Cognitive learning and brain-based learning are designed to enhance the mental procedures for absorbing and processing information and for making significant and intuitive connections (Burns, 2014). Cognitive learning inspires students to think for themselves, while brain-based learning takes a more collaborative method to learning (Burns, 2014).

    Brain-based learning is a new paradigm that has great implications for educators and students. Jensen stated that brain-based learning is learning in harmony with the way the brain is naturally designed to learn (as cited by Cercone, 2006). Research on how the brain learns is ongoing across various disciplines, including psychology, neuroanatomy, genetics, biology, chemistry, sociology, and neurobiology (Cercone, 2006). Brain-based learning is biologically motivated, although it is not a criterion for all learning, but can serve developmental strategies that are based on present available research (Cercone, 2006). The brain is the major controller of the body, comparable to a computer’s CPU (central processing unit) (Cercone, 2006). It is the information processor of the human body. The brain is proficient in multitasking, and can assemble, patterns, combines meaning, and categories daily life experiences from an unusual number of ways (Cercone, 2006). Gardner stated that the brain’s activity is a function of genetics, development, experience, culture, environment, and emotions, and it is constantly under stimulation to change (as cited by Cercone, 2006).

    Cognitive information processing (CIP) theory views a person as a processor of information similar to the way that a computer takes in information and follows a program to produce an output (Burns, 2014).Cognitive psychology relates the human mind to a computer signifying that human are information processors and that it is possible and necessary to study the internal mental procedures that lie between the stimuli in our environment and the response we make. Information processing talks about the study of how human mentally acquire and retain information and then retrieve it when needed (Burns, 2014). Research using this perception tries to define and explain changes in the methods and strategies that lead to better cognitive competence as children develop (Burns, 2014).The three intricate mechanisms of CIP\'s proposed memory system sensory memory, short-term memory (STM), and long-term memory (LTM) and with the processes presumed to be responsible for conveying information from one stage to the next (Burns, 2014).

    Cognitive information processing theory views that for learning and instruction to be meaningful and relevant, it must build upon the learner\'s previous knowledge and enable the learner to make relationship between what they initially know and what they are about to learn (“Cognitive Information Processing Theory,” 2014). Similarly, Brain-based learning stated that the brain recollects information better when it is meaningful and can be related to previous knowledge or experience (“Cognitive Information Processing Theory,” 2014).

    Cognitive information processing theory stated that sensory memory keeps information related with the senses (e.g., vision, hearing) just long enough for the information to be treated further (sheer seconds) (“Cognitive Information Processing Theory,” 2014). Brain-based learning stated that memory and learning are narrowly tied to emotions; lasting learning often has an emotional component.
    Cognitive information processing theory stated that information is made available by the environment and handled by a series of processing systems e.g. care, observation, and short-term memory (Burns, 2014). Brain-based learning stated that oxygen taken in, water drank, sleep, food eaten, and movement affect students’ brains and their learning (Burns, 2014).

    Cognitive information processing theory stated that information enters the human structure through the sensory register and is encoded and kept in the short-term memory or long-term memory (Burns, 2014).The level of processing unit stated that memory is based on the gravity and concentration applied to the information stored rather than on the way or the location in which it is stored. Brain-based learning stated that it takes some period and repetition for new knowledge and skills to be lasting in long-term memory (Burns, 2014).
    Cognitive information processing theory stated that the basic arrangements of the information-processing structure do not alter with development; rather development happens through changes in the efficacy of the processes implemented to the information (Burns, 2014). Brain-based learning stated that favorable periods for learning differ through a person’s lifespan. There are main developmental and learning time periods for various types of learning (Burns, 2014).


    Burns, E. (2014). Cognitivism Vs. Brain-based Learning. Retrieved from
    Cognitive Information Processing Theory. (2014). Expert Learners. Retrieved from
    Cercone, K. (2006). Brain-Based Learning. Information Science Publishing. Retrieved from


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