Cognitive learning theories contain a number of assumptions. One assumption is that "learning is a process of relating new information to previously learned material" (Ormrod, 1999, p. 5). The implication for the classroom is that teachers must be sure students associate new learning with previous knowledge. This can be achieved by serial learning where new information is related to or dependent on previous knowledge.
Another assumption of cognitive learning theory is that "learning is organized" (Ormrod, 1999, p. 5). For the classroom, this implies the teacher must advance understanding in students by effectively organizing instruction materials. Cognitive learning overall implies that teachers can enhance the learning process by presenting information in ways that assist student learning.
A third assumption of cognitive learning theory is that "Individuals are actively involved in the learning process" (Ormrod, 1999, p. 5). For the classroom, this implies that students have the capacity to control their own learning and actively participate in doing so. Teachers must facilitate this process by engaging in activities of learning that are interactive and permit students to control some degree of their own learning, especially since cognitive learning theory also argues that individuals have unique learning styles.
Ormrod, J. (1999). Human Learning, (3rd ed.). Upper Saddle River, NJ: Prentice-Hall. Retrieved February 18, 2009, from http://teachnet.edb.utexas.edu/~lynda_abbott/Cognitive.html
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