Gestalt Psychology

Gestalt is a german word, meaning "from" or "configuration.

It is a school of psychology founded in the 20th century that provided the foundation for the study of perception.

Gestalt theory emphasizes that the whole is greather than the sum of its parts.

                                                                         Founders of Gestalt Psychology

Max Wertheimer

born on April 15,1880

he died on October 12,1943

one of the principal proponents of Gestalt Psychology which emphasized higher-order cognitive processes in the midst of behaviorism.

Kurt Koffka

born on January  22, 1887

died on June 11, 1967

He is best known  for his experiments with problem solving in apes and tenerife and the influence of his writings in the founding of Gestalt psychology.

*INSIGHT LEARNING

- the idea of it was first developed by Kohler in which he described experiments with APES where the apes could use boxes and sticks to solve the problems.

- Kohler described 3 properties of insight learning:

1. Insight learning is based on the animal perceiving the solution to the problem.

2. Insight learning  is not dependent on the reward.

3. Once a problem has been solved, it is easier to solve a problem.

GESTALT PRINCIPLES

LAW OF PROXIMITY- states that object or shapes that are close to one another appear to form  groups.

LAW OF SIMILARITY- states that thing which share visual characteristics such as shape, visual characteristics such as shape, size, color, texture, or value will be seen as belonging togethers in the viewers mind.

LAW OF CLOSURE- we tend to fill the gaps or "close" the figures we perceive. We enclose a space by completing a space by completing contour and ignoring gaps in the figure.

LAW OF GOOD CONTINUATION- individuals have the tendency to continue contours whenever the elements of the pattern establish an implied direction.

LAW OF FRAGRANZ- stimulus will be organized into as good a figure as possible.

LAW OF FIGURE/ GROUND-  we tend to pay attention.

Reflection:
              It focus in the perception of a learners in a situation. In this lesson I learned that in this perception the learners can solve a solution in every difficulties.

       

                                                                 BEHAVIORISM

-focuses on the study of of observable and measurable behavior.

IVAN PAVLOV(1849-1936)

-a russian phisiologist and is well known for his work in classical conditioning or stimulus substitution.

FINDINGS:

*Stimulus Generalization

*Extinction

*Spontaneous Recovery

*Discrimination

EDWARD THORNDIKE (1874-1949)

- connectionism theory gave the original S-R framework of behavioral psychology.

MAIN PRINCIPLE

- that learning could be adequately explain without considering any unobservable internal states.

-Thorndike's theory on connectionism states that learning has taken place when a strong connection between a stimulus and response is formed.

LAW OF EFFECT- states that connection between a stimulus and response is strenghtend when the consequences is positive and the connection between stimulus and the response is weakened when the consequences is negative.

LAW OF EXERCISE- tell as that the more S-R bond is practiced the stronger it will become.

LAW OF READINESS- states that the more readiness the learner has to respond to the stimulus, the stronger will be the bond between them.

PRINCIPLES DERIVED FROM THORNDIKE'S CONNECTIONISM:

Learning requires both practice and rewards.

A series of S-R connections can be chained together if they belong to the same action.

Transfer of learning occurs because of previously encountered situation.

Intelligence is a function of the number tof connections learned.

JOHN WATSON(1878-1958)

- wasthe first american psychologist to work with Pavlov's ideas. Initially involved in animal studies, hen later become involved in human behavior research.

REFLECTION:
Therefore I conclude that there are different theories which discuss about human behaviors including Watson, Thorndike, and Pavlov.There are many theories had prove made by different scientist.

                                       LEARNERS WITH EXCEPTIONALITIES

1. Disability- is a measurable impairment or limitation that interferes with the persons ability.

2. Handicap- is a disadvantages that occurs as a result of a disability or impairment.

*CATEGORIES OF EXCEPTIONALITIES

1. Specific cognitive or academic difficulties

Learning Disabilities- involve difficulties in specific cognitive processes like perception language, memory or metacognition.

Attention-Deficit Hyperactivity Disorder- is manifisted both of these: 1. difficulty in focusing and maintaining attention and 2. reccurent hyperactive and impulsive behavior.

2. Speech and Communication Disorder- is difficulty in spoken language including voice disorder.

3. Social/ Emotional and bahavioral Difficulties

Autism- is a condition manifisted by different levels of impaired social interaction and communication repetitive behaviors and limited interests.

Mental Retardation- refers  to a significant sub-average intelligence and deficits in adaptive behavior.

Emotional/ Conduct Disorder- involves the presence of emotional states like depressions and aggresion over a considerable amount of time.

4. Physical Disabilities and Health Impairments

Physical and Health Impairment- physical or medical conditions(usually long term)

Severe and Multiple Disabilities- refers to the presence of two or more different types of disability.

5. Sensory Impairments

Visual Impairment- conditions when there is malfunction of the eyes or optic nerves that prevent normal vision even with corrective lenses.

Hearing Impairment- malfunction of the ear or auditory nerves.

6. Giftedness- involve a significantly high level of cognitive development.

-PEOPLE FIRST LANGUAGE

Avoiding generic labels

Emphasizing  abilities, not limitations.

Avoiding euphemisms

Avoiding implying illness or suffering.

Reflection:

               In this topic the lesson is to understand the situation of a person with disabilities, each of us has the weakness in every situation we encountered like those people with disabilities.So we must treat them in a good way because some of them excel in learning rather than those people who is complete but didn't excel in learning.

THEORIES OF STYLES

1. Cognitive Styles- refer to the preffered way an individual process information.

OTHER COGNITIVE STYLES THAT HAVE BEEN IDENTIFIED INCLUDE:

Scanning- differences in the extent and intensity of attention resulting in variations in the vividness of experience and the span of awareness.

Leveling Vs. Sharpening- individual variations in remembering that pertain to the defectiveness of memories and the tendency to merge similar events.

Reflection Vs. Impulsitivity- individual contencies in the speed and adequancy with which alternative hypothesis are formed and responses made.

Conceptual Differentiation- differences in the tendency to categorize perceived similarities among stimuli in terms of separate concepts or dimensions.

*GARDNER-MULTIPLE INTELLIGENCE

*STERNBERG-TRIARCHIC THEORY

*GUILFORD-STRUCTURE OF INTELLIGENCE(SI)

-CONTENT FEATURES IN THE GUILFORD'S SI

1. Visual- information perceived through seeing.

2. Auditory- information perceived through hearing.

3. Symbolic- information perceived as symbols or that stand for something else.

4. Semantic- concerned with verbal meaning and ideas.

5. Behavioral- information perceived as acts of people.

PRODUCTS FEATURE IN THE GUILFORD'S SI

1. Units- single item of knowledge.

2. Classes- sets of units sharing common attributes.

3. Relations- units linked as opposites or in associations in sequences and analogue.

4. Systems- multiple relations interrelated to comprise structures or networks.

5. Transformations- changes, perspectives, conversions or mutations to knowledge.

6. Implications- predictions, inferences, consequences, or anticipations of knowledge

OPERATIONS FEATURE IN THE GULFORD'S SI

1. Cognition- the ability to undrestand, comprehend, discover and become aware of information.

2. Memory Recording- the ability to encode information.

3. Memory Retention- the ability to recall information.

4. Divergent Production- the ability to generate multiple solutions to problem creativity.

5. Convergent Production- the ability to deduce a single solution to problem; rule following or problem solving.

6. Evaluation- the ability to judge whether or not information is accurate, consistent or valid.

LEARNING STYLE

-the term "learning style" speaks to the understanding that every students learn differently.

UNDRESTANDING V.A.R.K

-one of the most accepted understanding of learning style is that students learning style fll into 3 caregories: Visual Learners,  Auditory Learners, Kinesthetic Learners.

7 MAJOR LEARNING STYLE

1. VISUAL- these people prefer to use picture, image, diagram and mind mops.

2. PHYSICAL- learning by doing.

3. AURAL- people who prefer using sound, rhythms, music reading and so on.

4. VERBAL- the verbal learner is someone who prefers using words both in speech and in writing to assist in their learning.

5. LOGICAL- the people who prefer logic, reasoning and systems to explain or understand concept.

6. SOCIAL- these people are the one's who enjoys learning in groups.

7. SOLITARY- learners prefer to learn alone and through self-study.

LEARNING PREFERENCES

We use the phrase learning preferences to refer to a person characters  patterns  of strenghts, weaknesses and preferences in taking in processing and retrieving information.

An explaination of various preferences

1. Visual/ written- learners who prefer this learning style are most comfortable by reading.

2. Aural/ Auditory/ Oral- for there learners information is most easily process through hearing it.

3. Visual/ Graphic- these learners learn best when using pictures, graph, concept mops, grids, matrix and other visual represention of the information to be learned.

4. Kinesthetic/ Tactile concrete- learners learn through their whole body.

5. Active/ Reflective- often benifit from discussion and studying with others.

Reflection:
             This means that everyone has their own learning of styles of thinking, acquiring knowledge and understanding.

 LAWRENCE KOHLBERG

-Born: October 25, 1927
-Died: January 19,1987
-An American psychologist best known for his theory of stages of moral development.
-He used storytelling technique to tell people stories involving moral dilemmas.

KOHLBERG'S STAGES OF MORAL DEVELOPMENT
Level 1 - Pre-conventional morality

•  Occurs between 3 to 7 years.

•  Focus: SELF 

STAGE 1 : Obedience and Punishment
               The child/individual is good in order to avoid being punished. If a person  punished, they must have done wrong.

STAGE 2: Individualism and Exchange
               This stage expresses the "what's in it for me?" position in which right behavior is defined by whatever the individual believes to be in their best interest.

Level 2- Conventional Morality
          Focus: Significant of others
          - most adolescent and adults

STAGE 3: Good boy/ Good girl
              The child/individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others.

STAGE 4: Maintaining the social order
               The child/individual becomes aware of the wider rules of society so judgement concern obeying the rules in order to uphold the law and avoid guilt.

Level 3: Post conventional morality
           -also known as principled level

STAGE 5: Social Contract and Individual Rights
              The child/individual becomes aware that while rules/laws might exist for good of the greatest number, there are times when they will work against the interest of particular individual.

STAGE 6: Universal Principle
               People at this stage have developed their own set of moral guidelines which may not fit the law.The principles apply to everyone.

REFLECTION:
                I regarding with this topic I learn about the life of Lawrence Kohlberg and the story he made.In his story I learn a lot how to handle my self to do a good and bad.We should aware in our environment to select the best people that we socialzed because there's a lot of people that can influence you in a good or bad way

BIOGRAPHY

Hi!! Im Ernesto John A. Esteban I'm 17 yrs.old I was born on                May 23,1999.I lived at Brgy. Tamnag, Lutayan , Sultan Kudarat.A youngest siblings of Mr.Wilfredo Esteban and Mrs. Artemina Esteban I have a twin brother named Dennis Christopher EstebanI finished my elementary level at Marbel 3 Elementary School S.Y.2010-2011 and my secondary level at Lutayan National High School S.Y.2014-2015.
Presently, a college student at Sultan Kudarat State University taking up Bachelor in Elementary Education, I am now a second year college student.I choose this because I believe in my self that I can motivate a child for their better future.I believe, "Whatever the consequences maybe; just trust God and He will carry you through."

VYGOTSKY'S SOCIO CULTURAL THEORY

• Vygotsky theory is that social interaction plays a very important in cognitive development.
• Did not focus on the individual and child as a product of social interaction especially with adults.
• Focus on the dynamic interaction rather than child by himself.
• People thinking differ dramatically between cultures because different cultures stress different  things.

4 BASIC PRINCIPLES UNDERLYING THE VYGOTSKY FRAMEWORK:

1. Children construct their knowledge.
2. Development cannot be separated from its social content.
3. learning is mediated.
4. language plays a central role in mental development.

MAIN PRINCIPLES

1. The more knowledgeable other- refers to anyone who has better understanding or higher ability level than the learner.
2. Zone of proximal Development- difference between what child can accomplish alone and she can accomplish with the guidance of another.

FEATURES OF PROXIMAL OF ZPD

• SCAFFOLDING-appropriate assistance given by the teacher to assist the learners accomplish to a task.
• RECIPROCAL TEACHING- a highly successful teaching method , it provides an environment of open dialogue between student and teacher which goes beyond a simple question and answer session.

 TYPES OF MENTAL FUNCTION

• LOWER MENTAL FUNCTION- arte those with which we are born, are the natural functions and are genetically determined.
• HIGHER MENTAL FUNCTION- are acquired and developed through social interaction.                                                                                                                                                                               REFLECTION:                                                                                                                                                  It refers to the children or adult that can finish work with or without the helps of the people in their surroundings.