Lesson 9 Learning Cognitive Perspective

DARAGA COMMUNITY COLLEGE
Salvacion, Daraga, Albay
LESSON 8
LEARNING COGNITIVE PERSPECTIVE:
• GESTALT INSIGHT LEARNING

• INFORMATION PROCESSING THEORY
Prof. Abelardo B. Medes

OBJECTIVES
1. Describe the different gestalt principles
2. List ways of applying Gestalt psychology in the teaching-
learning process
3. Demonstrate appreciation of the usefulness of gestalt
principles in the teaching -learning process
4. Describe the processes involved in acquiring, storing and
retrieving knowledge
5. Cite educational implications of the theory on information
processing
PRIMING ACTIVITY
Examine the pictures below.
Do you see good or evil?
Do you see question

or answer? Do you see love or
hate?
Do you see true or false?
ANALYSIS
Those are illustrations that “challenge” our perceptual skills

• What was your experience in figuring out the pictures?
(easy, took time, etc.)
• What helped you perceived the interesting pictures?
• How did you go about examining the pictures? (focus on
the background, the foreground, the shape, etc.)
KEY LEARNING POINTS

• When you look at the pictures in the activity, your mind followed certain
principles of perception. Gestalt psychology is concerned with such principles.
• Gestalt theory was the initial cognitive response to behaviorism. It emphasized
the importance of sensory wholes and the dynamic nature of visual perception.
• The term gestalt means “form” or “configuration.”
• Max Wertheimer, Wolfgang, Kohler and Kurt Koffka were psychologists who
studied perception and concluded the perceivers (or learners) are not passive, but
rather active. They suggested that learners do not just collect information as is but
they actively process and restructure data in order to understand it. This is
perceptual process. Past experiences, needs, attitudes and one’s present situation
can affect their perception.
KEY LEARNING POINTS

According to the gestalt psychologists, certain principles or laws determine
what we see or make of things or situations we meet.
Gestalt Principles
Law of Similarity- Elements that look similar will be perceived as part of the same
form
Law of Pragnanz or the Law of Good Figure- The stimulus will be organized into
as good a figure as possible
KEY LEARNING POINTS

Gestalt Principles
Law of Proximity- Elements that are closer together will be perceived as a coherent
object rather than as individual parts.
Law of Continuity- Individuals have the tendency to continue contours whenever
the elements of the pattern establish an implied direction.
Law of Closure – Individuals tend to fill the gaps or ”close” the figures they
perceive.
Law of common region- says that items within a boundary are
perceived as a group and assumed to share some common characteristic
or functionality.
https://www.google.com/search?rlz=1C1CHZN_enPH941PH941&q=law+of+proximity+examples
INSIGHT LEARNING
▪ Gestalt psychology adheres to the idea of learning taking place by discovery or
insight. Wolfgang Kohler first developed this idea of insight learning. He described
experiments with apes where the apes could use boxes an sticks as tools to solve
problems. In the box problem, a banana is attached to the chimpanzee’s cage. The
banana is oit reach but can be reached by climbing or jumping from a box. Kohler
also gave the apes sticks which they used to rake the food into the cage.
▪ In the experiments, the important aspect of learning was not reinforcement, but the
coordination of thinking to create new organization (of materials). Kohler referred
to this behavior as insight or discovery learning.
INSIGHT LEARNING
▪ Kohler’s theory suggested that learning could occur when the individual perceives
the relationships of the elements before him and reorganizes these elements and
comes to a greater understanding or insight. This could occur without
reinforcement.
GESTALT PRINCIPLES AND THE TEACHING- LEARNING PROCESS

The six gestalt principles not only influence perception but they also impact
onlearning. Other psychologists like Kurt Lewin expounded on Gestalt psychology. His
theoryfocusing on “life space” adhered to Gestalt psychology. He said that an individual
has innerand outer forces that affect his perceptions and also his learning. Inner forces
include his ownmotivation, attitudes and feelings. Outer forces may include the
attitude and behavior of theteacher and classmates. All these forces interact and impact
on the person’s learning. MariaPolito, an Italian psychologist, writes about the relevance
of Gestalt psychology to education.
▪ https://www.coursehero.com/file/p7203ge0/Gestalt-Principles-and-the-Teaching-Learning-Process-The-six-gestalt-
principles/
GESTALT PRINCIPLES AND THE TEACHING- LEARNING PROCESS

Gestalt theory is focused on the experience of contact that occurs in the here and now. It
considers with interest the life space of teachers as well as students. It takes interest in the
complexity of experience, without neglecting anything, but accepting and amplifying all that
emerge. It stimulates learning as experience and the experience as a source of learning. It
appreciates the affections and meaning that awe attribute to what we learn. Knowledge is
conceived as a continuous organization and rearrangement of information according to
needs, purposes and meanings. It asserts that learning is not accumulation but remodelling
or insight. Autonomy and freedom of the student is stimulated by the teacher. The time
necessary for assimilation and for cognitive and existential remodelling is respected. The
contact experience between teachers and students is given value: an authentic meeting
based on sharing ideas and affections
/
https://www.coursehero.com/file/p7203ge0/Gestalt-Principles-and-the-Teaching-Learning-Process-The-six-gestalt-principles
ACTIVITY
▪ How can you compare man’s cognitive processes, like acquiring information, putting
them into memory, remembering, etc., to that of the functioning computer?
DISCUSSION QUESTIONS:
1. In what ways are our cognitive processes like the functioning of a computer?
2. In what ways do our cognitive processes differ from the functioning of a
computer?
3. Can a computer perform all our cognitive processes? Explain your answer.
Those who program and design computers aim to make computers

solve problems through processes similar to that of the human mind.
This has something to do with Information Processing Theory (IPT)
KEY LEARNING POINTS

▪ Information processing is a cognitive theoretical framework that focuses on how
knowledge enters and stored in and is retrieve from our memory. It is one of the
most significant cognitive theories in the last century and it has strong implications
on the teaching and learning process.
▪ Information Processing Theory (IPT). Describes how the learner receives

information (stimuli) from the environment through the senses and what takes place
in between determines whether the information will continue to pass through the
sensory register, then the short term memory and the long term memory. Certain
factors would also determine whether the information will be retrieved or
“remembered” when the learner needs it.
KEY LEARNING POINTS

Types of Knowledge
▪ General vs. Specific-This involves whether the knowledge is useful in many tasks,
or only in one.
▪ Declarative- This refers to factual knowledge. They relate to an image to the nature
of how things are. They may be in the form of word or image. Examples are your
name, address, a nursery rhyme, or even the face of your crush.
▪ Procedural- This includes knowledge on how to do things. Examples include

making a lesson plan, baking a cake, or doing an experiment.
KEY LEARNING POINTS
Types of Knowledge
▪ Episodic – This includes memories of life events, like you high school graduation.
in one.
▪ Conditional- This is about “ knowing when and why” to apply declarative or

procedural strategies.
KEY LEARNING POINTS
Three Stages in the Information Processing Theory

Involve the functioning of the senses, sensory register, short-term memory and the
long-term memory.
Sensory Register - Holds all sensory information for a very brief time.
▪ Capacity : Our mind receives a great amount of information but it is more than what
our minds can hold or perceive.
▪ Duration : The sensory register only holds the information for an extremely brief
period-in the order of 1 to 3 seconds
▪ There is a difference in duration based on modality: auditory memory is more
persistent than visual.
KEY LEARNING POINTS

The Role of Attention
▪ To bring information into consciousness, it is necessary that we give attention to it.
Such that, we can only perceive and remember later those things that pass through
our attention “gate.”
▪ Getting through this attentional filter is done when the learner is interested in the
material; when there is conscious control over attention, or when information
involves novelty, surprise, salience, and distinctiveness.
▪ Before information is perceived, it is known as ”precategorical” information, which
means that the learner has not established a determination of the categorical
membership of the information. Once perceived, we can categorize, judge, interpret
and place meaning to the stimuli. If we fail to perceive, we have no means by which
to recognize that the stimulus was ever encountered.
KEY LEARNING POINTS

Short-Term Memory (STM or Working Memory)
▪ Capacity : The STM can only hold 5 to 9 “chunks” of information, sometimes
describe as 7 +/-2. It is called working memory because it is where new information
is temporarily placed while it is mentally processed. STM maintains information for a
limited time, until the learner has adequate resources to process the information, or
until the information is forgotten.
▪ Duration: Around 18 seconds or less.
▪ To reduce the loss of information in 18 seconds, you need to do maintenance
rehearsal. It is using repetition to keep the information active in STM
Long-Term Memory (LTM)-The final or permanent storing house for memory
information. It holds the stored information until needed again.
▪ Capacity: LTM has unlimited capacity
▪ Duration: Duration in the LTM is indefinite
KEY LEARNING POINTS

Executive Control Processes
▪ Involve the executive processor or what is referred to as metacognitive skills. These
processes guide the flow of information through the system, help the learner make
informed decisions about how to categorize, organize or interpret information.
Examples of processes are attention, rehearsals and organization.
Forgetting
▪ Inability to retrieve or access information when needed.
▪ Two main ways in which forgetting likely occurs:
1. Decay- Information is not attended to, and eventually “fades” away. Very prevalent
in working memory.
2. Interference –New or old information “blocks” access to the information in
question.
KEY LEARNING POINTS
Methods for Increasing Retrieval of Information
▪ Rehearsal
▪ Meaningful learning
▪ Organization
▪ Elaboration
▪ Visual Imagery
▪ Generation
▪ Context
▪ Personalization
KEY LEARNING POINTS
Other Memory Methods
▪ Serial Position Effect (recency and primacy).You will remember the

beginning and the end of “list”of more readily,
▪ Part Learning- Break up the “list” or “chunk” information to increase
memorization
▪ Distributed Practice- Break up learning sessions, rather than
cramming all the info in at once.
▪ Mnemonic Aids-These are memory techniques like loci techniques,
acronyms, sentence construction, peg-word and association
techniques , among others.
ASSESSMENT TASK (FOR INCLUSION IN THE SHOWCASE PORTFOLIO)
1. In your own words, discuss the different gestalt principles.

2. List at least 5 ways to apply gestalt psychology in the teaching-
learning process.
3. Describe the processes involved in acquiring , storing and retrieving
knowledge.
4. Cite educational implications of the theory on information
processing.
REFLECTION WRITING (FOR INCLUSION IN THE SHOWCASE PORTFOLIO)
From the lessons on Gestalt Psychology, and Information Processing,
1. What did you realize?

2. What are your thoughts of what you have read and experienced?
3. What did you understand about the material? How does this affect
your ideas?
4. How possible that these ideas are practiced in the future? Cite
examples.

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DARAGA COMMUNITY COLLEGE

Salvacion, Daraga, Albay

• GESTALT INSIGHT LEARNING

Prof. Abelardo B. Medes

Do you see question

Those are illustrations that “challenge” our perceptual skills

KEY LEARNING POINTS

KEY LEARNING POINTS

KEY LEARNING POINTS

GESTALT PRINCIPLES AND THE TEACHING- LEARNING PROCESS

GESTALT PRINCIPLES AND THE TEACHING- LEARNING PROCESS

Those who program and design computers aim to make computers

KEY LEARNING POINTS

▪ Information Processing Theory (IPT). Describes how the learner receives

KEY LEARNING POINTS

▪ Procedural- This includes knowledge on how to do things. Examples include

KEY LEARNING POINTS

▪ Conditional- This is about “ knowing when and why” to apply declarative or

KEY LEARNING POINTS

Three Stages in the Information Processing Theory

KEY LEARNING POINTS

KEY LEARNING POINTS

KEY LEARNING POINTS

KEY LEARNING POINTS

Methods for Increasing Retrieval of Information

KEY LEARNING POINTS

Other Memory Methods

▪ Serial Position Effect (recency and primacy).You will remember the

ASSESSMENT TASK (FOR INCLUSION IN THE SHOWCASE PORTFOLIO)

1. In your own words, discuss the different gestalt principles.

REFLECTION WRITING (FOR INCLUSION IN THE SHOWCASE PORTFOLIO)

From the lessons on Gestalt Psychology, and Information Processing,

1. What did you realize?

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