
simultaneous learning approach are very good in spatial-conceptual tasks
like finding differences in volume, height and length.
In fact, they are very good in finding differences between two concepts. For
example, they can easily use concepts like “bigger than”, “narrower
than”, “above”, “inside” and “taller than”. In other words, they are
very good at arranging the available information to create a big
picture. Children, who deploy a simultaneous approach, are very good in
visual and motor tasks, whereas successive learners are good in visual,
verbal (oral) and auditory tasks.
Whatever the different cognitive learning styles are, both teachers and parents have a big task
ahead of them. Finding out the exact cognitive learning style is a touch
task and training them to learn a particular style is laborious as well.
Cognition in children is an in-built mechanism. You may not be able to
change the basic learning style. However, you may try to streamline the
thinking process that leads to a better learning outcome. Cognitive
learning styles are very critical for your children's success.
Therefore, understanding more about a particular cognitive learning
style is advantageous and useful.
Cognitive Styles and Learning Strategies: Understanding Style Differences in Learning and Behavior
By Richard Riding
Cognitive style may well turn out to be the missing element
in the study of individual differences. This book reviews
and integrates research on style differences in learning and
behaviour and describes the Cognitive Styles Analysis which
provides a simple and effective method of assessing style in
children and adults.
As both a textbook and a source of reference for
professionals working in a range of contexts, it aims to
help teachers and trainers reflect on and assess their
effectiveness. The authors provide insights into personal
and professional behaviour for counsellors and personnel
professionals, and offer a framework for future research for