Gestalt Psychology: Report Presented By: Angela Mercy C. Baro

GESTALT
PSYCHOLOGY
Report presented by:

ANGELA MERCY C. BARO
• Describe the different Gestalt principles
Objectives • List ways of applying gestalt psychology

of the teaching – learning process
Topic: • Demonstrate
Observe the following
Activity: pictures:
Is there the
possibility of
YOU and
ME?
Is Peace
really
possible? Or
all you see is
War?
Who really
are You? A
Man of
Words or a
Liar?
• What was your experience in figuring out
the pictures?
Time To • What helped you perceived the interesting

pictures?
Ponder: • How did you go about examining the
pictures?
 The initial cognitive response to behaviorism
 Emphasized the importance of sensory wholes and
Gestalt the dynamic nature of visual perception
Psychology  Means “form” or “configuration”

Max
Wertheimer
Wolfgang
Kohler
Kurt Koffka
 Studied perception
Wertheimer,  Concluded that perceivers (or learners) were
not passive, but rather active. They
Kohler and suggested that learners do not just collect
information as is but they actively process
Koffka and restructure data in order to understand
it.
Past experiences, needs, attitudes and
Perceptual one’s present situation can affect one’s
Process
perception
For example, looking in the foreground
and not the background
Gestalt Principles
Law of Proximity Elements that are closer together will
be perceived as a coherent objects.
On the left, where appears to be
three columns, while on the right,
there appears to be three horizontal
rows.
When objects we are perceiving are
near each other, we perceive them as
belonging together.
Elements that look similar will be
perceived as part of the same form.
Law of There seems to be a triangle in the
Similarity square. We link similar elements
together.
Law of
Closure
We tend to fill the gaps or “close” the
figures we perceive.
We enclose a space by completing a
contour and ignoring gaps in the figure.
 Individuals have the tendency to continue
contours whenever the elements of the
pattern establish an implied direction.
Law of Good  People tend to draw a good continuous line.
Continuation
Law of Good The stimulus will be organized into as good as
Fragnanz figure as possible.
In this example, good refers to symmetry,
simplicity, and regularity.
The figure is perceived as a square
overlapping a triangle, not a combination of
several complicated shapes.
Based on our experiences with perception, we
“expect” certain patterns and therefore
perceive that expected pattern.
Law of
Figure/Ground We tend to pay attention and perceive
things in the foreground first.
As stimulus will be perceived as separate
from its ground.
Gestalt psychology adheres to idea of
Insight learning taking place by discovery or insight.
Learning
First developed by Wolfgang Kohler
He described experiments with apes

where the apes could use boxes and
sticks to solve the problems.
In each of these problems, the important aspect of learning was
not reinforcement, but the coordination of thinking to create new
organizations (of materials).
Kohler describe this as insight or discovery learning.
 Kohler proposed the view that insight follows from the characteristics of objects under consideration.
 His theory suggested that learning could occur when the individual perceives the relationships of the
elements before him and reorganizes these elements and comes to a greater understanding or
insight.
 This could occur without reinforcement, and once it occurs, no review, training, or investigation
necessary.
 Insight is not necessarily observable by another person.

Gestalt
Principles
and the The six gestalt principles not only influence
Teaching – perception but they also impact on learning
Learning
Process
Kurt Lewin
 Expounded on gestalt psychology
 His theory focusing on “life space adhered to
gestalt psychology”
 An individual has inner and outer forces that
affect his perceptions and also his learning.
 Inner forces include his own motivation,
attitudes and feelings
 Outer forces may include the attitude and
behavior of the teacher and classmates.
Considers with interest the life space of
teachers as well as students
Relevance of Stimulates learning as experience and the
Gestalt experience as a source of learning

Knowledge is conceived as a continuous
Psychology organization and rearrangement of information
to Education according to needs, purposes and meanings
Autonomy and freedom of the student is
stimulated by the teacher
The contact experience between teachers and
students is given value an authentic meeting
based on sharing ideas and affection

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GESTALT

Report presented by:

Objectives • List ways of applying gestalt psychology

Time To • What helped you perceived the interesting

 Emphasized the importance of sensory wholes and

Gestalt the dynamic nature of visual perception

Psychology  Means “form” or “configuration”

Perceptual one’s present situation can affect one’s

Law of Good  People tend to draw a good continuous line.

He described experiments with apes

 Insight is not necessarily observable by another person.

Gestalt experience as a source of learning

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