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1、Chapter 5 Cognitive Learning Theories: Learning Theory of Gestalt Psychologyl5.1 About Gestalt PsychologylThe founder of Gestalt psychology:lMax Wertheimer (1880-1943).Chapter 5 Learning Theory of Gestalt Psychologyl5.1 About Gestalt Psychologylbefore1900,studied law,philosophy.l1901-1904,studied ps

2、ychology and philosophy at the universities of Prague, Berlin.l1904, received Ph.D. at Wrzburg Uni.l1916-1929,taught in Uni. of Berlinl1919, professor in Frankfurt. lWertheimer came to the United States in 1933, shortly before the Nazis seized power in Germany.l193343, joined the graduate faculty of

3、 the New School for Social ResearchlProductive Thinking (1945 ) after his death.Chapter 5 Learning Theory of Gestalt Psychologyl5.1 About Gestalt PsychologylCofounders of G.P.lWolfgang Kohler (1887-1967), German-American psychologistChapter 5 Learning Theory of Gestalt Psychologyl5.1 About Gestalt P

4、sychologylwas born in Reval, Estonia.l1905-1906, attended the universities of Tbingen, Bonn (1906-1907) and Berlin lreceived his Ph.D. in 1909 for a dissertation on psycho-acoustics.l1913, became director of the Anthropoid Station through World War I.l1925-26,a visiting professor at Clark University

5、 l1934-35, William James Lecturer at Harvardl1935, visiting professor at the University of Chicago.lThe mentality of apes (1917)Chapter 5 Learning Theory of Gestalt Psychologyl5.1 About Gestalt PsychologylCofounders of G.P.lKurt Koffka(1886-1941)Chapter 5 Learning Theory of Gestalt Psychologyl5.1 Ab

6、out Gestalt Psychologylborn in Berlin, Germany, in 1886 l1903-1908, studied philosophy and psy. at the Uni.of Edinburgh in Scotland and Uni. of Berlin.l1910, went to work as assistants to Friedrich Schumann at the Psychological Institute in Frankfurtl1924, went to America and worked in Connel Uni.,

7、Wisconsin Uni. And Smith College till his death.l Koffka introduced it to the United States and systematized Gestalt psychology into a coherent body of theories. lThe Principles of Gestalt Psychology(1935)Chapter 5 Learning Theory of Gestalt Psychologyl5.1 About Gestalt PsychologylWhile the behavior

8、alistic attack on the introspective method of Wundt and Titchener in 1913, a group of German psychologists began their attacks in 1912.lThe entire Gestalt movement started as the result of an insight Wertheimer had while riding a train heading for the Rhineland. It occurred to him that if two lights

9、 blink on and off at a certain rate, they give the observer the impression that one light is moving back and forth.Then, he conducted a experiment in his hotel room, and the results confirmed his idea. He called it the phi phenomenon(the illusion of motion or the apparent motion). Chapter 5 Learning

10、 Theory of Gestalt Psychologyl5.1 About Gestalt PsychologylFor this experiments, Gestalt psychologists believed that although psychological experiences result from sensory elements, they are different from sensory elements themselves. In other words, phenomenological experience results from sensory

11、experience, but cannot be understood by analyzing the phenomenal experience into its components. The phenomenological experience is different from the parts that make it up.Chapter 5 Learning Theory of Gestalt Psychologyl5.1 About Gestalt PsychologylGestalt is the German word for configuration or pa

12、ttern. They believed that we experience the world in meaningful wholes.The whole is different from the sum of its parts(dissect is to distort). For instance, you cannot get the full impact of the Mona Lisa by looking at first one arm and then another, then the nose, then the mouth and then trying to

13、 put all these experiences together.Another example is listening to music.Chapter 5 Learning Theory of Gestalt Psychologyl5.2 the experimental foundationlIt was Kohler who did the most important work about learning between 1913 and 1917 at the Uni.of Berlin Anthropoid Station on Tenerife islands in

14、Africa. His famous work is The Mentality of Apes. lA series of experiments conducted by Kohler:Chapter 5 Learning Theory of Gestalt PsychologylAn ape named Chica using a pole to obtain food (from The Mentality of Apes. p72)Chapter 5 Learning Theory of Gestalt PsychologylAn ape named Grande using a s

15、tack of boxes to obtain food as Sultan watches. (from The Mentality of Apes, p138)Chapter 5 Learning Theory of Gestalt Psychologyl5.3 Gestalt principles of learninglLearning, to the Gestaltist, is cognitive phenomenon. The learners “comes to see” the solution after pondering a problem. The learner t

16、hinks about all of the ingredients necessary to solve a problem and put them together(cognitively)first one way and then another until the problem is solved. When the solution comes, it comes suddenly; that is, the learner gains an insight into the solution of a problem.Chapter 5 Learning Theory of

17、Gestalt Psychologyl5.3 Gestalt principles of learninglThe problem can exist only in two states:solved and unsolved.There is no state of partial solution in between. So, either solution is reached or it is not; learning to Gestaltists was discontinous.Chapter 5 Learning Theory of Gestalt Psychologyl5

18、.3 Gestalt principles of learningllearning processes: insightlQuestion: Does insightful learning involve trial and error?lThe trial and error learning is cognitive rather than behavioral. They said that the learners run through a number of hypothesis concerning an effective way to solve a problem.Th

19、e animal thinks about different possible solutions until it hits on one that works, and then it acts on that solution behaviorally. When the correct strategy is discovered, insight occurred.Chapter 5 Learning Theory of Gestalt PsychologylQuestion: Why did Thorndike regarded it as trial and error?lTh

20、e Gestaltists thought that, one must be exposed to all elements of the problem, otherwise its behavior will seem to be blink and groping. In Thordikes experiments, important elements of the problem were hidden from the animal, thus prevented insightful learning.lLearners can experience the “Aha” exp

21、erience in insightful learning. e.g.Chapter 5 Learning Theory of Gestalt PsychologyChapter 5 Learning Theory of Gestalt PsychologylTypically, one searches through a good portion of the picture before the hidden shape is found. The problem creates a cognitive disequilibrium from which tension lasts u

22、ntil the problem is solved. Discovering the bear restores equilibirum, relaxes the tension, and may make one feel like saying, “Aha”.lThe characteristics of insightful learning:l(1)the transition from presolution to solution is hidden and complete.l(2)performance based on a solution gained by insigh

23、t is usually smooth and free of errors.Chapter 5 Learning Theory of Gestalt Psychologyl(3)a solution to a problem gained by insight is retained for a considerable length of time.l(4)a principle gained by insight is easily applied to other problems.llearning outcomes: Gestaltlconfiguration or pattern

24、.lA famous experiment by Kohler:Chapter 5 Learning Theory of Gestalt PsychologyChapter 5 Learning Theory of Gestalt Psychologyl5.3 Gestalt principles of learninglZeigarnik effect(蔡戈尼克效應(yīng)）：蔡戈尼克效應(yīng)）：lthe tendency to remember uncompleted tasks better than completed ones .(supported by the work of Bluma Z

25、eigarnik). She explained the phenomenon in terms of the motivational properties of a problem that persist until the problem is solved. lAccording to Gestaltists, when one is confronted with a problem, a state of cognitive disequilibrium is set up and continues until the problem is solved. Cognitive

26、diequilibrium has motivational properties that cause the organism to regain the balance in its mental system. Cognitive balance is more satisfying than cognitive disbalance.Chapter 5 Learning Theory of Gestalt Psychologyl5.3 Gestalt principles of learninglproductive thinking:Max Wertheimerl“A nurse

27、wakes up patients to give them sleeping pills while she made her rounds on the night shift.”lRote memorization: just learns facts or rules without truly understanding them. Such learning is rigid, forgotten easily, and can be applied to limited circumstances.lLearning in accordance with Gestalt prin

28、ciples, is based on an understanding of the underlying nature of the problem. It is easily generalizable and remembered for a long time.Chapter 5 Learning Theory of Gestalt Psychologyl5.4 Evaluation of Gestalt TheorylContributions:lThe first important contribution is its criticism of the molecular a

29、pproaches of S-R behaviorism. Both perception and learning were characterized by cognitive processes that organized psychological experience. The idea of organizational processes have had enormous impact on the fields of learning, perception, and psychotherapy, and they continue to influence contemp

30、orary cognitive science.Chapter 5 Learning Theory of Gestalt PsychologylGestalt psy.provided challenges that were productive even for behavioristic researchers. (Spences research on transposition)lBy drawing attention to the satisfaction that comes from discovery or from solving problems, Gestalt ps

31、y. Turned our attention from extrinsic to intrinsic reinforcement. (providing an alternative way of conceptualizing reinforcement)Chapter 5 Learning Theory of Gestalt PsychologylCriticismslAlthough Gestalt psy. did offer important challenges to behaviorism, it never attained mainstream status in lea

32、rning theory. They described learning in terms of understanding, meaning, and organization, concepts that were themselves all but meaningless in the context of bahavioristic research.l“From the writings of Kohler, Koffka, and Lewin, one would gather that field interpretations of learning are demonst

33、rably superior to all others. From the experimental literature on learning, on the other hand, one would conclude that if this view is correct, them the most superior theories of learning have the least influence upon research.”(Estes,1954)Chapter 5 Learning Theory of Gestalt Psychologyl5.5 Educatio

34、nal implications of Gestalt psychologylStress meaningfulness and understanding. Parts must always be related to a whole so that they have meaning to the students. Historical names or date will have little meaning unless they are related to current events or to something personally important to the s

35、tudents.lGive students unsolved problems because they can create ambiguity or an organizational disbalance in the students mind. Students confronted with a problem will either seek new information or rearrange old information until they insight into the problem. The solution is as satisfying to the

36、problem solver as a hamburger is to a hungry person.(intrinsic reinforcement)Chapter 5 Learning Theory of Gestalt Psychologyl5.5 Educational implications of Gestalt psychologylThe teacher would help students see relationships and organize their experiences into meaningful patterns. All aspects of th

37、e course are divided into meaningful units, and the units themselves must be related to an overall concept or experience.Questionsl1. What are the main principles of Gestalt Psychology?l2. What are the impact of Gestalt Psychology on contemporary cognitive psychology?l3. Give examples of how to use

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