Abanto, Pear Joyce

Aldemita, Sonie
Bendita, Benny Simon Jr.
Buenafe, Vanessa Amor
Calawag, Connie Joy
Gestalt Psychology
• A school of thought that looks at the human mind and behavior as a whole.
• Suggests that we do not simply focus on every small component, instead, our minds tend to
perceive objects as elements of more complex systems.
Holism
• Core belief in Gestalt psychology
• This means that the whole is greater than the sum of its parts.

Gestalt
• German word that roughly means "configuration" or the way things are put together to form
a whole object.

Gestalt approach
• has the basic premise that life happens in the present—not in the past or the future—and that
when we are dwelling on the past or fantasizing about the future we are not living fully.
• Through living in the present, we are able to take responsibility for our responses and actions.
To be fully present in the here and now offers us more excitement, energy, and courage to live
life directly.

Principles of Gestalt Psychology

Gestalt psychology helped introduce the idea that human perception is not just about seeing
what is actually present in the world around us. It is also heavily influenced by our motivations
and expectations. Some of the most important principles of Gestalt theory are:
▪ Prägnanz: This foundational principle states that we naturally perceive things in their
simplest form or organization. The human eye likes to find simplicity and order in complex
shapes – it prevents us from being overwhelmed by information overload.
▪ Similarity: This Gestalt principle suggests that we naturally group similar items together
based on elements like color, size, and orientation. An example would be grouping dogs
based on whether they are small or large, or if they are big or small.
▪ Proximity: The principle of proximity states that objects near each other tend to be
viewed as a group.
▪ Continuity: According to this Gestalt principle, we perceive elements arranged on a line
or curve as related to each other, while elements that are not on the line or curve are
seen as separate.
▪ Closure: This suggests that elements that form a closed object will be perceived as a
group. We will even fill in missing information to create closure and make sense of an
object.
▪ Common region: This Gestalt psychology principle states that we tend to group objects
together if they're located in the same bounded area.

Learning and Education

The main principles of the Gestalt Theory in Learning are:
➢ Teachers should encourage their students to discover the relationship of the elements
that make up a problem
➢ Incongruities, gaps, or disturbances are essential stimuli in the learning process
➢ Educational instruction should be based on the Laws of Organization
 Abanto, Pear Joyce
Aldemita, Sonie
Bendita, Benny Simon Jr.
Buenafe, Vanessa Amor
Calawag, Connie Joy
Information Processing Theory
• Uses a computer model to describe human learning. Information comes in, it gets
processed, and then it gets stored and retrieved.
• Initially proposed by George A. Miller and other American psychologists in the 1950s.
• This theory describes how people focus on information and encode it into their memories.
• It is based on the idea that humans do not merely respond to stimuli from the environment.
Instead, humans process the information they receive.
• Information processing theory not only explains how information is captured, but how it is
stored and retrieved as well.
• The process begins with receiving input, also called stimulus, from the environment using
various senses. The input is then described and stored in the memory, which is retrieved
when needed.

Significant Model

Atkinson and Shiffrin’s Stage Theory: The most important theory in information processing.
It specifies a sequence of three stages information goes through to become encoded into long-
term memory: sensory memory, short-term or working memory, and long-term memory.

Sensory Memory
• Involves whatever we take in through our senses.
• This kind of memory is exceedingly brief, only lasting up to 3 seconds.
• In order for something to enter sensory memory, the individual has to pay attention to it.
• Sensory memory can’t attend to every piece of information in the environment, so it filters out
what it deems irrelevant and only sends what seems important to the next stage, short-term
memory.
• The information that’s most likely to reach the next stage is either interesting or familiar.

Short Term Memory/ Working Memory

• Once information reaches short-term memory, which is also called working memory, it is
filtered further.
• This kind of memory doesn’t last long, only about 15 to 20 seconds. However, if information is
repeated, which is referred to as maintenance rehearsal, it can be stored for up to 20 minutes.
• Working memory’s capacity is limited so it can only process a certain number of pieces of
information at a time.

Long Term Memory

• The capacity of long-term memory is thought to be limitless.
• Several different types of information are encoded and organized in long-term memory:
declarative information, which is information that can be discussed such as facts, concepts,
and ideas (semantic memory) and personal experiences (episodic memory);
procedural information, which is information about how to do something like drive a car or
brush your teeth; and imagery, which are mental pictures.
Information Processing Theory in Classrooms
In information processing theory, as the student takes in information, that information is first
briefly stored as sensory storage; then moved to the short term or working memory; and then
either forgotten or transferred to the long term memory, as:

▪ semantic memories (concepts and general information)

▪ procedural memories (processes)
▪ images

For learning to occur, it's critical that information is transferred from the short term memory
to the long term memory, because if we have more than seven pieces of information in our
short term memory at one time, we get an overload (referred to as cognitive overload).

So how do we avoid cognitive overload with students?

➢ If teachers prioritizing the information they give students, they help students to work out
the critical elements of the information.
➢ Make sure you have the students’ attention
➢ Help students to make connections between new material and what they already know.
➢ Include lesson time for repetition and review of information
➢ Present material in a very clear manner, and focus on the meaning of information.
Cherry, K. 2022, September28. What Is Gestalt Psychology?.
https://www.verywellmind.com/what-is-gestalt-psychology-2795808
N. A. N. D. What Is Gestalt?. Gestalt Institute of Cleveland: The Distinctive Difference.
https://www.gestaltcleveland.org/what-is-gestalt
Pappas, C. 2014, January 7. Instructional Design Models and Theories: Gestalt Theory.
https://elearningindustry.com/gestalt-theory

N.A N.D How students learn: Information processing.

https://lo.unisa.edu.au/mod/book/view.php?id=610988&chapterid=120209
Bouchrika, I. Phd. 2022, September 26. What is Information Processing Theory? Stages, Models
& Limitations. https://research.com/education/what-is-information-processing-
theory#:~:text=Information%20processing%20theory%20is%20an,process%20the%20i
nformation%20they%20receive.
Vinney, C. 2020, March 21. Information Processing Theory: Definition and Examples.
https://www.thoughtco.com/information-processing-theory-definition-and-examples-4797966