Gestalt Theory Dr. Sudip Chaudhuri M. Sc., M. Tech., Ph.D. (Sc.) (SINP / Cal), M. Ed. M. Sc., M. Tech., Ph.D. (Sc.) (SINP / Cal), M. Ed. Assistant Professor-Stage-3 / Reader Gandhi Centenary B.T. College, Habra Honorary Researcher, Saha Institute of Nuclear Physics, Life Member, Indian Society for Radiation and Photochemical Sciences (ISRAPS) chaudhurisudip@yahoo.co.in
As 360 million Indians voted over the last month, the world’s largest and most fractious democracy once again set a stirring example for all nations …………. India’s rich diversity sometimes looks like an obstacle to unity. But the largest election has proved that a the largest election has proved that a commitment to resolving differences peacefully and democratically can transform diversity into a source of strength”. …… The New York Times (October, 1999) ( As India held a general election in late 1999)
‘ We are fortunate to witness the emergence of the Republic of India and our successors may well envy us this day. But fortune is a hostage this day. But fortune is a hostage which has to be jealously guarded by our own good work and which has a tendency to slip away, if we slacken in our efforts or if we look in wrong directions. ’
The New York Times (October, 1999) Editorial (On India’s general election in late 1999) “As 360 million Indians voted over the last month, the world’s largest and most fractious democracy once again set a stirring example for all nations once again set a stirring example for all nations …………. India’s rich diversity sometimes looks like an obstacle to unity. But the largest election has proved that a commitment to resolving differences peacefully and democratically can transform diversity into a source of strength.”
Cognitivism The cognitivist revolution replaced behaviourism in 1960s/1970s as the dominant paradigm. We recall Chomsky's argument that language could not be that language could not be acquired purely through conditioning (even though radical behaviourists never argued that), and must be at least partly explained by the existence of internal mental states.
Cognitivism Cognitivism argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information The learner is viewed as an information processor. …or a computer
Cognitivism Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata.
Characteristics of Insightful Learning 3 characteristics of insightful learning: Insightful learning solutions result from restructuring the problem – the ah ha! The fruit that was provided served as an The fruit that was provided served as an incentive, but was not responsible for learning. The animal solved the problem before they ate the fruit Insightful solutions are characterized by generalizations or large amounts of positive transfer from one problem to another
Gestalt studies of Learning Köhler et al. http://www.pigeon.psy.tufts.edu/psych26/images/kohler2.JPG
Gestalt Studies of Learning: Insight Solving the problem: Could the chimp see the “whole” problem? Would proximity of objects influence solution Would proximity of objects influence solution of problem? Insight Spontaneous understanding of relationships
Gestalt Psychology Gestalt - "essence or shape of an entity's complete form" " The whole is greater than the sum of the " The whole is greater than the sum of the parts " is often used when explaining Gestalt theory.
Gestalt Psychology But it is better stated that the qualities of the whole have additional qualities that that parts do not have, e.g. the four lines on the right have the additional quality of “squareness” have the additional quality of “squareness” that the lines on the left do not.
Gestalt Psychology Gestaltists see objects as perceived within an perceived within an environment according to all of their elements taken together as a global construct.
Gestalt Principles Objects in an images are not recognised by their component recognised by their component parts, but are rather perceived as a whole, all at once.
Gestalt Principles The dog is not recognized by first identifying its parts (feet, ears, nose, tail, etc.), and then inferring the dog from etc.), and then inferring the dog from those component parts. Instead, the dog is perceived as a whole, all at once.
Laws of Perception Law of Closure Law of Similarity Law of Similarity Law of Proximity Law of Continuity Law of Common Fate
Law of Closure The mind may experience elements it does not perceive through sensation, in order to complete a regular figure (that is, to increase regularity).
Principles of Perceptual Organization Closure http://daphne.palomar.edu http://graphicdesign.spokanefalls.edu/tutorials/process/gestaltprinciples/closure/closure_a.gif
Law of Similarity The mind groups similar elements into collective entities or totalities. This similarity might depend on relationships of form, colour, size, or brightness. colour, size, or brightness.
Principles of Perceptual Organization Similarity
Law of Proximity Spatial or temporal proximity of elements may induce the mind to perceive a collective or totality.
Principles of Perceptual Organization Proximity http://www.aber.ac.uk
Law of Symmetry Symmetrical images are perceived collectively, even in spite of distance.
Law of Continuity The mind continues visual, auditory, and kinetic patterns.
Principles of Perceptual Organization Good continuation http://www.owlnet.rice.edu/~psyc351/Images/Wolfe-Fig-04-07-0.jpg http://graphicdesign.spokanefalls.edu/tutorials/process/gestaltprinciples/continuation/continuation_a.gif
Law of Common Fate Elements with the same moving direction are perceived as a collective or unit.
Principles of Perceptual Organization Common fate http://www.tutkie.tut.ac.jp/~mich/humanmotion.gif
The Gagné Assumption different types of learning exist, and that different instructional conditions are most likely to bring about these different types of learning. learning.
Five Categories of Learning verbal information intellectual skills cognitive strategies motor skills attitudes
Eight Types of Learning Signal Learning - The individual learns to make a general, diffuse 1. response to a signal. Such was the classical conditioned response of Pavlov. Stimulus-Response Learning - The learner acquires a precise 2. response to a discriminated stimulus. Chaining - A chain of two or more stimulus-response connections is 3. acquired. acquired. Verbal Association - The learning of chains that are verbal. 4. Discrimination Learning - The individual learns to make different 5. identifying responses to many different stimuli that may resemble each other in physical appearance. Concept Learning - The learner acquires a capability of making a 6. common response to a class of stimuli. Rule Learning - A rule is a chain of two or more concepts. 7. Problem Solving - A kind of learning that requires the internal events 8. usually called thinking.
Criticisms of Gestalt psychology Organization of perceptual processes accepted as fact rather than studied scientifically Basic concepts and terms are not defined with sufficient rigor Too preoccupied with theory at the expense of Too preoccupied with theory at the expense of research and empirical support research and empirical support Quality of Gestalt experimental work is inferior to that of the behaviorists Research lacks adequate controls Its unquantified data elude statistical analysis Insight learning: not replicable Poorly defined physiological assumptions
Gestalt rebuttals A young science’s explanation and definitions are necessarily incomplete; Gestalt research is exploratory Incomplete is not the same as vague Incomplete is not the same as vague Has from the beginning emphasized experimentation Has engendered a considerable amount of research Qualitative results take precedence over quantitative ones
Contributions of Gestalt psychology Permanent imprint on psychology Influenced work in perception, learning, thinking, personality, social psychology, and motivation Retained its identity, not absorbed by the mainstream as was behaviorism mainstream as was behaviorism Broke ground for cognitive movement Fostered interest in consciousness as a legitimate problem for psychology
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