Gestalt

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Gestalt

  1. 1. GESTALT THEORY<br />
  2. 2. Wertheimer, Kohler and Koffler<br />Founded the Gestalt school of psychology<br />Looks at how we see patterns.<br />
  3. 3. Gestaltists<br />Look at the overall perspective as opposed to incremental actions.<br />
  4. 4. Figure-ground relationships<br />Figures or features that stand out.<br />e.g Words on a page. The gaps are just as important.<br />
  5. 5.
  6. 6. Contiguity<br />The proximity in time a space<br />The closer things are together, influences how we group things<br />
  7. 7. Similarity<br />Things that are similar are group together<br />
  8. 8. Law of Praganz<br />Figures will be perceived in their best possible pattern or form.<br />
  9. 9. Closure<br />We sometimes fill in the gaps when things are not complete. We can see the final result.<br />
  10. 10. Transposition<br />Patterns and figures may be distorted or changed, but can still be recognised.<br />
  11. 11.
  12. 12. Creative thinking<br />Reorganisation of the brain<br />Perception of different objects and their relationship<br />Visualising problems<br />Experimentation<br /> INSIGHT LEARNING<br />
  13. 13. The structural essence of the total situation<br />The solution is a sudden leap<br />Once accomplished, similar tasks become easier.<br />Leads to permanence in learning<br />Transfer learning to unfamiliar situations<br />‘Oh! I see it now!’<br />
  14. 14.
  15. 15. A result of conditioning.<br />
  16. 16. ?????????<br />Where does the information come from?<br />How can you have the view of the whole, without the parts?<br />Can you leap with insufficient evidence?<br />
  17. 17. Gestalt<br />Works of INSIGHT<br />How do you measure this??<br />
  18. 18. Lets paint the town<br />We’ll shut it down<br />Crazy, i’m crazy for feeling so lonely.<br />All around people looking half dead<br />Walking on the sidewalk hotter than a match head.<br />And our friends are all aboard<br />Many more of them live next door.<br />Come on throw your hands up<br />If you’ve got the feeling jump across the ceiling<br />She says, we’ve got to hold on to what we’ve got<br />It doesn’t make a difference if we make or not. <br />
  19. 19.
  20. 20.
  21. 21. Issues<br />Too little information to have a view of the whole<br />The leap my be too big or based on insufficient evidence<br />If information is not correct, how do you unlearn it?<br />At what point does the teacher <br /> intervene?<br />
  22. 22. In teaching<br />Diagrams<br />Patterns<br />Make reference to students own situation<br />Let students solve their own problems<br />

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