PSYCHOLOGICAL UNDERPINNINGS

Psychological Underpinnings: A Task at Hand (Benchmark Assignment)

Psychological Underpinnings: A Task at Hand (Benchmark Assignment)

Daily life is comprised of individual tasks. All main activities and events are made up of little tasks that together form a broader context. Cooking a meal, for example, can be seen as one activity. When it is examined, however, cooking involves countless little tasks, such as opening the refrigerator, gathering ingredients and supplies, cutting or chopping, mixing, turning on the oven, and so forth. For most people, these activities and the minor actions that comprise them are second nature. For children, however, who are still developing their motor and cognitive capacities, things are not that simple. Task analysis is a method of instruction that has been developed to help teach what must be done to accomplish a given task. This method of analysis uses a step by step breakdown of both the cognitive and physical or manual actions involved in the task. While task analysis is often used for instructing children, as they develop their skills and learning things for the first time, it can also be used for individuals of all ages, as they seek to develop new skills or perform new roles. An understanding of the theories behind task analysis, in addition to the process itself and examples of its practical application can lead to a better overall understanding and evaluation of this instructional method.

Cognitive Theorists

The task analysis instructional method was developed by cognitive theorists of learning. Cognitive theories of learning are contrasted with the behavioral theories. The cognitive theories emphasize the importance of the mental processes that go on during a given action, and their effect. The behavioral theories focus more on habit and behavioral conditioning; they therefore favor more rote forms of learning and training and do not emphasize the cognitive realm as much. The three main cognitive theorists in the past century have been Jerome Burner, David Ausubel and Robert Gagne.

Bruner's theory of intellectual development revolves around three stages: enactive, iconic, and symbolic (Cognitive Theories of Learning, 2010). In the enactive stage, the person learns through action and observing the effect of actions on objects. In the iconic stage, the person learns by models and images. Finally, in the symbolic stage, the person reaches abstract thought.

Ausubel focused mainly on the importance of information processing and meaningful learning (Cognitive Theories of Learning, 2010). This requires having a mental structure or aid that helps the individual receive information in a more effective manner and, as a result, apply it better. Ausubel called this structuring an “advanced organizer.” In terms of meaningful learning, Ausubel stressed the importance and effectiveness of putting as much meaning into learning as possible, avoiding mere rote learning that leads to a habit or memorized information but leaves one incapable of active application and understanding.

Gagne used both cognitive and behavioral theories, and dedicated himself to studying and identifying job requirements, and breaking down a given job or role into the skills and knowledge needed for successful completion ...