Midterm Notes (Psychology)

% DAGSON, FEBIE GEL LAQUIAO GESTALT PSYCHOLOGY - It is a school of thought that looks at the human mind and behavior as a whole. - The mind insists on finding patterns in things that contribute to the development of insight - Gestalt principles describe how we interpret and process complex...

% DAGSON, FEBIE GEL LAQUIAO GESTALT PSYCHOLOGY - It is a school of thought that looks at the human mind and behavior as a whole. - The mind insists on finding patterns in things that contribute to the development of insight - Gestalt principles describe how we interpret and process complex stimuli around us. GESTALT PSYCHOLOGY Proximity principle - Elements tend to be perceived as aggregated into groups if they are near each other. Law of Pragnanz - When you are presented with a set of ambiguous or complex objects, your brain will make them appear as simple as possible. GESTALT PSYCHOLOGY Law of closure - Incomplete figures tend to be seen as complete. We tend to ignore gaps and complete contour lines. Law of continuity -Points which are connected by straight or curving lines are seen in a way that follows the smoothest path. GESTALT PSYCHOLOGY Law of similarity - Similar objects tend to be related. Figure and ground -The eye differentiates an object from its surrounding area. A form, silhouette, or shape is naturally perceived as figure (object), while the surrounding area is perceived as ground (background). INFORMATION PROCESSING THEORY -The individual learns when the human minds takes in information (encoding), performs operation in it, stores the information (storage),and retrieves it when needed (retrieval). INFORMATION PROCESSING THEORY Memory - The ability to store information so that it can be used at a later time. STAGES OF HUMAN MEMORY A. SENSORY MEMORY B. SHORT TERM MEMORY C. LONG TERM MEMORY INFORMATION PROCESSING THEORY A. SENSORY MEMORY - Information store that holds an exact copy of stimuli for a very short period of time. B. SHORT TERM MEMORY - Information store that retains the information as we consciously work on it. C. LONG TERM MEMORY -Information store that is permanent INFORMATION PROCESSING THEORY FORGETTING - Inability to recall previously known information CAUSES OF FORGETTING: 1. Retrieval failure- forgetting is due to inability to recall information 2. Decay theory- information stored in LTM gradually fades when not in used 3. Interference theory- forgetting LTM is due to the influence of other learning INFORMATION PROCESSING THEORY RETENTION - The ability to recall or recognize what has been learned or experienced. INTERFERENCE - The act or an instance of hindering, obstructing, or impeding INFORMATION PROCESSING THEORY Stages(Robert Siegler): 1. Infancy- classify 2. Early childhood- short attention span; easily distracted 3. Middle childhood- focus on important information; not easily distracted 4. Early adolescence- can focus task for 1 hour; expanded knowledge based 5. Late adolescence-focus task for extended NINE EVENTS OF INSTRUCTION BY ROBERT GAGNE 1. Gaining attention( reception) 2. Informing learners of the objective ( expectancy) 3. Stimulating recall of prior learning (retrieval) 4. Presenting the stimulus ( selective perception) 5. Providing learning guidance( semantic encoding) 6. Eliciting performance(responding) 7. Providing feedback (reinforcement) TEACHING FOR TRANSFER BY ROBERT GAGNE TRANSFER - when something previously learned influences the new material 1. Lateral transfer- occurs when an individual is able to perform a new task about the same level 2. Vertical transfer- occurs when the individual is able to learn more advanced or complex skills 3. Specific transfer- when a specific skill, fact or rule is applied to a similar situation 4. General transfer- applying principles previously learned to dissimilar situations MEANINGFUL LEARNING THEORY BY DAVID AUSUBEL - Ausubel viewed learning as an active process. Learners seek to make sense of their surroundings by integrating new knowledge with that which they have already learned. ADVANCE ORGANIZER -Presents an overview of the information MEANINGFUL LEARNING/ SUBSUMPTION THEORY 1. DERIVATIVE SUBSUMPTION -New information pupils learn is an instance or example of a concept that pupils have already learned. E.g. Previous knowledge: Let’s suppose Ali has acquired a basic concept such as “tree”- has green leaves, branch, fruits. New knowledge: Ali learns about a kind of tree that he has never seen before (persimmon tree)- conforms to his previous understanding of “tree” MEANINGFUL LEARNING/ SUBSUMPTION THEORY 2. CORRELATIVE SUBSUMPTION -More valuable learning that that of derivative subsumption, since it enriches the higher level concept E.g. Previous knowledge: Let’s suppose Ali has acquired a basic concept such as “tree”- has green leaves, branch, fruits. New knowledge: Now, let’s suppose Ali encounters a new kind of tree that has red leaves, rather than green. To accommodate this new information, Ali has to alter or extend his concept of “tree” to include the MEANINGFUL LEARNING/ SUBSUMPTION THEORY 3. SUPERORDINATE LEARNING -You already know a lot of examples of the concept, but you did not know the concept itself E.g. Ali was well acquainted with apple trees, oaks, maples but he still did not know until he is taught that these examples are all examples of deciduous trees. MEANINGFUL LEARNING/ SUBSUMPTION THEORY 4. COMBINATORIAL LEARNING -New idea is derived from another idea that comes from his previous knowledge -Students could think of this as learning by analogy E.g. Ali learns about modification on the plant’s part. Ali might relate it to previously acquired knowledge of how papyrus tree used to produce paper. THANK YOU SO MUCH!