In the late 1990's Anderson et al. questioned the difference between situated cognition and cognitive information processing theory and suggested that the theory did not add anything new to the knowledge base. Cognitive information processing views learning as a series of stages in which information is received into the brain, processed, organized, and stored in either short or long-term memory. In 1997, Greeno argued that the two perspectives differ in their fundamental beliefs about the nature of knowledge. In other words,from the situated learning perspective, new information is only meaningful in situated contexts. (Driscoll, 2005).
Similar Theories: Constructivism & Social Learning
The constructivist theory focuses on the individual and how one makes sense from personal experiences in the world. Like situated cognition and constructivism, social learning theory is also built on the impact of the environment and social nature of learning. Social learning theory can be described as the intersection of behavior and cognition. The theory proposes that people learn from each other through observation, imitation, and modeling. By watching others, a person can come to understand how new behaviors are performed. Observations of new behaviors are then coded in a person’s memory and may or may not be used to guide future actions. Social learning theorists believe that cognitive, behavioral, and environmental factors work together to continually influence human behavior.