Cognitive Theories of Learning:
Gestalt Theory and Field Theory
A presentation in Advanced Educational Psychology
Amor S. Artiola
November 24, 2018
OUTLINE:
I. Gestalt
A. The Founders
B. Major Assumptions
C. Applications in Educational Psychology
II. Field Theory
A. The Founders
B. Major Assumptions
C. Applications in Educational Psychology
FOUNDERS
Studied law at the University of
Prague before becoming
interested in psychology and
physiology.
In 1910, Wertheimer began
conducting experiments with
Koffka and Kohler to test Gestalt
theories.
In 1943 he finished his work on
"productive thinking" and died that
same year. He is best known for his
ideas about problem solving.
MAX WERTHEIMER
(1880 - 1943)
FOUNDERS
Born in Estonia, and earned is
PhD from the University of Berlin
in 1909.
From 1913 to 1920 he was
director at a research station in
Canary Islands where he studied
animal behavior.
Known for his book The Mentality
of Apes (1925) and his ideas
about insight in learning.
WOLFGANG KOHLER
(1887-1967)
FOUNDERS
Studied at the University of Berlin
where he received his PhD in
experimental psychology.
Shared a laboratory with
Wertheimer and Kohler as he
studied visual perception and the
effects on memory and thinking.
“The whole is other than the sum of
the parts.” KURT KOFFKA
(1886 - 1941)
MAJOR ASSUMPTIONS
The central focus of the
Gestalt Theory was the
idea of grouping.
Laws of organization
Law of Proximity
Things that are relatively close to one another
tend to be grouped together.
Laws of organization
Law of Similarity
Items having the some similar characteristics are
grouped together.
Laws of organization
Law of Closure
People tend to ignore gaps and complete
contour lines.
Laws of organization
Law of Symmetry
Two exactly equal halves of a whole challenge
our perception of what we see.
Laws of organization
Figure-Ground
People tends to perceive object or figure as
existing on a background.
Laws of organization
Law of Common Fate
Objects with a common movement, that move
with the same direction, at the same pace at the
same time are organized as a group.
Laws of organization
Law of Continuity
People tend to mentally form a continuous line.
Laws of organization
Law of Good Pragnaz (prɛɡnants)
People will perceive and interpret ambiguous or
complex images as the simplest form(s) possible.
Application to Educational Psychology
The teacher should organize
the learning situations so that
significant relations emerge and
understanding of the material
results.
Application to Educational Psychology
The daily lesson plan is many times
fragmentary. A lesson may be taught
in four or five steps or periods. But, if
the matter taught on the first day and
the last day fails to establish
relationship on the part of the
teacher, students get confused. They
do not see any significance.
Application to Educational Psychology
Where possible, the teacher should
use visual presentations,
outlines, maps, charts, graphs.
These devices will permit a survey
of the whole concept of what is
being taught.
Application to Educational Psychology
Rote learning was learning without
understanding. Teacher should
promote productive thinking. The
learning people acquire through
productive thinking is not just
remembered longer but can also
be applied easily in real situations.
Application to Educational Psychology
Human mind gives an organization or
pattern to the environmental world
revealed to the organism through
sense perception. With teachers’
encouragement, the learners are
able to understand the true nature
of the problem they are facing.
Application to Educational Psychology
The gaps or the incongruities
can be stimulants for
learning (Law of closure).
Application to Educational Psychology
Begin the instruction with the
world of the student.
FOUNDER
Kurt Lewin (Luh-veen) was born in Prussia,
what we now call Poland.
He studied medicine and biology. In the
end he started to take more interest in
psychology and philosophy.
During WWI, Kurt was wounded after
Germany sent him into battle. These early
experiences had a major impact on the
development of his field theory and later
study of group dynamics.
He originally began his studies with an
interest in behaviorism, but he later
developed an interest in Gestalt KURT LEWIN
psychology. (1890 – 1947)
Major Assumption
Major Assumption
Lewin explains the
individual behavior on the
basis of life-space.
Major Assumption
LIFE nt
perceived
SPACE: objects
places where he goes
feelings about places
the and events and people
individual encountered
himself what he sees on TV or
drives reads in books
his imagined thoughts
tensions and goals.
thoughts
environme
Major Assumption
The field of force to which an
individual is responding and
reacting is called his life-space.
Thus, Lewin’s theory is called
field theory.
Major Assumption
Application to Educational Psychology
The teacher should keep in mind
that the student, the teacher
himself, other teachers, the school
and peer group – are all parts of
the total situation.
Remember : B = f (P, E)
Application to Educational Psychology
The teacher must assist the
students to perceive the goal and
the barrier.
Application to Educational Psychology
The learner because of attraction to
rewards may resort to shortest methods.
For example, to get distinction in the
examination, the student may like to
cheat.
It is, therefore, necessary to put some
barriers over the reward situation, to
avoid access to such short methods.
Application to Educational Psychology
Psychological success or failure
depends upon ego involvement and
level of aspiration. The teacher
therefore should provide challenging
classroom tasks.
Success in easy task is not success experience
since it does not involve the ego of the person.
Similarly, failure in a very difficult task is no failure
experience.
Application to Educational Psychology
The teacher must utilize variety of
teaching strategies.
Attractive goals may lose attention if the
activity related to them is repeated to the
points of satiation.
