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Profed04 - Chapter 6 1

The document discusses several cognitive learning theories including Gestalt psychology, information processing theory, and Bruner's constructivist theory. It describes key principles of Gestalt psychology like closure, similarity, and figure-ground perception. It also outlines the stages of information processing and Bruner's concepts of representation, spiral curriculum, and discovering learning.

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Lovely Herrera
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37 views6 pages

Profed04 - Chapter 6 1

The document discusses several cognitive learning theories including Gestalt psychology, information processing theory, and Bruner's constructivist theory. It describes key principles of Gestalt psychology like closure, similarity, and figure-ground perception. It also outlines the stages of information processing and Bruner's concepts of representation, spiral curriculum, and discovering learning.

Uploaded by

Lovely Herrera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MODULE FACILITATING AND ASSESSING LEARNING

CHAPTER VI: Cognitive Perspective

Objectives:
Label the stages of pre-natal period
Describe the pre-natal period

Gestalt Psychology - Gestalt psychology is based on the observation that we often


experience things that are not a part of our simple sensations.

 The Law of Closure says that, if something is missing in an otherwise complete


figure, we will tend to add it.
 The Law of Similarity says that we will tend to group similar items together, to
see them as forming a gestalt, within a larger form.

OXXXXXXXXXX
XOXXXXXXXXX
XXOXXXXXXXX
XXXOXXXXXXX
XXXXOXXXXXX
XXXXXOXXXXX
XXXXXXOXXXX
XXXXXXXOXXX

It is just natural for us to see the o’s as a line within a field of x’s.

 Another law is the law of proximity. Things that are close together as seen as
belonging together.

**************

**************

**************

You are much more likely to see three lines of close-together *’s than 14 vertical
collections of 3 *’s each.

 The Law of Symmetry

[ ][ ][ ]

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Despite the pressure of proximity to group the brackets nearest each other together,
symmetry overwhelms our perception and makes us see them as pairs of symmetrical
brackets.

 The law of continuity. When we can see a line, for example, as continuing
through another line, rather than stopping and starting, we will do so, as in this
example, which we see as composed of two lines, not as a combination of two
angles...:

 Figure-ground is another Gestalt psychology principle. It was first introduced by


the Danish phenomenologist Edgar Rubin (1886-1951). The classic example is
this one...

Information Processing

The information processing theory focuses on the idea that


humans process the information they receive from the environment, in the
manner of a computer, rather than merely responding to stimuli. The student's
brain brings information in, manipulates it, and stores it ready for future use – this
is the learning aspect.

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These stages in order include attending, encoding, storing,


retrieving. Information processing also talks about three stages of
receiving information into our memory. These include sensory memory, short-
term memory, and long-term memory.

Bruner’s Constructivist Theory

Constructivism – is an epistemological belief about what “knowing” is and how


one “come to know”.

Constructivism reject the notions that:

 Knowledge is an identifiable entity with absolute truth value


 Meaning can be passed on to learners via symbols and transmission.
 Learners can incorporate exact copies of teacher’s understanding for their
own use.

Bruner’s Main Concepts

 Representation – modes of presenting understanding


a. Enactive representation – children learn about the world through actions
on physical objects and the outcomes of these actions; represesent
objects in terms of immediate sensations; represented in the muscles and
involve reponses or ways to manipulate the environment.
b. Iconic – obtained through using models and pictures; the learner can now
use mental images to stand for certain objects or events.
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MODULE FACILITATING AND ASSESSING LEARNING

c. Symbolic representation – the learner has developed the ability to think


abstract terms.
 Spiral Curriculum – instruction needs to be anchored on the learner’s cognitive
capabilities.

a. Readiness
b. Spiral organization
c. Going beyond the information given

 Discovering Learning – refers to obtaining knowledge for oneself.

Major Aspects in the Theory of instruction

a. Predisposition to learn – readiness for learning


b. Structure of knowledge – ways in which a body of knowledge can be
structured so that it can be most readily gasped by the learner.
c. Effective sequencing – presentation of lessons in increasing difficulty.
d. Reinforcement – rewards and punishment that should be selected and
paced appropriately.
e. Categorization – Bruner believed that perception, conceptualization,
learning, decision making and making inferences all involved
categorization.

Kinds of Categories

a. Identity Categories – include objects based on their attributes or features.


b. Equivalent Categories – provide rules for combining categories.
c. Coding systems – serve to recognize sensory input

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Ausubel’s meaningful verbal learning/ subsumption theory

Gagne’s condition of learning theory

For More Knowledge:


https://www.youtube.com/watch?v=1bzhb9kfJRA
https://www.youtube.com/watch?v=IhcgYgx7aAA
https://www.youtube.com/watch?v=RB0HipNxRQU

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