learning_theories:gestalt_psychology
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision | ||
|
learning_theories:gestalt_psychology [2011/03/21 09:29] jpetrovic [What is the practical meaning of gestalt psychology?] |
learning_theories:gestalt_psychology [2023/06/19 18:03] (current) |
||
|---|---|---|---|
| Line 4: | Line 4: | ||
| ===== General ===== | ===== General ===== | ||
| - | [[:glossary#gestalt|Gestalt]] psychology was first introduced in 1912 by [[http://en.wikipedia.org/wiki/Max_Wertheimer|Max Wertheimer]], a German psychologist, when he published a paper on optical illusion called //apparent motion//. In the paper he analyzed the illusion occurring when a series of static images is perceived as movement, just like films. The assumption that **whole is more than just sum of its parts** is the basic principle of gestalt psychology. | + | [[:glossary#gestalt|Gestalt]] psychology was first introduced in 1912 by [[http://en.wikipedia.org/wiki/Max_Wertheimer|Max Wertheimer]](([[http://webspace.ship.edu/cgboer/gestalt.html|Boeree, George. Gestalt Psychology.]])), a German psychologist, when he published a paper on optical illusion called //apparent motion//. In the paper he analyzed the illusion occurring when a series of static images is perceived as movement, just like films. The assumption that **whole is more than just sum of its parts** is the basic principle of gestalt psychology. |
| ===== What is gestalt psychology? ===== | ===== What is gestalt psychology? ===== | ||
| Line 33: | Line 33: | ||
| Wertheimer suggested usage of gestalt principles in education. He contrasted **productive thinking** from **rote learning**, which occurs **without understanding**. Humans, unlike animals, can learn not only through conditioning or trial and error but also through **explanations** through **changing** their **cognitive structure** to achieve cognitive structure of the explainer, yet this should not be turned into rote learning. Problem-solving presents learning with understanding using gestalt principles. This learning is remembered for a long time, and can be applied to other situations. Gestaltism therefore suggests that learners should be **encouraged to discover** whole nature or relationships between elements of a problem, but also to **exclude implicit assumptions** that might be incorrect. Since human mind functions in accordance with the mentioned principles, **instructional design** should be **based on** **proximity**, **closure**, **similarity** and **simplicity**. | Wertheimer suggested usage of gestalt principles in education. He contrasted **productive thinking** from **rote learning**, which occurs **without understanding**. Humans, unlike animals, can learn not only through conditioning or trial and error but also through **explanations** through **changing** their **cognitive structure** to achieve cognitive structure of the explainer, yet this should not be turned into rote learning. Problem-solving presents learning with understanding using gestalt principles. This learning is remembered for a long time, and can be applied to other situations. Gestaltism therefore suggests that learners should be **encouraged to discover** whole nature or relationships between elements of a problem, but also to **exclude implicit assumptions** that might be incorrect. Since human mind functions in accordance with the mentioned principles, **instructional design** should be **based on** **proximity**, **closure**, **similarity** and **simplicity**. | ||
| - | |||
| - | A simple example of productive thinking was given in an experiment where a five years old girl was presented with a complex geometry problem: determining area of a parallelogram. She used a pair of scissors to cut off a triangle from one end, placed it at the opposite side, turning the parallelogram into a rectangle. | ||
| Application of gestalt laws has been suggested for **concept and knowledge maps** design (considering colors, shapes and groupings), where it has provided **positive results**(([[http://heldref-publications.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,1,6;journal,49,53;linkingpublicationresults,1:119931,1|Wallace, D., Wandell, S., Ware, A. and Dansereau D. The Effect of Knowledge Maps That Incorporate Gestalt Principles on Learning. The Journal of Experimental Education 67, no. 1: 5-16. 1998.]])). | Application of gestalt laws has been suggested for **concept and knowledge maps** design (considering colors, shapes and groupings), where it has provided **positive results**(([[http://heldref-publications.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,1,6;journal,49,53;linkingpublicationresults,1:119931,1|Wallace, D., Wandell, S., Ware, A. and Dansereau D. The Effect of Knowledge Maps That Incorporate Gestalt Principles on Learning. The Journal of Experimental Education 67, no. 1: 5-16. 1998.]])). | ||
| - | |||
| - | Gestalt views have inspired later [[learning_paradigms:cognitivism#learning_theories|cognitivist theories]]. | ||
| Line 50: | Line 46: | ||
| * **denying** the basic scientific approach of understanding a **whole as a set of its parts**. | * **denying** the basic scientific approach of understanding a **whole as a set of its parts**. | ||
| - | Gestalt theory has inspired psychologist like [[http://www.muskingum.edu/~psych/psycweb/history/lewin.htm|Kurt Lewin]] or [[http://www.acsu.buffalo.edu/~duchan/history_subpages/kurtgoldstein.html|Kurt Goldstein]], who introduced it in other aspects of psychology. | + | Gestalt theory has inspired psychologist like [[http://www.muskingum.edu/~psych/psycweb/history/lewin.htm|Kurt Lewin]] or [[http://www.acsu.buffalo.edu/~duchan/history_subpages/kurtgoldstein.html|Kurt Goldstein]], who introduced it in other aspects of psychology. Gestalt views also inspired later [[learning_paradigms:cognitivism#learning_theories|cognitivist theories]]. |
| Line 68: | Line 64: | ||
| ===== Read more ===== | ===== Read more ===== | ||
| + | |||
| + | [[http://books.google.hr/books?id=cLnqI3dvi4kC|Koffka, Kurt. Principles of Gestalt Psychology. Routledge, 1999.]] | ||
| [[http://psychclassics.yorku.ca/Koffka/Perception/perception.htm|Koffka, K. Perception: An introduction to the Gestalt-theory. Psychological Bulletin, 19, 531-585. 1922.]] | [[http://psychclassics.yorku.ca/Koffka/Perception/perception.htm|Koffka, K. Perception: An introduction to the Gestalt-theory. Psychological Bulletin, 19, 531-585. 1922.]] | ||
| Line 74: | Line 72: | ||
| Wertheimer, M. A source book of Gestalt psychology. Hartcourt, Brace and Co, New York, 1938. | Wertheimer, M. A source book of Gestalt psychology. Hartcourt, Brace and Co, New York, 1938. | ||
| + | |||
| + | [[http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2011-03201-004&site=ehost-live| Weibler J, Rohn-Endres S. Learning conversation and shared network leadership: Development, Gestalt, and consequences. Journal Of Personnel Psychology,9(4),181-194. 2010.]] | ||
| + | |||
| + | [[http://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=14511516&site=ehost-live| Prodöhl C, Würtz R, von der Malsburg C. Learning the Gestalt rule of collinearity from object motion. Neural Computation, 15(8), 1865-1896. 2003.]] | ||
learning_theories/gestalt_psychology.1300696152.txt.gz · Last modified: 2023/06/19 17:49 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
