COGNITIVE

PERSPECTIVE
Presented by: GROUP 4 BEED- 3A

EDUC207 Facilitating Learner-Centered Teaching

LEARNING OUTCOMES:
describe the different gestalt principles
list ways of applying gestalt psychology in
the teaching learning process
demonstrate appreciation of the usefulness
of gestalt principles in the teaching-
learning process
describe the process involved in acquiring ,
storing and retrieving knowledge
cite educational implications of the theory
on information processing
 GESTALT
PSYCHOLOGY
 INTRODUCTION
Gestalt psychology was at the forefront of the
cognitive psychology. It served as the foundation of
the cognitive perspective to learning. It opposed
the external and mechanistic focus of behaviorism.
It considered the mental processes and products of
perception.
 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”.
Psychologist Max Wertheimer, Wolfgang Kohler and
Kurt Koffka studied perception and concluded that
perceivers (or learners) are not passive, but rather
active.

Wolfgang Kohler Kurl Koffka Max Wertheimer

1887-1967 1887-1941 1880-1943
 GESTALT PRINCIPLES
LAW OF PROXIMITY
Elements that are closer together will be perceived as a
coherent object. On the left, there appears to be three
columns, while on the right, there appears to be three
horizontal rows. When object we are perceiving are near each
other, we perceive them as belonging together.
 GESTALT PRINCIPLES
LAW OF SIMILARITY

Elements that look similar will be perceived as

a part of the same form. There seems to be a
triangle in the square. We link similar elements
together.
GESTALT PRINCIPLES
LAW OF CLOSURE

We tend to fill the gaps or “close” the figures we

perceive. We enclose a space by completing a
contour and ignoring gaps in the figure.
 GESTALT PRINCIPLES
LAW OF GOOD CONTINUATION

Individuals have the tendency to continue

contours whenever the elements of the
pattern establish an implied direction.
People tend to draw a good continuous
line.
GESTALT PRINCIPLES
LAW OF GOOD PRAGNANZ

The stimulus will be organized into as good a

figures as possible. In this example, good refers to
symmetry, simplicity and regularity. The figure is
perceived as a square overlapping a triangle, not
a combination of several complicated shapes.
 GESTALT PRINCIPLES
LAW OF FIGURE/GROUND

We tend to pay attention and

perceive things in the foreground
first. A stimulus will be perceived as
separate from its ground.
 INSIGHT LEARNING
Gestalt psychology adheres to the idea of learning taking place
by discovery or insight. The idea of insight learning was first
developed by Wolfgang Kohler in which he described experiments
with apes where the apes could use boxes and sticks as tools to
solve problems.
In each of these problems, the important
aspect of learning was not reinforcement, but
the coordination of thinking to create new
organizations (of materials). Kohler referred to
this behavior as insight or discovery learning.

Kohler proposed the view that insight follows

from characteristics of objects under
consideration. This theory suggested that
learning could occur when the individual
perceives the relationship of the elements
before him and reorganizes these elements
and comes to a greater understanding or
insight.
 GESTALT PRINCIPLES AND THE
TEACHING-LEARNING PROCESS

Kurt Lewin expounded on gestalt

psychology. His theory focusing in “life
space” adhered to gestalt psychology.
He said that an individual has inner
and outer forces that affect his
perception and also his learning. Kurt Lewin
 1890-1947
INFORMATION
PROCESSING
Information processing is a cognitive theoretical
framework that focuses on how knowledge enters and is
stored in and is retrieved from our memory.

INFORMATION PROCESSING THEORY

Relating how the mind and computer woks is a powerful
analogy. The term used in information processing theory (IPT)
extends this analogy. In fact, those who program and design
computers aim to make computer solve problems through
processes similar to that of the human mind.
Cognitive psychologist believed that
cognitiveprocesses influenced the nature of
what is learned. They considered learning as
largely an internal process,not an external
behavior change (as behaviorist theorist
thought).

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.
 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 the nature of how things are. They may be in the form
of a word or an image. Examples are your name,
address, a nursery rhyme, the definition of IPT, 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
getting the least common denominator.
Episodic - This includes memories of life
events, like your high school graduation.

Conditional- This is about "knowing when

and why to apply declarative or procedural
strategies.
 STAGES IN THE INFORMATION
PROCESSING THEORY
The stages of IPT involve the functioning of the senses,
sensory register, short-term memory and the long-term
memory.
These three primary stages in IPT are…

1. Encoding - Information is sensed, perceived and attended to.

2. Storage - The information is stored for either a brief or extended
period of time, depending upon the processes following encoding.
3. Retrieval - The information is brought back at the appropriate time
and reactivated for use on a current task, the true measure of
effective memory.
 SENSORY REGISTER
The first step in the IP model 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.
 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. This means that until that point,
the learner has not established a determination of the
categorical membership of the information. To this point, the
information is coming in as uninterpreted patterns of stimuli.
Once it is 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
 SHORT-TERM MEMORY (STM OR WORKING MEMORY)
Capacity: The STM can only hold 5 to 9 "chunks" of
information, sometimes described as 7 +/- 2.
Duration: Around 18 seconds or less.
To reduce the loss of information in 18 seconds, you need to
do maintenance rehearsal.

LONG-TERM MEMORY (LTM )

The LTM is 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
 EXECUTIVE CONTROL PROCESSES
The 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 now to categorize,
organize or interpret information.

FORGETTING
- is the inability to retrieve or access information when needed.

There are two main ways in which forgetting likely occurs:

Decay - Information is not attended to, and eventually ‘fades” away.

Very prevalent in Working Memory.
Interference - New or old information 'blocks' access to the information in
question.
METHODS FOR INCREASING RETRIEVAL OF
INFORMATION
Rehearsal - This is repeating information verbatim, either
mentally or aloud.
Meaningful Learning - This is making connections between
new information and prior knowledge.
Organization - It is making connections among various pieces
of information. Info that is organized efficiently should be
recalled.
Elaboration - This is adding additional ideas to new
information based on what one already knows. It is connecting
new info with old to gain meaning.
Visual Imagery - This means forming a "picture" of the
information
Generation - Things we produce' are easier to remember
than things we 'hear
Context - Remembering the situation helps recover
information.
Personalization - It is making the information relevant to the
individual.
 OTHER MEMORY METHODS
Serial Position Effect (recency and primacy) - You will
remember the beginning and end of a 'list 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 (Massed Practice)

Mnemonic Aids - These are memory techniques that learners
may employ to help them retain and retrieve information
more effectively. This includes the loci technique,
acronyms, sentence construction, peg-word and association
techniques, among others.
 INFORMATION PROCESSING MODEL
Information is received through the senses and goes to the
sensory memory for a very brief amount of time. If not found
relevant, information may decay. It goes to the STM and if given
attention and is perceived and found to be relevant, it is sent to
the LTM. If not properly encoded, forgetting occurs. Different
cognitive processes applied to the information will then determine
if information can be retrieved when needed later.
Thank You for listening!
GROUP 4
Broncano, Nadine Anthonette N.
Moratalla, John Rey R.
Papa, Rica Mae V.
Roquino, Princess D.
Samindao, Ronalyn B.
Vibal, Dianne O.