Good morning everyone, I am Shenivel Bante and I will be presenting the Gestalt Theory.

In this slide, anyone who can share to the class what can you see in the first picture?

How about the second picture? And the other?

Yes all of your answers are right and these pictures will be discussed in the Gestalt Psychology. When you
looked at the pictures in the activity, your mind followed a certain principles of perception and Gestalt
Psychology is concerned with such principles.

Now, our learning outcomes:

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Gestalt Psychology was the forefront of the cognitive psychology.

GESTALT PRINCIPLES:

When human beings see a group of objects, we perceive their entirety before we see the individual objects.
We see the whole as more than the sum of the parts, and even when the parts are entirely separate
entities, we’ll look to group them as some whole. There are several key ideas behind gestalt theory.

Now, let’s proceed to the principles that determine what we see or make of things or situations we meet.

1. law of Proximity.
Proximity refers to how close elements are to one another.
So the first group as you can see here in our presentation with closer proximity, we see it as
coherent object or as one. But by putting space between elements, you can add separation
even when their other characteristics are the same.
Diba they still are group of circles, 6x6 pa rin, but the only difference is that we see the
picture on the left as one group while our brain interprets the image on the right as three
distinct groups because of the proximity or the closeness of the elements.

2. Law of Similarity
It’s human nature to group like things together. In gestalt, similar elements are visually
grouped, regardless of their proximity to each other.
The example might be quite confusing but let’s picture out a UAAP game. For example, the
UST fans, alumni and/or students wear yellow shirts, De La Salle wears green, Ateneo’s
blue, right? So if you are in the middle of the court, and you scan the bleachers, you can
easily see the distinction regardless of how close they are, by the color of their shirts.
because in the law of similarity, They can be grouped by color, shape, or size.
 Similarity can be used to tie together elements that might not be right next to each other in
a design. The law of similarity states that similar things tend to appear grouped together.
Grouping can occur in both visual and auditory stimuli.
3. Law of Closure

It’s the idea that your brain will fill in the missing parts of a design or image to create a whole. Our
brains often ignore contradictory information and fill in gaps in information. As you can see n the
picture, there are no triangles or circles, but our minds fill in the missing information to create
familiar shapes and images. That is why instead of seeing three pacman and broken lines, we see
triangles and circles. Because
our brains take the ambiguous visual information
and organize it into something that makes sense to us—something
familiar, orderly, symmetrical and that we understand.

ignore the gaps like the white colored inverted triangle and see the other shapes like the circle and
triangle. In our brain, it is simply a circle and a triangle even though the lines are broken as well as it
has gaps. So we enclose a space by completing a contour and ignoring gaps in the figure.

4. Law of Continuation
The law of continuity holds that points that are connected by straight or curving lines are
seen in a way that follows the smoothest path. In other words, elements in a line or curve
seem more related to one another than those positioned randomly. As an example, On the
left we see a series unconnected dots, which we perceive as two lines, one wavy and one
straight. This demonstrates the Law of Continuity because while what the picture is in fact a
the red
group of dots, we follow the smoothest path through them and see two lines.
dots in the curved line seem to be more related to the black dots on
the curved line than to the red dots on the straight horizontal line.
That’s because your eye naturally follows a line or a curve, making
continuation a stronger signal of relatedness than the similarity of
color.

5. Law of Good Pragnanz

'Pragnanz' is the German word for 'pithiness', which means 'concise and meaningful'. It is an
overall principle in Gestalt that underpins other laws such as continuation and closure,
whereby we tend to complete shapes.

Familiar and simple shapes are strong in that they resist being interpreted as something
else. In the picture below, you will probably notice a square, a triangle and a circle, even
 though they are rather trickily blended together. The diagram is clearly three basic shapes
and not just a bunch of lines.

One of the simplest ways of organizing a set of shapes is to put them along a straight line,
equidistant from one another. In this way there is an overall design that controls the
positioning, creating an organizing rule that leads to a familiar pattern.

6. Law of Figure/Ground
The figure-ground principle states that people instinctively perceive objects as either being
in the foreground or the background. They either stand out prominently in the front (the figure) or
recede into the back (the ground).
Some may see two faces facing each other in the picture in the presentation and some may see a
somehow glass ora vase.

**
What is the function of computer?
Cognitive psychology sees the individual as a processor of information, in much the same way that a
computer takes in information and follows a program to produce an output. It compares the human
mind to a computer, suggesting that we too are information processors and that it is possible and
desirable to study the internal mental / mediational processes that lie between the stimuli (in our
environment) and the response we make.

What is information processing?

The information processing theory is based on the idea that humans actively process the
information they receive from their senses, like a computer does. Learning is what is happening
when our brains recieve information, record it, mould it and store it for future purposes.

sognitive [sychologist

In cognitive psychology, we see the terms working memory for actively processing information, and
long-term memory for storing information. Sounds a lot like RAM and hard drive storage. This way
of looking at the human mind perceives human thinking as information processing, much like how
computers process information.

It is a process that happens inside people. Almost always it follows a stimulus, or stimuli,
which may be external or internal, and may take place all at once, or over a protracted
period.
 how our brain uniquely receive, perceive, store, and retrieve information.

For learning to occur, it's critical that information is transferred from the short term memory to the
long term memory, because if we have more than seven pieces of information in our short term
memory at one time, we get an overload (referred to as cognitive overload).
Certain factors would also determine whether the information will be retrieved or remembered
when the learner needs it.

Gagne’s Principles

As we all know, Gagne’s theory deals with all the aspects of learning. The significance of these classifications
is that each different type requires different types of instruction.

Now let’s delve into Gagne’s Principles

The first one is Different instruction is required for different learning outcomes.

Basa sa PPT/BOOK

Learning requires differentiated instruction and various levels of support. As each student has unique prior
knowledge, the lessons must always address the complexity and the processing level of the learner.
Different strategies will be required to achieve different learning goals.

Both internal and external stimuli affect the conditions of learning. Just as new abilities are processed
internally, the classroom conditions should support the learning process. The learning hierarchy outlines the
order of instruction as well as what skills should be learned.

***

The classification of learning according to Robert Gagné includes five kinds of learned capabilities:
intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills.

Verbal Information include: 1) Labels and Facts and 2) Bodies of Knowledge.

1) Labels and facts refer to naming or making a verbal response to a specific input. The response may be
naming or citing a fact or set of facts. The repsonse may be vocal or written. Examples: Naming objects,
people, or events. Recalling a person's birthday or hobbies. Stating the capitals of the United States.
2) Bodies of Knowledge refers to recalling a large body of interconnected facts. Example: paraphrasing the
menaing of textual materials or stating rules and regulations. Example: Paraphrasing the menaing of textual
materials. Stating rules and regulations.

Verbal information is concerned with the declarative knowledge (e.g., facts, information, names, places,
etc.). To assist learning of verbal information, the instructors may teach students different mnemonic
techniques (e.g., keyword, loci, imagery, etc.) and help students relate new information to what already
exists in memory to make learning meaningful and memorable. Use one of the learning strategies
(rehearsal, elaboration, and organize) and provide distinct cues to assist memory.

***

Intellectual Skills include 1) Discrimination 2) Concrete concept 3)Defined concepts, Rule using and 4)
Problem solving/higher order rules. These are the levels within the intellectual skills domain that Gagné
identified as his taxonomy.

Discrimination: the capacity to classify objects by one or more of their characteristics. An

example would be to differentiate between octopuses/squids or alligators/crocodiles. This
skill is should be repeatedly practiced.

Concrete concept: the capacity to identify objects based one or more of their unique
characteristics, such as the shape or color. An example would be to identify a tomato as a
vegetable or a fruit. This concept is more challenging than discrimination because the
learner must outline the main properties of the object. Following the idea of hierarchy in
Bloom’s Taxonomy, a learner must learn discrimination before they learn concrete
concepts.

This skill can be practiced by presenting a variety of unrelated objects to the students and asking
them specific questions about each.

Defined concept: the capacity to demonstrate understanding about an abstract object or event.
This skill requires the ability to explain more than the textbook definition of a concept. An
example of abstract idea to define would be a family or a community. While there may be some
concrete concepts in the description, the student would explain the idea in relation to their own
experiences.

This skill can be practiced by asking students to outline all of the information they know about a
concept, and then have them draw conclusions between the ideas. They could also watch a
video or a demonstration of the concept in question.
 Rule: the capacity to make connections between concepts and objects. This may include how to
play a game, how to do division, or how to create a sentence that includes all necessary parts.

Order rules: is combining lower level rules to solve problems in a situation never encountered by the
person solving the problem. May involve generating new rules which receive trial and error use until the
one that solves the problem or the solution is found.

Intellectual skills, formerly known as procedural skills, is the most clear-cut way to identify the learner’s
preparedness. They include concepts, rules and procedures (Gagné, 1984). Rules and concepts are typically
derived from simpler rules and concepts. that lies the essential prerequisites for learning new intellectual,
more complex skills. Intellectual skills are involved in the application of real-world scenarios (Gagné, 1984);
it is knowing how to do something.

*****

Cognitive Strategy is an internal process by which the learner controls his/her own ways of thinking and
learning. Example: Engaging in self-testing to decide how much study is needed; knowing what sorts of
questions to ask to best define a domain of knowledge; ability to form a mental model of the problem.

Cognitive strategy is another type of intellectual skills for learning and thinking. Learning strategies include
rehearsal (verbally repeat, underline, or copy materials), elaboration (associate new information with the
existing one through paraphrasing, summarizing, note-taking, and questions and answers), and organizing
(arrange materials in an organized and meaningful order through outlining, concept mapping, advance
organizer, etc.).

The metacognitive strategies (thinking) involve students setting learning goals, tracking learning progress,
and modifying strategies to achieve the goals. The affective strategies are used to focus and maintain
attention, to control stress and anxiety, to manage time effectively, and so on.

Attitude is an internal state which affects an indiviudal's choice of action toward some object, person, or
Attitudes
event. Examples might be: Choosing to visit an art museum, writing letters in pursuit of a cause.
are inferred internal states that cannot be observed directly and sometimes
described as having emotional and cognitive components; that overall influence
a person or a student’s behavior (Gagné, 1984). It is the attitude, or bias, that
affects the learner’s action toward something or someone. ////To change attitude,
help students recall a situation to which the attitude applies, present an
appealing and credible role model, use the model to communicate or
demonstrate the desired choices or actions for the given situation, and
communicate or demonstrate satisfaction the model obtains as a result of the
selected choices or actions.

Motor Skills refers to bodily movements involving muscular activity. Examples might be: Starting a car,
shooting a target, swinging a golf club. Simply put, this learning involves seeing how the learner is able to
carry out steps of a motor performance, or procedure, in proper order; it is the combining of part-skills
(Billings & Halstead, 2012; Gagne, 1980), or hands on nursing skills. When gradual improvements in the
smoothness and timing of the movement are gained through practice then the skill is defined as a motor
skill (Gagné, 1984). //////To teach the part skills, provide clear instructions to learn the skills. Provide a
checklist, picture, or diagram to guide learning. Encourage students to practice the skills repeatedly,
accompanied by timely and appropriate feedback from the instructor.

These five learning outcomes, each requiring a different type of

instruction, can be a useful guide for instructors. Instructors can
creatively incorporate these learning outcomes in their problem solving
strategies that engage higher levels of thinking. Varying the conditions of
Gagné's five types of learning can increase learner outcomes.