GESTALT THEORY

• Wertheimer, Kohler and Koffler– Founded the Gestalt school of psychology

Looks at how we see patterns.

Gestaltists

• Look at the overall perspective as opposed to incremental actions.

Figure-ground relationships

Figures or features that stand out.

e.g Words on a page. The gaps are just as important.

Contiguity

• The proximity in time a space

– The closer things are together, influences how we group things

Similarity

• Things that are similar are group together

Law of Praganz

• Figures will be perceived in their best possible pattern or form.

Closure

• We sometimes fill in the gaps when things are not complete. We can see the final result.

Transposition

• Patterns and figures may be distorted or changed, but can still be recognised.

• Creative thinking• Reorganisation of the brain• Perception of different objects and their

relationship• Visualising problems• Experimentation

INSIGHT LEARNING

The structural essence of the total situation

• The solution is a sudden leap• Once accomplished, similar tasks become

easier.• Leads to permanence in learning• Transfer learning to unfamiliar situations

‘Oh! I see it now!’

A result of conditioning.

?????????

• Where does the information come from?• How can you have the view of the whole,

without the parts?• Can you leap with insufficient evidence?

Gestalt

• Works of INSIGHT

• How do you measure this??

Lets paint the townWe’ll shut it down

And our friends are all aboard

Many more of them live next door.

All around people looking half deadWalking on the sidewalk hotter than a match head.

She says, we’ve got to hold on to what

we’ve gotIt doesn’t make a difference if we

make or not.

Crazy, i’m crazy for fe

eling so lonely.

Come on throw your hands upIf you’ve got the feeling jump across the ceiling

Issues

• Too little information to have a view of the whole

• The leap my be too big or based on insufficient evidence

• If information is not correct, how do you unlearn it?

• At what point does the teacher intervene?

In teaching

• Diagrams• Patterns• Make reference to students own situation• Let students solve their own problems