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Cognitive structures is that part of research that helps in understanding how the mental process of how people perceive, conceptualise, remember and arrange information ^[1]. Cognitive structures can also include various patterns, tools, processes as sources for imprinting of information in a person’s mind, in order to build memories and use them in future ^[2] . Cognitive Structure is of higher order where its various phenomena are related to mental mapping/representation ^[3]

There are three categories of cognitive structures which include comparative thinking structure, symbolic structure and logical reasoning structure ^[4]. While the definition of cognitive structure can seem simple there are many strata of important questions that arise from explaining it and it also raises the question on the number of different ways it can actually be explained ^[5].

The assumption that the cognitive structures functions automatically is the reason why it can be hard to analyse if they are underdeveloped or even not used to the optimal limit ^[4]. It can be hard for people who have proper functioning cognitive structures to understand why some people are not able to utilise the structures and struggle with even basic things of rationalising, memorising, basic processing of information or look at patterns. ^[4]. It is hence important to note 2 important points when understanding cognitive structures first being that every individual doesn’t have an already developed cognitive structure and might need to work on stimulation and development of it , the second being that it anyone at any age can develop a cognitive structure which can be done through various mental tools available ^[4].

In order to get a better understanding of how cognitive structures function, the types of cognitive structures are grouped into 3 interdependent categories, which are as below:

This type of cognitive structure includes the process of identifying information that is alike and the information that is different ^[4]. It also includes structures related to classification and memorisation ^[1]. Apart from that it also includes metaphorical thinking, recognition, spatial and temporal orientation. This type of cognitive structure is a base for learning and is a prerequisite to the other two types of structures which are more complex ^[4].

This type of cognitive structure transfers the information in a way to more culturally acceptable systems. It can include both verbal and non-verbal systems, like mathematics, music, dance, images, symbols, gestures, drama, multimedia, paintings, sculptures, etc. ^[4].

This type of cognitive structure helps in generation and systematically processing of information from abstract thinking approaches. This type includes reasoning, problem solving, reasoning (both deductive and inductive), assumed thinking, analysis, cause and effect relations, etc. ^[4]

Cognitive structure plays an important role when it comes to recollection of information, understanding and grasping either singular or numerous parts of concept ^[6]. Cognitive structure is like an imaginary mental map where relationships between various concepts are embodied in a person’s long-term memory ^[7]. Hence, Cognitive Structure consist of a learner’s knowledge and experiences which shape how the new stimuli or information is perceived and processed ^[7].

Students’ excessive effort on memorisation of the concepts or information rather than its processing and application of the knowledge in day to day to decision making is what has been discovered through various educational research ^[7]. Thus inefficient cognitive structure can lead to ineffective processing of information which can lead to lack of actually understanding the knowledge and its incompetent use in everyday scenarios ^[7].  Hence teacher’s play an important role in the information processing of students through various graphical representation, usage of symbols, diagrams and abstract conceptualisation to develop mental illustrations, whereby if more learning through mental illustrations better is the ability to process the information ^[6].

Thus, mental images can be changed and developed to cope up with the incoming information, the old information doesn’t get diluted and cognitive structures retain the old from which new information is obtained ^[6].Cognitive Structures can be used by Students as a way of interpretation of information and understanding concepts. It can be done by the following given steps as suggested by Garner (2007) ^[4].

Cognitive structures help in creating connections with what we know and what we don’t, this thus helps in linking the information we learn with experiences. Connections as a part of ability to process information can be done by asking children how they form them and connect the context with experiences , which can help in encouragement, embracing of individuality and recognising the reason to clarify any misapprehensions^[4]

Cognitive Structures also help in turning information into patterns so that the information can be classified, analysed and compared to form relationships. A pattern is something that is repeated over and over again, while with relationships they are connection with various contexts. Every context is related to one or the other thing and hence are part of the education to help develop cognitive structures. Although useful in the growth of a student’s cognitive structure can remain only imitations if students just copy what the teacher is doing ^[4].

Cognitive structure help in making rules which helps in processing of information much faster, also helps in prediction of information which helps in quick flow of problematic content more easily. This means that the already administered information doesn’t need to be understood again and the mind can focus on understanding and analysing new information. It is however important to understand that the knowledge of rule doesn’t necessarily mean the person know the application of it at correct time. Application of rules after the discovery of patterns with various concepts in stead of vice versa can help in more effective recognition and memorisation of the rules ^[4]

Cognitive Structures can also be used in formatting principles through which application of it can be used for gaining knowledge other information as well just not the original one. This means extracting out such principles that can be generalised to learn more than just one concept ^[4]. According to Garner (2007) majority of student don’t reach this step because they focus on cramming than understanding concepts which is also in sync with what Tsai & Huang (2002) talked about ^{[4] [7]}