The document discusses various theories of learning. It begins by describing Gestalt psychology, founded in the 20th century, which emphasized that the whole is greater than the sum of its parts in perception. It then summarizes several influential learning theories: behaviorism focuses on observable behaviors and conditioning, while cognitivism sees learning as connecting symbols; constructivism views learning as constructing meaning through experience. The document also outlines approaches like social learning theory and multiple intelligences theory.

1. Prepared by: LUDGI G. RUIZ

3. It is a type of learning or problem
solving that happens all-of-a-sudden
through understanding the relationships of
various parts of a problem rather than
through trial and error.

4. He was a psychologist
who conducted experiments
in which insight learning
was observed in animal
behavior.

5. Another noteworthy term that
describes insight learning is “epiphany.”
Epiphanies involve a sudden revelation or
abrupt awareness bringing seemingly
chaotic data into symmetry.

6.  Insight learning also involves the “I
have found it!” feeling or “eureka”
 Insight learning is also expressed as
the “Aha moment”.

7. Insight Learning depends on
certain factors:

8. Insight Learning depends on
certain factors:

9. Insight Learning depends on
certain factors:

10. Insight Learning depends on
certain factors:

11. Insight Learning depends on
certain factors:

12.  Trial and Error Learning: Just a
process of habit formation. No mental
processes are involved.
 Insight Learning: Higher mental
processes like, comprehension
perception of relationships analysis
generalization are involved.

13.  Trial and Error Learning: Success is
due to ‘chance’ after much trial & error.
 Insight Learning: Sudden awareness
or insight after implicit trial & error.

14.  Trial and Error Learning: Learning is
gradual & needs practice.
 Insight Learning: Insight is ‘sudden’ &
doesn’t need practice.

15.  Trial and Error Learning: Acquisition,
retention & transfer of learning are not
possible.
 Insight Learning: Acquisition, retention
& transfer of learning are possible.

16.  Trial and Error Learning: Fit for
learning motor skills, language &
arithmetic skills.
 Insight Learning: Fit for learning
scientific involving creative thinking
understanding.

17.  An experiment was conducted by
Kohler to show the occurrence and
importance of perceptual organization
and insight in learning.

18.  The nature of the situation is very
important for insight learning.
 The organism reacts to the whole
situation, not to its component parts.
 The organism perceives the
relationships between means and the
goal, and restructures the perceptual
field.

19.  Insight follows a period of trial and
error behavior.
 The insight solution comes all on a
sudden.
 Once the insight solution is reached,
the organism shows high degree of
retention and transfer to similar
problems.

20.  Insight is closely related to the
organism’s capacity to learn.

21.  An individual has insight into a learning
situation to the extent that he is able to
understand the situation as a whole. A
solution to a problem is an example of
insight that results from integration of
all the mental processes. All the higher
learning takes place by this method.

25.  He was a German Psychologist and
phenomenologist who, like Max
Wertheimer, and Kurt Kofka,
contributed to the creation of Gestalt
Psychology.

26.  During the Nazi regime in Germany, he
protested against the dismissal of
Jewish professors from universities, as
well as the requirement that professors
give a Nazi salute at the beginning of
their classes.

27.  In 1935, he left the country for the
United States, where Swarthmore
College in Pennsylvania offered him a
professorship. He taught with its
faculty for 20 years, and did continuing
research.

29.  He was an Austro-Hungarian, born
psychologist who was one of the three
founders of Gestalt psychology, along
with Kurt Koffka and Wolfgang Kohler.

30.  He obtained his PhD in 1904 under Oswald
Kulper, and then began his intellectual
career teaching in Frankfurt. For a short
time he left Frankfurt to work at the Berlin
Psychological Institute, but returned in 1929
as a full professor. He eventually ended up
at the New School for Social Research in
New York, a position he held until his death.

31.  He is known for his work
PRODUCTIVE THINKING, as well as
his contributed to his collaboration on
Gestalt Psychology.

33.  He was a German psychologist. He was born
and educated in Berlin. Along with Max
Wertheimer and his close associates
Wolfgang Kohler they established Gestalt
psychology. He’s interests were wide-
ranging, and they included: Perception,
hearing impairments, in brain-damaged
patients, interpretation, learning, and the
extension of Gestalt theory to development
psychology.

34.  During the First World War, he worked
for the Military in a position that later lead
him to a Professorship in Experimental
psychology. In 1927,he accepted a
position at the Smith College in
Norththamton, Massachusetts where he
remained until his death in 1941 from
Coronary thrombosis.

35. It is a school of psychology founded in
the 20th century that provided the
foundation for the modern study of
perception. Gestalt theory emphasizes
that the whole of anything is greater that
its parts. That is, the attributes of the
whole are not deducible from analysis of
the parts in isolation.

36. The word Gestalt is used in modern
German to mean the way a thing has been
“placed” or “put together”. There is no
exact equivalent in English. “Form” and
“shape” are the usual translations; in
psychology the word is often interpreted
as “pattern” or “configuration.”

37.  It was the initial cognitive response to
behaviorism. It emphasized the
importance of sensory wholes and the
dynamic nature of visual perception.
 The term Gestalt, means “form” or
“configuration.”

38.  Learners were not passive, but rather
active.
 Learners do not just collect information as
is but they actively process and
restructure data in order to understand it.
 Factors like past experiences, needs,
attitudes and one’s present situation can
affect their perception.

39.  According to the gestalt psychologists,
the way we form our perceptions are
guided by certain principles or laws.
These principles or laws determine
what we see or make of things or
situation.

40.  Elements that are closer together will
be perceived as coherent object.

41.  Elements that look similar will be
perceived as part of the same form.
There seems to be a triangle in the
square. We link similar elements
together.

42.  We tend to fill the gaps or “close” the
figures we perceive. We enclose a
space by competing a contour and
ignoring gaps in the figure.

43.  Individuals have the tendency to
continue contours whenever the
elements of the pattern establish an
implied direction. People tend to draw a
good continuous line.

44.  The stimulus will be organized into as good as
figure as possible. In this example, good refers to
symmetry, simplicity, and regularity. The figure is
perceive as a square overlapping a tringle, not a
combination of several complicated shapes. Based
on our experiences with perception, we “expect”
certain patterns and therefore perceive that
expected pattern.

45.  We tend to pay attention and perceive
things in the foreground first. A stimulus
will be perceived as separate from its
ground.

54.  It is confined to observable and
measurable behavior.
 Learning is defined by the outward
expression of new behaviors and
context-interdependent.
 Biological basis for learning.
 Focuses on observable behaviors.

55. CLASSICAL CONDITIONING (PAVLOV)
 A stimulus is presented in order to get a
response.
 It is about reflexes.

56. OPERANT CONDITIONING (SKINNER)
 The response is made first then
reinforcement follows.
 It is about feedback/reinforcement.

57.  Rewards and punishments.
 Responsibility for student learning rests
squarely with the teacher.
 Lecture-Based and Highly Structured.

58.  It does not account for processes taking
place in the mind that cannot be
observed.
 Advocates for passive student learning
in a teacher-centric environment.
 One size fits all.
 Knowledge itself is given and absolute.
 There is programmed instruction and
teacher-proofing.

60.  Grew in response to Behaviorism.
 Knowledge is stored cognitively as
symbols.
 Learning is the process of connecting
symbols in a meaningful and
memorable way.
 Studies focused on the mental
processes that facilitate symbol
connection.

61. DISCOVERY LEARNING (BRUNER)
 Anybody can learn anything at any age,
provided it is stated in terms they can
understand.
 Powerful Concepts (Not Isolated Facts)
 Transfer to many different situations.
 Only possible through Discovery Learning.
 Confront the learner with problems and help
them find solutions. Do not present
sequenced materials.

62. MEANINGFUL VERBAL LEARNING
(AUSUBEL)
 Advanced Organizers:
 New material is presented in a systematic
way and is connected to existing cognitive
structures in a meaningful way.
 When learners have difficulty with new
material, go back to the concrete
anchors (Advanced Organizers).
 Provided a discovery approach and
they will learn.

63.  Inquiry-oriented Projects
 Provide opportunities for the testing of
hypotheses.
 Curiosity is encouraged
 Stage Scaffolding

64.  Like Behaviorism, knowledge itself is
given and absolute.
 Input - Process - Output model is
mechanistic and deterministic.
 It does not account enough for
individuality.
 It has little emphasis on affective
characteristics.

66.  Grew out of Cognitivism.
 Learning takes place through
observation and sensorial experiences.
 Imitation is the sincerest form of flattery.
 Social Learning Theory is the basis of
the movement against violence in
media and video games.

67. LEARNING FROM MODELS:
 Attend to pertinent clues.
 Code for memory (store a visual
image).
 Retain in memory.
 Accurately reproduce the observed
activity.
 Possess sufficient motivation to apply
new learning.

68. Research indicates that the following
factors influence the strength of
learning from models:
 How much power the model seems to have.
 How capable the model seems to be.
 How nurturing/caring the model seems to be.
 How similar the learner perceives self and
model.
 How many models the learner observes.

69. Four interrelated processes establish
and strengthen identification with the
model:
 Children want to be like the model.
 Children believe they are like the
model.
 Children experience emotions like
those the model is feeling.
 Children act like the model.

70.  Through identification, children come to
believe they have the same
characteristics as the model.
 When they identify with a nurturing and
component model, children feel pleased
and proud.
 When they identify with an inadequate
model, children feel unhappy and
insecure.

71.  Collaborative learning and group work
 Modelling Responses and Expectations
 There are opportunities to observe
experts in action.

72.  It does not take into account
individuality, context and experience as
mediating factors.
 Suggests students learn best as
passive receivers of sensory stimuli, as
opposed to being active learners.
 Emotions and motivation are not
considered important or connected to
learning.

74.  Grew out and in response to
Cognitivism and was framed around
metacognition.
 Knowledge is actively constructed.
 Learning is:
 A search for meaning by the learner.
 Contextualized
 An inherently Social Activity
 Dialogic and recursive
 The responsibility of the learner

75.  Journaling
 Experiential Activities
 Personal Focus
 Collaborative and Cooperative Learning

76.  Suggests that knowledge is neither
given nor absolute.
 It is often seen as less rigorous than
traditional approaches to instruction.
 It does not fit well with traditional age
grouping and rigid terms/semesters.

78.  Grew out of Constructivism and was
framed around Metacognition.
 All people are born with 8 intelligences:
 Verbal-Linguistic
 Visual-Spatial
 Logical-Mathematical
 Kinesthetic
 Musical
 Naturalist
 Intrapersonal
Enable students to leverage their
strengths and purposefully target and

79.  Delivery of Instruction via multiple
mediums.
 Student-centered classroom
 Authentic assessment
 Self-Directed Learning

80.  Lack of quantifiable evidence that MI
exist.
 Lack of evidence that use of MI as a
curricular and methodological approach
has any discernible impact on learning.
 Suggestive of a departure from core
curricula and standards.

82.  Grew out of Neuroscience and Constructivism.
 12 governing principles:
 Brain is a parallel processor.
 Whole Body Learning
 A search for meaning.
 Patterning
 Emotions are critical
 Processing of Parts and Wholes
 Focuses Attention and Peripheral Perception
 Conscious and Unconscious Processes
 Several Types of memory
 Embedded Learning Sticks
 Challenge and Threat
 Every brain is unique

83.  Opportunities for Group Learning
 Regular Environment Changes
 Multiple-sensory environment
 Opportunities for Self-Expression and
making Personal Connections to
Content
 Community-Based Learning

84.  Research conducted by
neuroscientists, not by teachers and
educational researchers.
 Lack of understanding of the brain itself
makes “brain-based” learning
questionable.
 Individual principles have been
scientifically questioned.

86.  All students are intrinsically motivated
to self actualize or learn.
 Learning is dependent upon meeting a
hierarchy of needs (physiological,
psychological)
 Learning should be reinforced.