Cognitive Learning Theories

Learning Outcomes At the end of the lesson, students are able

to: • Discuss cognitive learning theories

(Gestalt, Piaget, Bruner and Constructivism).

• Elaborate the application of cognitive learning theories in the classroom.

Cognitive Learning Theory

Gestalt Theory

o Gestalt ( “Insight”) A-ha!Learning – restructuring of perceptions Restructuring – enable learner to

perceive new relationships Theorists: W. Kohler / K. Koffka /

Wertheimer

Restructuring solve new problems increase understanding

of basic knowledge in an area of study ‘The whole is greater than the sum of its

parts’.

‘Concepts’ Phi phenomenon Insight

Gestalt movement started with a research conducted by Wertheimer when he was traveling in a train to

Germany. He saw along his journey lights which appear to be moving. The illusion is caused by the

movement of the train. After observing the phenomenon, Wertheimer conducted several

experiments with two bulbs which were switched on and off repeatedly until they appear to be moving.

Following that a theory known as the Phi phenomenon was discovered.

(Phi Phenomenon).

A phenomenon can be the result of a combination of elements which are different from the elements which caused it. Example : movement of lights cannot be explained by analysis of the two bulbs (i.e., elements of ‘switch on and off’ but a result of the combination of those elements. An individual who has observed the phenomenon has made some associations combined the elements to create the perception of movement. In other words the individual has added ‘something’ to his experience which is not found in his sensory data.

The ’Something ‘ is an ORGANIZATION. We cannot determine the meaning of a phenomenon if we study the elements separately. If the elements are grouped together in a configuration or organization; it is meaningful and this is called a ‘gestalt’. Gestalt is a German word which means form, pattern or configuration.  Example: when you look at the picture of a famous person, you do not look separately; hair, eyes, nose and mouth. Instead you will look at the person as a whole ('Gestalt') that is the physical appearance of that person.

“The whole is greater than the sum of its parts’. So the face of the famous person is greater than the sum of his hair, eyes, nose and mouth.

Do you know why?

Wolfgang Kohler, a German psychologist studied on hoe chimpanzees solve problems. His research findings were written in a book titled, The Mentality of Apes (1925).Exsperiment 1:

A chimpanzee was placed in a cage. His problem was how to reach for the bananas which were hung from the ceiling. The problem was solved suddenly and immediately after a period of time the ape was not actively trying to deal with the problem. After trial and error methods failed to solve the problem, the animal would sit and think about the problem and then suddenly get the solution. The ape saw the relationship between the objects. When the animal was sitting and thinking, he was actually undergoing a process of restructuring.

'Insight‘ phenomenon

Problem solving is divided into Type A and B:• TypeType AA : : Using insight and originalityUsing insight and originality • Type B : : Using association with previous Using association with previous

knowledgeknowledge in rigid ways

•Example ……………..

According to According to Wertheimer:Wertheimer:

Area of rectangle

Area of parallelogram

Gestalt LawsGestalt Laws1. Law of pragnanz

People use various principles to organize their perceptions.

The law of pragnanz is related to perception. In perception there is a tendency to look at something as a good gestalt which has characteristics such as stability, similarity, equilibrium and so on. This tendency is guided by the following lawst:

(a) Law of Figure-Ground. A stimulus will be perceived as separate from its ground.

                (b) Law of Proximity. When elements are grouped closely together, they are perceived as the same objects or in the same group.

(c) Law of Closure

People tend to complete the pattern and see a meaningful picture.

 

(d) Law of Similarity

Elements which have the same characteristics tend to be perceived as a group.

x x x x

o o o o

x x x xo o o o

(e) Law of Continuity

People tend to connect something according to a certain direction.

Advance Organizer….Advance Organizer….

KOGNITIVISM

Piaget Gestalt

(Perception)

Bruner(Discovery Learning)

Cognitive Theory

PiagetHeredity, environment and

maturation (growth process), interact in the development of intelligence and learning.

Mekanism :Adaptation

Asimilation Akomodation

Equilibrium

How does an individual learn from one stage to the next stage? (Intelligence and Experience)

• SCHEME: Organized pattern of thinking.

Provide the framework to handle intellectual challenges.

Change with experience.

ASSIMILATION: Interpret and react to new

experience or situation with the existing schemas

• ACCOMODATION:Change the existing schemas,

ways of thinking when faced with new situations or ideas which are not in line with the existing schemas.

Development is the product of the combination of assimilation and accomodation adaptation

Jerome Bruner :

• Concept learning• To conceptualise something means

thinking.Concept abstract which represent an

object or situation which possess the same characteristics.

• E.g. mammals (represent organism mewakili warm blooded vetebrate animal, give birth and secretes milk.

• Concept is similar to category.• E.g. of category: Birds represent animals with

feathers,wings, beak and is able to fly.

Categories and functions of ManBruner made a few assumptions:Interactions between man and the

environment involves categories.

It is important for us to develop categories

Reasons :Categories will reduce the complexity

in the environment (respond to similar objects in the environment).

Enable us to recognize objects easily.Give direction for our actions.

Reduce the necessity to learn on certain objects.

Relate objects, situations and events.

Bruner’s Theory states that :• To identify object means to place it

in the right category.

• Wrong perception means wrong categorization.

• Right perception needs:- Learning the right categories.- Know where to place object in the

right category.- Know the existing objects in the

environment. “Discovery Learning (Pembelajaran

Penemuan) ”

Discovery Learning

Discovery Learning• Emphasized the importance of

understanding the structure of the subject being studied, the need for active learning as the basis for true understanding and the value of inductive reasoning in learning.

• Teachers should provide problem situations stimulating students to question,explore and experiment.

Constructivism• View that emphasizes the active role of

the learner in building understanding and making sense of information.

• Constructivist perspectives are grounded in the research of Piaget, Vygotsky, Gestalt psychologists and Bruner.

Summary• Gestalt psychology gave useful

guidance on how perception influences learning.

• Constructivism emphasizes that teachers should guide students to learn by themselves.