Gestalt Learning

8/8/2019 Gestalt Learning

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Gestalt Learning

Vergel John P. Ercia DDM


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Learning objectives

• At the end of the presentation, yoshold be able to – Discss the general processes of Gestalt

learning and their i!plications to healthsciences teaching

– Di"erentiate behavioris! and other

cognitive theories of learning fro!Gestalt learning

– E#plain the varios factors relating tolearning and training fro! a Gestalt

perspective


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GE$%AL% %&E'()$%$

MaxWertheimer

Wolfgang Köhler Kurt Koffka


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• Max Wertheimer, Wolfgang Kohler and Kurt

Koffka, studied perception and concluded that

the ‘learners were not passive , but rather

active. !he" suggested that learners do not #ust collect information but the" activel"

process and restructure data in order to

understand it. !his is called $%&'%$!()*

$&+'%%. *ike past experience, needs,

attitudes and ones present situation can affect

his-her perception.


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estalt !heor" is based on the fact that

“!here are wholes, the behavior of which is not determined b" that

of their individual elements, but where the part/processes are

themselves determined be the intrinsic nature of the whole. 0t is

the hope of estalt theor" to determine the nature of suchwholes.1 Max Wertheimer ,2345

0n other words, the estaltists believed that phenomenological

experience should not be studied in parts but as a whole. !his is

because our brain processes the information received from oursenses organi6ing it in Gestalten 7meaningful wholes8.


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%he Gestalt theory proposes that learning consists of thegrasping of a strctral *hole and not jst a !echanisticresponse to a sti!ls.

GESTALT THEORY


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estalten

!he cognitive process that our brain exercises on the

sensor" stimulation simplifies, organi6es and adds

meaning to our ps"chological experience.

What the estalt ps"chologists stud" is humanperception. )nd according to them, our conscious

perception of sensorial elements is diverse to the

sensorial elements themselves, because we add a

meaning to it. !herefore, according to the estalt

ps"chologists 9!he Whole is more than the sum of itsparts1


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• :rain insists on finding patterns 7estalten8 wherever

possible.

• o it is not neutral and passive.


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What is this;


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What is this;

Children apparently get

this a lot faster than adults.

I wonder why?


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hat arethey-


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hat arethey-

Ship arriving too late to

save a drowning witch


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hat are

they-

Worm wriggling across

a razor blade


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hat are

they-Koala climbing a tree


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What are the";


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ensor" +rgani6ation

)ccording to K=hler, a general d"namic

interdependence exists in our sensor" field, although

d"namic factors operate towards a measure of

segregation.

0n most visual fields the contents of particular areas9belong together1 as circumscribed units which are

segregated from their surroundings.

!hese units ac>uire names and become richl" s"mbolic.

!his organi6ation into units is not present in the stimulithemselves, but a product of our neural functions.


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Gestalt

Principles


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Law of roximit!

ob#ects near each other or closer together

tend to be grouped together.


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rin"i#le of roximit!

We perceive sensorial elements that are close to each other as a

“whole” or Gestalt.


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Law of Similarit!• elements that look similar we perceived

as part of the same form.


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rin"i#le of Similarit! We perceive sensorial elements which share similar characteristics

as a “whole” or Gestalt.


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Law of $lo%ure

• objects groped together are seen asa *hole.


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rin"i#le of $lo%ureOur cognitive process completes incomplete sensorialelements, causing us to consciously perceive them as a

“whole” or gestalt.

EhrensteinKanizsa Triangle


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Law of Goo& $ontinuation

• connected by straight or crvinglines are seen in a *ay that thes!oothest path, rather than seeingseparate lines and angles, lines areseen belonging together.


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rin"i#le of $ontinuit!

If one sensorial element directs us to another we perceive both as a“whole” or Gestalt.


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Law of Goo& ragnan'

• the word pragnanz a erman term meaning9good figure1. !he law of pragnan6 is sometimes

referred to as law of good figure or law of

simplicit". !his hold that ob#ects in the

environment are seen in a wa" that makes themappear as simple as possible.


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rin"i#le of S!mmetr!

We perceive simple and regular “wholes” more readily than irregular

ones.


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Law of (igure)Groun&

we pa" attention and perceived things inthe foreground first. ) stimulus will be

perceived as separate from its ground.


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rin"i#le of (igure)Groun&We separate whole figures from their backgrounds based on one or

more of a number of possible variables.


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0f we?re thinking about

the perils of growingold, we?ll on average

see the old woman.

:ut if we?re focused on

the #o"s of "outh andbeaut", it?s the "oung

woman that will appear.


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aces or Vase-

This is the classic figure!ground"

issue studied by the #estalt

pioneers.


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The appearance and

disappearance of the blac$

dots may represent the

brain%s search for pattern...

Th % b th th


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Which circle in the middle is

bigger;

They%re both the same.

&'easure them( )ut we are

influenced by context


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0nsight *earning

• Wolfgang Kohler was the first ps"chologist

who developed the insight learning in which he

described an experiments with apes could use

boxes and sticks as tools to solve problem.


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K=hlers

chimps 2

Such insight may reasonably

be inferred to be

demonstrated by one of

Kohler%s apes deliberately

piling up bo*es to get atout!of!reach bananas


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/0hler1s chi!ps345267

+r this one, using shorter

stic$s to get a longer one

to reach the fruit.


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:ett" the crow

Crow bending a wire into

a hoo$ to fish food out of a tumbler.


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• The im#ortant a%#e"t of

learning wa% notreinfor"ement* +ut the

"oor&ination of thinking to"reate new organi'ation%,

Kohler referre& to thi%

+eha-ior a% in%ight or

&i%"o-er! learning,


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• 'ant leave min& out of it.

• Min& make% meaning

–earch for patterns 7estalt8

• 9!rial and error1 can take place in apurel" mental form

• @eed to stud" mental processes

–


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Ge%talt rin"i#le% an& Tea"hing)

Learning ro"e%%

• six estalt $rinciples not onl" influence

perception but also the" impact on

learning.

A Kurt *ewin

• his theor" focusing on 9life space

adhered to gestalt ps"cholog".

• an individual has inner and outer forces

that affect his perception and also his

learning.


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• 0nner Borces

include his own motivation,

attitudes and feelings.

• +uter Borces include the attitude and

behavior of the teacher and

classmates.


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0nterdisciplinar" learning and topic work

Learning beyond subject boundaries

Based upon experiences and outcomes drawn from different

curriculum areas or subjects within them

Provides relevant, challenging and enjoyable learning experiences

and stimulating contexts to meet the varied needs of children

Revisiting a concept or skill from different perspectives deepens

understanding and can also make the curriculum more coherent

and meaningful from the learner’s point of view.


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'ross 'urricular *earning

'ross curricular learning gives children the

notion that things are connected and topics

are not isolated facts with no link to realit".

'hildren have the opportunit" to appl" theirknowledge and skills in a wider variet" of

fields

C!he coherence of the curriculum can be

strengthened b" combining aspects of onesub#ect with those of anotherC


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'ontextuali6ed *earning

)ccording to Dull?s 7233E8 definition of contextual learning, learningoccurs onl" when learners connect information to their own

frame of referenceF

C)ccording to contextual learning theor", learning occurs

onl" when students 7learners8 process new information

or knowledge in such a wa" that it makes sense to themin their frame of reference 7their own inner world of

memor", experience, and response8. !his approach to

learning and teaching assumes that the mind naturall"

seeks meaning in context//that is, in the environment

where the person is located//and that it does so throughsearching for relationships that make sense and appear

useful.C


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'riticismsestalt theories of perception are critici6ed for

being descriptive rather than eplanatory in nature.

Bor this reason, the" are viewed b" some as

redundant or uninformative. Bor example, :ruce,

reen G eorgeson conclude the following regarding

estalt theor"?s influence on the stud" of visual

perception.

:ruce, H., reen, $. G eorgeson, M. 7233I8. !isual

perception" #hysiology, psychology and ecology 7Erd

ed.8. *%). pp. 22J.


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'riticism

) general criticism of estalt theor" has been that it

does not provide an explanation of emotion and

personalit".

!he $hilosophical review, Holume 5 :" Lacob ould

churman, Lames %dwin 'reighton, Brank !hill",

age chool of $hilosoph", ustavus Watts'unningham


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Incrementals$illac-uisition

ennydropping"

/cademicstudy

0.

)ehavioural ?

#estalt ?

Cognitive ? ? 0. What $ind of theory is best

for illuminating what

$ind of learning?


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