Cognitive Learning Theories

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:
Type A : Using insight and originality
Type B : Using association with previous
knowledge in rigid ways

Example ..
According to
Wertheimer:
Area of rectangle
Area of parallelogram
Gestalt Laws
1. 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 x
o o o o
(e) Law of Continuity
People tend to connect something according to a
certain direction.
Advance Organizer.
KOGNITIVISM
Piaget
Gestalt
(Perception)
Bruner
(Discovery Learning)
Cognitive Theory
Piaget
Heredity, 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 Man
Bruner 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.

Bruners 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
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.
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.