Devela, Bruce C. Go, Vheverli Whendel P.

Dino, Jyle Fraium L. Ip, Marc Lennard G.

Dy, Franc Ison P. Javellana, Daphne Sophia T.
Go, Demi Louise L. 2AMT

WRITTEN REPORT

Contiguity Theory
The contiguity theory was proposed by E.R. Guthrie and it states that “a
combination of stimuli which was accompanied a movement will on its recurrence tend
to be followed by that movement”. This means that when given a specific stimuli that
yields a particular action, it will always produce the same response. Learning based
from Guthrie was correlated with a certain stimulus and response; therefore, the actions
that we have learnt are immediate responses from the stimuli.

Responses are acquired because of its association with the stimuli at that
particular occurrence; hence are not based on rewards or punishments. As long as the
conditioned stimulus and response occur together, learning will take place for a person.
Forgetting according to this theory, is not due to time progressing, but precisely, by
interference. Because of this, the latest response instantly often becomes associated
with the stimuli. Learning occurs as a single trial wherein you are exposed to the
situation once and after which, you will have already learned what to do in that specific
circumstance. Based from the contiguity law, this can take place if the stimuli and
response in that particular situation happen simultaneously. These responses may also
be altered through a person’s experience, such as fear and fatigue. To further
understand this theory, an example of the contiguity theory is cats learning to escape
from a puzzle box, an experiment by Guthrie and Horton. Guthrie photographed the
exact movements of the cats learning how to escape through a glass panelled box. The
cats repeatedly learned the same sequence of movements and unlearned those which
are not necessary in order to improve.

The principles of this theory states that the creature must firstly actively respond
before learning takes place. There must also be instructions present for certain tasks. In
order to obtain a generalized response, multiple variations of the stimulus must also be
utilized. Furthermore, the last response must be what the creature does since this will
be the one associated to the stimuli.
Insight Theory
The Theory of Learning by Insight or Gestalt Theory of Learning was first
proposed by Wolfgang Köhler, a German-American psychologist and one of the
founders of Gestalt psychology. In German, the term ‘Gestalt’ means ‘configuration’ or
‘whole. A fundamental aspect of Behavioral Psychology is the Insight learning, which is
one of the multiple methods of Behavioral learning process and one of the highest
types.
Insight learning refers to realization of the solution that occurs all of a sudden
regarding an issue without having multiple trials or continuous practices. All inventions
and discoveries were thought of due to this method of learning. There are two major
determining characteristics are present in this theory: the Pre-solution period and the
period where the solution is discovered. In addition, there are Essentials of learning by
insight: Comprehension as a whole, Clear goal, Power of generalisation, Suddenness of
Solution, New forms of objects, Transfer, and a Change in behaviour. The first
characteristic, Comprehension as a whole, means that complete understanding of the
situation is needed to learn by insight. The Clear goal criteria is self explanatory as the
objective must be clear and direct. The Power of generalisation requires the learner to
have the ability to understand and comprehend the concept of the situation. The
Suddenness of solution is the abrupt understanding of the solution without much
reasoning. The New forms of objects are the result of insight which allows the learner to
view the situation or issue in a new pattern and form. The Transfer means that the
concepts and principles that had been learnt in a situation may also be utilised in
different situations. Lastly, the changes in behaviour occur from what was learnt
something via insight.

An experiment was performed through the use of a hungry chimpanzee named

Sultan. While in the cage with one long and another short bamboo stick, some bananas
were placed outside the cage out of Sultan’s reach. The solution to this issue is to
connect the two bamboo sticks in order to reach the bananas. Initially, the test subject
was frustrated which was the pre-solution period, but after Köhler pointed on an end of
each stick, Sultan connected the them to make a long stick which it instantly knew that it
could be used to reach the bananas. The realization of the solution is the second
determining characteristic.

It seemed Sultan understood the principle of the relationship between joining

sticks and reaching distant objects. It therefore seems that Sultan suddenly perceived
the relationships between the elements of his problem sot that the solution occurred by
insight. He seems to have had what Gestalt psychologists have termed as an “Aha!
Experience” or the “Aha! Phenomenon”.
 This theory can also be applied in education, through this theory, it is able to
create motivation and emphasis on the understanding by viewing the problem in its
entirety. Moreover, it may also integrate the curriculum as various courses or subjects
may relate to one another.

References
Last Updated November 30th, 2. 0. (n.d.). Contiguity Theory (Edwin Guthrie). Retrieved
January 21, 2019, from
https://www.instructionaldesign.org/theories/contiguity-theory/

Insight Learning. (2017, November 17). Retrieved January 29, 2019 from
https://www.psychestudy.com/behavioral/learning-memory/insight-learning

Theory of Learning by Insight | Psychology. (2016, November 05). Retrieved January

31, 2019, from
http://www.psychologydiscussion.net/learning/learning-theory/theory-of-learning-
by-insight-psychology/2513