Editing Learning theory (education) (section)

====Other cognitive theories====
Once memory theories like the [[Atkinson–Shiffrin memory model]]<ref>{{cite book|last=Atkinson|first=R.C. & Shiffrin, R.M.|title=The psychology of learning and motivation|year=1968|publisher=Academic Press|location=New York|pages=89–125|edition=2|editor=K.W. Spence and J.T. Spence}}</ref> and Baddeley's [[working memory]] model<ref>{{cite book|title=The psychology of learning and motivation: advances in research and theory|year=1974|publisher=Academic Press|location=New York|pages=47–89|author=Baddeley, A.D.|edition=8|author-link=Working memory|author2=Hitch, G.J.L. |editor=G.A. Bower}}</ref> were established as a theoretical framework in [[cognitive psychology]], new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like [[cognitive load]] and [[Information processing (psychology)|information processing]] theory. These theories of learning play a role in influencing [[instructional design]].<ref>{{cite journal|last=deJong|first=T.|title=Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought|journal=Instructional Science |volume=38|issue=2|year=2010|page=38|doi=10.1007/s11251-009-9110-0|doi-access=free}}</ref> Cognitive theory is used to explain such topics as social role acquisition, intelligence and memory as related to age.

In the late twentieth century, [[situated cognition]] emerged as a [[theory]] that recognized current learning as primarily the transfer of decontextualized and formal knowledge. Bredo (1994) depicts situated cognition as "shifting the focus from individual in environment to individual and environment".<ref>Bredo, E. (1994). Reconstructing [[educational psychology]]: Situated [[cognition]] and Deweyian pragmatism. Educational Psychologist, 29 (1), 23-35.</ref> In other words, individual [[cognition]] should be considered as intimately related with the context of [[social interaction]]s and culturally constructed meaning. Learning through this perspective, in which knowing and doing become inseparable, becomes both applicable and whole.

Much of the [[education]] students receive is limited to the culture of schools, without consideration for authentic cultures outside of education. Curricula framed by situated cognition can bring knowledge to life by embedding the learned material within the culture students are familiar with. For example, formal and abstract syntax of math problems can be transformed by placing a traditional math problem within a practical story problem. This presents an opportunity to meet that appropriate balance between situated and transferable knowledge. Lampert (1987) successfully did this by having students explore mathematical concepts that are continuous with their background knowledge.<ref>Lampert, M. (1986). Knowing, doing, and teaching multiplication. Cognition and Instruction, 3, 305-342.</ref> She does so by using money, which all students are familiar with, and then develops the lesson to include more complex stories that allow for students to see various solutions as well as create their own. In this way, knowledge becomes active, evolving as students participate and negotiate their way through new situations.<ref>Wilson, Brent G., and Karen M. Myers. "Situated Cognition in Theoretical and Practical context." Theoretical Foundations of Learning Environments(1999): n. pag. Situated Cognition. Web. 24 Mar. 2015.</ref>