Unit 7 Cognitive Perspective “ An individual has inner and outer forces that affect his perceptions and his learning. “ Kurt Lewin Cognitive Perspective A. B. C. D. Gestalt Psychology Information Processing Gagne’s Condition learning Ausubel’s Meaningful Verbal Learning: Subsumption Theory E. Bruner’s Constructive Theory Gestalt Psychology Gestalt Principles Insight Learning Lifespace (Lewin). Inner and Outer Forces Max Wertheimer Wolfgang Kohler Kurt Koffka Gestalt Theory Focuses on The word Gestalt Concluded that Emphasizes that the whole of anything is greater than its parts. the minds perspective. “perception” means “form” or “configuration” Learners are active Figure/ Ground Good Pragnanz Proximity Gestalt Principles Good Continuance Similarity Closure States that big square of 36 dots, placed all together at equal distances shapes, objects or design elements located near each other tend to be perceived as a group. 12 dots placed together at the same distance. 4 dots placed together at the same distance. States that we tend to perceive things that physically resemble each other as a part of the same object. States that when shape is shown and it is still incomplete, our minds tend to fill in the blanks and construct the whole of the shape. Familiar Shapes The mind fill the gaps States that whenever our eyes begin to follow something, they will continue to travel in that direction until they encounter another object. States that when faced with a set of ambiguous or complex objects, the human brain seeks to make them as simple as possible. We tend to see overlapping circles (the simpler version) rather than a series of curved, connected lines States that The human eye can differentiate an object from the surrounding. We perceive certain objects as being in the foreground and other objects as being in the background. In Education, Gestalt Theory was applied as a reaction to behaviorism, which reduced experiences to simple stimulus-response reflections. Gestalt suggested that students should perceive the whole of the learning goal, and then discover the relations between parts and the whole. Problem-based learning methodologies also arose based on Gestalt principles. When students are exposed to the whole of a problem, they can “make sense” of it before engaging in introspective thinking to analyze the connection between elements and craft independent solutions (Çeliköz et al 2019). I NSIGHT LEARNING Wolfgang Kohler Insight Learning is a type of learning or problem solving that happens all-of-a-sudden through understanding the relationships of various parts of a problem rather than through trial and error. Insight Learning is a type of learning or problem solving that happens allof-a-sudden through understanding the relationships of various parts of a problem rather than through trial and error. 1 Identification of the problem 2 Analysis of the Problem situation 3 Establishing mental association in between similar previously acquired ideas 4 Trail of Mode of Response 5 Sustained Attention 6 Establishing cause-effect relationship 7 Steady Repetition of Adaptive Behavior Trial and error Students Master Helplessness Effective Retention Transfer of Learning Involves Originality Boosts Confidence Repetition of Knowledge FIELD A Field is a psychological concept. Every individual has his own field of perception and field forces. Field consist of a person and his psychological environment. Psychological environment implies the mental world in which a person lives at a defined moment of his life. LIFE SPACE Life space is a psychological representation of individual’s environment. The life space includes the person himself and everything in his environment that influence his behavior. It includes both the things of which he is consciously aware and the factors which influence him even though he is unconscious of them . It includes the persons , his drives, motives, beliefs, tensions, thoughts, feelings and his physical environment which consist of perceived objects and events. The life spaces of two persons in an identical situation maybe entirely different . Boundary of Life space Barrier Psychological environment Person Vector Vector Driving Force Inner personal stratum Restraining Force Motor Perceptual Stratum Goal Foreign Hull Information Processing Theory Types of Knowledge Stages General/Specific Encoding Declarative Storage Procedural Retrieval Episodic Conditional Executive Control Processes concerned with the psychological and intellectual development of an individual from childhood to adulthood involving skills such as problem solving, recalling, perceiving, conceptualizing, and the like. refers to how information is processed by the brain and any other intelligent system such as a computing device. puts emphasis on how people encode information that is to be learned and how they relate it to their stored knowledge, store new knowledge, and recall it when needed. Types of Knowledge 1. General/Specific : This involves whether the knowledge is useful in many tasks, or only in one. 2. Declarative knowledge : FACTUAL information 3. Procedural knowledge : HOW TO - STEPS 4. Episodic : this includes memories of life events, like your high school graduation. 5. Conditional : This is about "knowing when and why" to apply declarative or procedural strategies. Types of Memory Sensory store (1 second or less) Holds stimuli briefly for possible processing Short-term store (20 seconds) Holds up to seven (7) bits of information for about 20 seconds Long-term store (unlimited) Our permanent storehouse of memories, which is thought to have essentially unlimited capacity. Maintenance Sensory Input: Encoding (Sights, sounds, etc.) Attention Sensory Memory Forgotten Rehearsal Retrieval Short Term Memory Long Term Memory Elaborate Rehearsal leads to Storage Forgotten Through Decay or Displacement Forgotten Through Interference or Retrieval Failure Effective Memory Use Evidence suggests children do NOT use their memory systems (strategies) as effectively as adults. Current research suggests that STRATEGIES of memory use (NOT capacity) best explain differences between age groups. Implication as teachers — we must teach strategies to help children learn and remember. • Teach METACOGNITION - teaching children how to learn, remember, retain information • Use best practices to help children learn, use, and apply information Rivers do not drink their own water Trees do not eat their own fruit The sun does not shine on its self And flowers do not spread fragrance for themselves Living for others is a rule of nature We are all born to help each other No matter how difficult it is… life is good when you are happy But much better when others are happy because of you THANK YOU
