Cognitivism (psychology) in the context of "Instructional design"

In cognitive psychology, information processing is an approach to the goal of understanding human thinking that treats cognition as essentially computational in nature, with the mind being the software and the brain being the hardware. It arose in the 1940s and 1950s, after World War II. The information processing approach in psychology is closely allied to the computational theory of mind in philosophy; it is also related to cognitivism in psychology and functionalism in philosophy.

In the philosophy of perception and philosophy of mind, direct or naïve realism, as opposed to indirect or representational realism, are differing models that describe the nature of conscious experiences. The debate arises out of the metaphysical question of whether the world we see around us is the real world itself or merely an internal perceptual copy of that world generated by our conscious experience.

Indirect perceptual realism is broadly equivalent to the scientific view of perception that subjects do not experience the external world as it really is, but perceive it through the lens of a conceptual framework. Furthermore, indirect realism is a core tenet of the cognitivism paradigm in psychology and cognitive science. While there is superficial overlap, the indirect model is unlike the standpoint of idealism, which holds that only ideas are real, but there are no mind-independent objects.

Embodied cognition represents a diverse group of theories which investigate how cognition is shaped by the bodily state and capacities of the organism. These embodied factors include the motor system, the perceptual system, bodily interactions with the environment (situatedness), and the assumptions about the world that shape the functional structure of the brain and body of the organism. Embodied cognition suggests that these elements are essential to a wide spectrum of cognitive functions, such as perception biases, memory recall, comprehension and high-level mental constructs (such as meaning attribution and categories) and performance on various cognitive tasks (reasoning or judgment).

The embodied mind thesis challenges other theories, such as cognitivism, computationalism, and Cartesian dualism. It is closely related to the extended mind thesis, situated cognition, and enactivism. The modern version depends on understandings drawn from up-to-date research in psychology, linguistics, cognitive science, dynamical systems, artificial intelligence, robotics, animal cognition, plant cognition, and neurobiology.

Discursive psychology (DP) is a form of discourse analysis that focuses on psychological themes in talk, text, and images.

As a counter to mainstream psychology's treatment of discourse as a "mirror" for people's expressions of thoughts, intentions, motives, etc., DP's founders made the case for picturing it instead as a "construction yard" wherein all such presumptively prior and independent notions of thought and so on were built from linguistic materials, topicalised and, in various less direct ways, handled and managed. Here, the study of the psychological implies commitment not to the inner life of the mind, but rather, to the written and spoken practices within which people invoked, implicitly or explicitly, notions precisely like "the inner life of the mind". Discursive psychology therefore starts with psychological phenomena as things that are constructed, attended to, and understood in interaction. An evaluation, say, may be constructed using particular phrases and idioms, responded to by the recipient (as a compliment perhaps) and treated as the expression of a strong position. In discursive psychology, the focus is not on psychological matters somehow leaking out into interaction; rather, interaction is the primary site where psychological issues are live. It is philosophically opposed to more traditional cognitivist approaches to language. It uses studies of naturally occurring conversation to critique the way that topics have been conceptualised and treated in psychology.