Module 9 : Gestalt Psychology Declarative - This refers to factual
knowledge.
Gestalt theory was the initial cognitive
response to behaviorism. It Procedural - This includes knowledge
emphasized the importance of sensory on how to do things.
wholes and the dynamic nature of
Episodic - This includes memories of
visual perception. The term gestalt
life events.
means “form” or “configuration”.
Conditional - This is about “knowing
Gestalt Principles
when and why” to apply
Law of Proximity - Elements that are declarative or procedural
closer together will be strategies.
perceived as coherent object.
Law of Similarity Gestalt Principles -
Stages in the Information Processing
Elements that look similar will
Theory
be perceived as part of the
same form. Encoding - Information is sensed
perceived and attended to.
Law of Closure - We tend to fill the
gaps or “close” the figures we Storage - The information is stored for
perceive. either a brief or extended period
of time, depending upon the
Law of Good Continuation - Individuals
processes following encoding.
have the tendency to continue
contours whenever the Retrieval - The information is brought
elements of the pattern back at the appropriate time
establish an implied direction. and reactivated for use on a
current task, the true measure
Law of Good Pragnanz - The stimulus
of effective memory.
will be organized into as good a
figure as possible.
Law of Figure/Ground - We tend to pay Sensory Register
attention and perceive things in
the foreground first. Capacity: Our mind receives a great
amount of information but it is more
Insight Learning by Wolfgang Kohler – than what our minds can hold or
An experiment of “Sultan” adheres to perceive.
the idea of learning taking place by
discovery or insight. Duration: The sensory register only
holds the information for an extremely
Theory of Life by Space Kurt Lewin - brief period – in the order of 1 to 3
An individual has inner and outer seconds.
forces that affect his perceptions and
also his learning.
Role of Attention - To bring information
into consciousness, it is necessary that
Module 10 : Information Processing we give attention to it. Getting
through this attentional filter is done
Information Processing Theory - IPT
when the learner is interested in the
describes how the learner receives
material.
information from the environment
through the senses.
Types of Knowledge Short-Term Memory
General vs. Specific - This involves
whether the knowledge is useful
in many tasks, or only in one.
Capacity: The STM can only hold 5 to 9 Generation - Things we 'produce' are
“chunks” of information. It is called easier to remember than things we
working memory because it is where "hear’.
new information is temporarily placed
Context - Remembering the situation
while it is mentally processed.
helps recover information.
Duration: Around 18 seconds or less
Personalization - It is making the
information relevant to the individual.
Long-Term Memory Serial Position Effect (recency and
primacy) - You will remember the
Capacity: LTM has unlimited capacity
beginning and end of a 'list' more
Duration: Duration in the LTM is readily•
indefinite
Executive Control Processes - This
Other Memory Methods
helps the learner make informed
decisions about how to categorize, Part Learning - break up the 'list' or
organize or interpret information. "chunk" information to increase
memorization.
Mnemonic Aids - These are memory
Forgetting - Is the inability to retrieve
techniques that learners may employ
or access information when needed.
to help them retain and retrieve
Two ways in which forgetting likely information more effectively.
occurs:
Decay – Information is not attended to,
Module 11 : Gagne’s Conditions of
and eventually fades away.
Learning
Interference – New or old information
Gagne's Principles - Different
blocks access to the information
instruction is required for different
in question.
learning outcomes.
Gagne’s Conditions of Learning -
Rehearsal - This is repeating Learning hierarchies define what
information verbatim, either mentally intellectual skills are to be learned and
or aloud. a sequence of instruction.
Events of learning operate on the
learner in ways that constitute the
Methods for increasing Retrieval of conditions of learning.
information
Meaningful Learning - This is making
connections between new information Five Categories of Learning
and prior knowledge.
Verbal Information - Stating previously
Organization - It is making connections learned materials such as facts,
among various pieces of information. concepts, principles and procedures,
Info that is organized efficiently should e.g., listing the 14 learner-centered
be recalled. psychological principles.
Elaboration - This is adding additional Intellectual Skills: Discriminations,
ideas to new information based on Concrete Concepts, Defined Concepts,
what one already knows. It is Rules, Higher Order Rules
connecting new info with old to gain
Discriminations: Distinguishing
meaning.
objects, features or symbols,
Visual Imagery - This means forming a e.g., distinguishing an even and
"picture" of the information. an odd number
Concrete Concepts : Identifying [Link] retention and transfer
classes of concrete objects, (generalization).
features or events, e.g., picking
out all the red beads from a
bowl of beads. Nine Instructional Events
Defined Concepts : classifying new Lesson: Equilateral Triangles
examples of events or ideas by
their definition, e.g., noting "she Objective: For students to create
sells sea shells" as alliteration equilateral triangles •
Rules - Applying a single relationship Target group: Grade 4 pupils
to solve a class of problems, 1. Gain attention - show variety of
e.g., computing average computer-generated triangles
monthly income of a company
2. Identify objective - pose question:
Higher Order Rules - Applying a new "What is an equilateral triangle?".
combination of rules to solve a
complex problem, e.g., 3. Recall prior learning - review
generating a balanced budget definitions of triangles
for a school organization
4. Present stimulus - give definition of
Cognitive Strategies - Employing equilateral triangle
personal ways to guide learning,
5. Guide learning - show example of
thinking, acting and feeling, e.g.,
how to create an equilateral triangle
constructing concept maps of topics
being studied 6. Elicit performance - ask students to
create 5 different examples
Attitudes - Choosing personal actions
based on internal states of 7. Provide feedback - check all
understanding and feeling, e.g., examples as correct/incorrect
deciding to avoid soft drinks and
drinking a least 8 glasses of water 8. Assess performance - provide scores
everyday and remediation
Motor Skills - Executing performances 9. Enhance retention/transfer - show
involving the use of muscles, e.g., pictures of objects and ask students to
doing the steps of the singkil dance. identify equilaterals
Nine Instructional Events
1. gaining attention. (reception)
[Link] learners of the objective
(expectancy)
3. stimulating recall of prior learning
(retrieval)
[Link] the stimulus (selective
perception)
5. providing learning guidance
(semantic encoding)
6. eliciting performance (responding)
7. providing feedback (reinforcement)
8. assessing performance (retrieval)