(3) Cognitive Perspectives. The third major perspective is that of the cognitive, which holds that interactions among students will increase achievement due to the mental processing which takes place. The following two perspectives are variations of the cognitive perspective.
a. Developmental Perspectives
The primary assumption of the developmental perspective is that interaction among students increases their mastery of the concepts in the tasks. Theorists such as Vygotsky (1978) hold the view that learning first takes place in interaction among students before it becomes mental processes for the individual. Piaget (1926) held the view that certain knowledge can only be learned in interaction with others. From this perspective, the effects of cooperative learning on achievement would depend on the use of cooperative tasks. It is the opportunity for students to discuss, argue, and hear viewpoints of other members of the group which is the critical element of cooperative learning.
b. Cognitive Elaboration Perspectives
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