A Meta-Theory of a Cognitive Model of Learning Process based on Trans-Multiple Abilities

Learning is a complex entity that involves not only the cognitive faculties such as thinking, reasoning and judgment, but also elicits conative and affective responses. In this paper, the authors examined three cognitive models of the learning process – the modal model (Atkinson & Shiffrin, 1971), the process model (Sternberg, 1969) and the interactive model (Neisser, 1976) – and put forth their meta-theoretical model based on trans-multiple abilities (TMA) to explain the process of learning. The meta-theory of the TMA model of learning process takes into consideration of three mental potentials – cognition, conation and affect – that form the core components of the mind (Poland, 1974) and their interactions joined by sensation within the mental domains of episodic, semantic and procedural memories. It also introduces the developmental range of learning from peri-level (at concrete level) via rebus level to apo-level (at abstract level) from the learner’s sensory self. In addition, the authors explained how the TMA model works with an illustration in learning/teaching basic numeracy skills.