Among current educational psychologists, the cognitive perspective is more widely held than the behavioral perspective, perhaps because it admits causally related mental constructs such as traits, beliefs, memories, motivations and emotions. Cognitive theories claim that memory structures determine how information is perceived, processed, stored, retrieved andforgotten. Among the memory structures theorized by cognitive psychologists are separate but linked visual and verbal systems described by Allan Paivio's dual coding theory. Educational psychologists have used dual coding theory and cognitive load theory to explain how people learn from multimedia presentations.
The spaced learning effect, a cognitive phenomenon strongly supported by psychological research, has broad applicability within education.[24] For example, students have been found to perform better on a test of knowledge about a text passage when a second reading of the passage is delayed rather than immediate (see figure). Educational psychology research has confirmed the applicability to education of other findings from cognitive psychology, such as the benefits of using mnemonics for immediate and delayed retention of information.[25]
Problem solving, regarded by many cognitive psychologists as fundamental to learning, is an important research topic in educational psychology. A student is thought to interpret a problem by assigning it to a schema retrieved from long term memory. When the problem is assigned to the wrong schema, the student's attention is subsequently directed away from features of the problem that are inconsistent with the assigned schema. The critical step of finding a mapping between the problem and a pre-existing schema is often cited as supporting the centrality of analogical thinking to problem solving.
