COGNITIVE THEORY OF LEARNING

Gestalt Psychology
 Wolfgang

Kohler  Max Wertheimer  Kurt Koffka

Gestalt Psychology
Behaviors cannot be understood in terms of its molecular parts because the whole is greater than the sum of its parts.

Gestalt Psychology
Five Laws that Govern Perception:

 Law of Continuity

We link individual elements together so they form a continuous pattern that makes sense.

Gestalt Psychology
 Law of Continuity

Gestalt Psychology
 Law of

Closure

Incomplete figures tend to be seen as complete.

Gestalt Psychology
 Law of

Closure

Gestalt Psychology
 Law of

Similarity

Similar things appear to be grouped together.

Gestalt Psychology
 Law of

Proximity

Things that are near to each other appear to be grouped together.

Gestalt Psychology
 Law of

Proximity ............ ............ ............ ............

Gestalt Psychology
 Law of

Pragnanz

Every stimulus pattern is seen in such a way that the resulting structure is as simple as possible. Extremes are virtually remembered.

Gestalt Psychology
 Law of

Pragnanz

Jean Piagets Cognitive Development Theory

 Children think more differently than

adults.
 The changes in

behavior that occur during development are the results of the changes in one s ability to reason about the world around him or her.

Jean Piagets Cognitive Development Theory

 Deals with perception, attention,

thinking, memory, problem solving, and creativity

Jean Piaget s Cognitive Development Theory

Key Ideas:
Adaptation Schema/ Scheme Assimilation Attempt to create an accurate view of the world around us Mental structures or organized patterns of actions or thoughts that we use to interpret experiences The process of fitting new information into existing schemes

Jean Piaget s Cognitive Development Theory

Key Ideas:
Accomodation A process of modifying our schemes in order to interact with the world around us Equilibiration A mechanism used to have a balance between assimilation and accommodation

Stages of Cognitive Development

STAGE CHARACTERIZED BY Sensorimotor motor movements rather than manipulation of ideas in reasoning and (Birth-2yrs) (Birthsolving problems Achieving object permanence (knowledge of object) Recognition of self as agent of action and begins to act intentionally (knowledge of causation)

Stages of Cognitive Development

STAGE CHARACTERIZED BY

Preoperational Learns to use language in dealing with the environment (2 7 years) Thinking is still egocentric: has difficulty taking the viewpoint of others Can think logically about objects and events Achieves conservation of number (age 6), mass (age 7), and weight (age 9)

Concrete operational (7(7-11 years)

Stages of Cognitive Development

STAGE CHARACTERIZED BY

Concrete operational (7(7-11 years)

Classifies objects according to several features and can order them in series along a single dimension such as size.

Can think logically about abstract Formal propositions and test hypotheses operational systematically (11 years and up) Becomes concerned with the hypothetical, the future, and ideological problems

Information Processing Theory

Information Processing Theory

Stage Model of Information Processing (Atkinson and Shiffrin, 1968).

Information Processing Theory

Key Concepts:


Chunking and Short-term Memory ShortTest-operate-testTest-operate-test-exit (TOTE)

The STM Techniques

 Repetition  Chunking

 Identifying

Logical Patterns

The LTM Techniques

 Association  Categorization  Mediation  Imagery  Mnemonics

Thank You!