GESTALT LEARNING

THEORY
Gestalt Learning Theory
Gestalt is the German word for "form," and as it
applied in Gestalt psychology it means "unified
whole" or "configuration." It is focused on the mind’s
perceptive.
 Gestalt was a holistic approach and rejected the
mechanistic perspectives of the stimulus - response
models. The essential point of gestalt is that in
perception, the whole is different from the sum of
its parts or the whole is greater than just the sum
of the parts.
Gestalt Learning Theory
 Gestalt theory influences thinking and problem-
solving skills by an “appropriate substantive
organization, restructuring, and centering of the given
in the direction of the desired solution.”
It is defined as a tendency that makes every
psychological event simple, concise, symmetrical,
harmonious and complete.
Comparison of Schools
Structuralism Behaviorism Gestalt
Mind or behavior
Elements of mind Elements of must be studied in
behavior “wholes”, not as
elements or parts.
Molar behavior or
Molecules of mind Molecular behavior mind
Introspection Observation and Introspection
Observation and Observation and
Experimentation
Experimentation Experimentation
Approach: Mental Approach: Approach: Cognitive
Behavioral
Max Wertheimer
applied Gestalt theory to problem solving.
According to Wertheimer, the parts of the problem
should not be isolated but instead should be seen a
whole. This way, the learner can obtain a new, deeper
structural view of the situation.
Wertheimer developed a concept titled “Pragnanz”.
It states that “when things are grasped as whole, the
minimal amount of energy is exerted in thinking.”
It deals with bringing meaning and completeness to
our beliefs, values, needs, and attitudes.
Phi Phenomenon
a perceptual experience that is different from the sum
of sensory elements.
Wertheimer explained that you are seeing an effect of
the whole event, not contained in the sum of the parts.
Examples:
1. When two lights flash at a certain speed, we perceive a
singular light oscillating back and forth.
Phi Phenomenon
2. The apparent motion created by a rapid sequence of
stills in motion pictures.
3. The sequence of illuminating elements in neon signs
which give the illusion of movement.
Phi Phenomenon
This phenomenon led to the conclusion that elements
sensed are not the only reality
They proposed that perceptual experiences were not
the sum of sensory elements.
Gestalt psychologists attempted to discover
refinements of the law of Prägnanz, and this involved
writing down laws which hypothetically allowed us to
predict the interpretation of sensation that are often
called “Gestalt Laws"
Gestalt Laws

Law of Closure — Missing elements are supplied to

complete a familiar figure. The mind may conceptualize
elements that are not perceived through sensation in
order to complete a regular figure.
Gestalt Laws

Law of Similarity — The mind groups similar

elements into collective entities or totalities. This
similarity might depend on relationships of form, color,
size, or brightness.
Gestalt Laws

Law of Proximity — Near objects are grouped together.

Spatial or temporal proximity of elements may induce
the mind to perceive a collective or totality.
Gestalt Laws

Law of Symmetry (Figure ground relationships)—

Symmetrical images are perceived collectively, even in
spite of distance.
Gestalt Laws

Law of Continuity — Pieces in smooth continuation

are grouped together. The mind continues visual,
auditory, and kinetic patterns.
Gestalt Laws

Law of Common Fate — Elements with the same

moving direction are perceived as a collective or unit.
Wolfgang Kohler
He tested apes and chickens with detour problems. He
found out that animals learn with insight.

Kohler’s experiments with animal learning led him to

conclude that animals exhibited insights when
relations among stimuli and responses were learned,
rather than simple stimulus-response connections
critical to behaviorist theory.
Wolfgang Kohler
The apes were subjected to different trials of having to
obtain food that was just out of their reach.
They learned how to construct a way to get the food,
whether standing on a box to get it, making a long
stick to reach it, through trial and error.
Kohler determined that the apes generated an
“interconnection based on the properties of the
things themselves” and thus developed insight on
how to get the food based on the tools they had
available at a given time. 
Wolfgang Kohler
Prägnanz simplified perception (perceptual
equilibrium) and brought solution to the problem
with a satisfying “aha” experience.

The law of closure brought comprehension to

meaningless arcs and blotches and made the figures
meaningful.
Kurt Koffka
Since brain modifies all incoming sensory information,
many think that this arrangement may have little room
for making memories. Koffka (1935) attempted to clarify
that with a concept of memory trace.
When an experience terminates, its effect remains as a
trace in the brain and affects future experiences.
A process (trace) caused by an experience in “pure” form
happens only once. Thereafter it each new experience
(trace) interacts with an old trace forming a trace
system.
Gestalt Learning Theory
Gestalt Learning Theory
Gestalt Learning Theory