Learning and cognition are interconnected but distinct processes. Learning involves experiencing new information, while cognition involves absorbing and applying that information. The two processes are necessary for each other, and their connection can be blocked in individuals with thinking difficulties. However, specific teaching techniques can bridge the gap between learning and cognition.
Learning and cognition are inextricably intertwined, but not necessarily interchangeable. The learning process includes experiencing new information. Cognition involves absorbing that information and applying it to appropriate situations. These two brain functions are very similar to a yin-yang symbol or weight balance, without one side, the other is incomplete. Learning is required to nurture cognition, and cognitive processes are essential for applying learned information to previously learned skills, as well as future situations.
The learning process can be observed in almost all living creatures. For example, a house cat might scratch a particular piece of furniture. The cat owner can try to prevent this by fixing the furniture and spraying it with citrus or bitter apple spray. When the cat approaches the furniture, it will likely sniff the piece. Bitter apple and citrus are scents that cats usually dislike, so your cat will soon learn that their favorite place to scratch smells unpleasant.
Once this new information is learned, cognition kicks in helping the cat apply the information to future situations. In this case, when the cat learns that the furniture has an unpleasant smell, the cognitive process will induce it to avoid that piece of furniture. The cat absorbed the information and used it to his advantage. Learning and cognition can also be used to continue patterns that the cat finds pleasurable. If the owner rubs a scratching post with catnip, the cat can use the above learning and cognition process to find that scratching the post is a pleasant experience.
Sometimes, the connection between learning and cognition can be blocked. This is often evident in individuals with thinking difficulties, such as those with reading disabilities. For example, an individual may be able to learn the sounds of the letters of the alphabet, but be unable to put them together to read or write words. In this case, the sufferer can experience the information but cannot apply it using cognitive processes.
Fortunately, bridging the gap between learning and cognition can be done with specific teaching techniques. In the above situation, a teacher could instruct the individual to read with a series of small words, helping him to spell out each letter. As the student progresses, he will learn to read longer and more complicated words, and eventually he may be asked to write sentences and short essays. Learning and cognition almost always exist in every brain, but sometimes they need some coaching to help them connect.
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