On Learning, Motivation and Cognition
Photo on <a href="https://foter.com/re/dafdf9">Foter.com</a> To dare speak about such a broad range of topics, one must decide on a perspective. Mine will be guided by time so let’s start getting all hands on deck to learn from the not-so-far-away decades of the 70s and 80s - a thrilling time for many - when the focus on mental associations created a propitious context for the appearance of the cognitive model for learning (Svinick, 1999). When we consider cognitivist models we come to an era where attention is drawn to the learners; their mental associations (phase I), metacognition (Phase II), and self-regulation (phase III) showed us that there are too many learner variables to consider (Svinicki, 1999). That led to a shift in our focus: if there are so many variables to consider, what concept would provide the underlying similarities through which we could understand the fundamentals of cognitive development? Memory came to fore and now we know th