COGNITIVE

THEORY
FACILITATING HUMAN
LEARNING

GESTALT PSYCHOLOG

Game Show
Masters:
Janet Badilla
Marjorie Llanes

Team A:
Jasmine Acierto
Mark Arao
Geraldine Cantos

Team B:
Niselyn Dinglasan
Jearly Mendoza
Jezel Sinohin

EASY
ROUND

WORD RACE
The two competing teams should
be able to group or classify the
words accordingly. The team who
will finish the game first will get
30 pts.

Do you know that Cognitive Theory

is influenced by Gestalt Movement
and later by Swiss Psychologist: Jean
Piaget and Russian Psychologist: Lev
Vygotsky?
American
cognitive
theorists such as Tolman, Bruner, and
Information Processing theorist have
integrated European influences yet
have maintained their own distinction
in cognitive theory.

Gestalt theory was

developed by three
psychologists: Wolfgang
Kohler, Max Wertheimer,
and Kurt Koffka.
According to Gestalists,
behavior can't be
understood in terms of its
molecular parts because
"the whole is greater than
the sum of its parts." The
word gestalt is of
German origin which
means "pattern," "shape,"
or "form."

Jean Piaget popularized the

cognitive development? Best
known for his research on
children's cognitive
development. He studied the
intellectual development of
his own three children.
Piaget's theory of cognitive
development described
stages that children pass
through in the development
of intelligence and formal
thought processes.
According to him, the
changes in behavior that
occur during development
are the results of changes in
one's ability to reason about
the world around him or her.

Five laws that

govern perception
generated by
Gestalt Theory

Law
Law
Law
Law

of
of
of
of

Closure
Similarity
Proximity
Pragnanz

STAGES OF
COGNITIVE
DEVELOPMENT

Sensorimotor stage
Preoperational Stage
Formal Operational Stage
Concrete-operational
Stage

THE STM TECHNIQUES

Repetition
Chunking
Identifying Logical
patterns

THE LTM TECHNIQUES

Association
Categorizatio
n
Mediation
Imagery
Mnemonics

BARRIERS TO
EFFECTIVE
MEMORY

Repression and distortion

Retroactive inhibition
Primary and regency
effects

HE SEVEN SINS OF MEMO

Transience
Absentmindedness
Blocking
Misattribution
Suggestibility
Bias
Persistence

E
G
A
R
AVE
D
N
U
RO

NAME THAT FIGURE

The two competing teams
should be able to identify the
figures presented. Each
member will be given 30
seconds to answer the
question. The other team may
steal if it is not answered on
the given time. Each correct
answer is equivalent to 20 pts.

Do you know that information-processing

approach is another important theory? There are two
theoretical ideas considered fundamental to cognitive
psychology and the information processing
framework. The first concept is "chunking" and the
capacity of short-term memory. A chunk is any
meaningful unit of information. It is any digit, word,
chess positions, or students' faces. The idea is that the
short-term memory could only hold 5-9 chunks of
information (seven plus or minus two). The second
concept is about the test-operate-test-exit (TOTE).
The TOTE should replace the stimulus-response as the
fundamental unit of behavior. In this concept, certain
goal is tested to the goal.

According to Piaget, all biological systems share

specific characteristics and functions that are
performed throughout the lifespan. Piaget called these
functional invariants which constrain and encourage
all types of development. He identified these as
organization and adaptation

Figure 1. We perceive smooth continuities rather than

abrupt changes.

Law of
Continui
ty

Figure 2. Incomplete figures are perceived

as complete

Law of
Closur
e

Figure 3. Similar objects are grouped together

Law of
Similarit
y

Figure 5. Extremes are virtually remembered.

Law of
Pragnan
z

Figure 6. The child has the tendency to equate height with

volume

CONSERVATIO
N

DIFFICULT
ROUND

WORD POWER
The two competing teams should
be able to arrange the jumbled
words accordingly. The jumbled
words will be shown on the
screen. Answers will be written
on the board. The first team who
will finish the game will get 50
pts.

strategies offered to help students

retrieve and remember information?
Whole and part learning. The whole
and
part
learning
accounts
for
introducing the material as a whole
unit.
Repetition and drills. We often use
relevant
materials
for
practice,
repetition, and drills.
Overlearning and automaticity. Once
the material or information is repeated
with a purpose, it can lead to
automaticity.
Distributed practice. We need to learn
things little by little and those that
come in chunks. Practice can be done
into relatively long and uninterrupted
periods called massed practice. On the
other hand, it can be spread over time

First Set:

Arrange the jumbled words based on the

given description.

NEOQIUTLA
This is
I responsible
R B I for
reducing cognitive
conflicts in order to
create a balanced
cognitive state. This is
made possible through
the complementary
processes of
assimilation and

Equilibration

ESMCEH
The knowledge
structure
responsible for our
ability to reason and
adapt to the
environment.

SCHEME

NAODIATPA
T
It refers to our attempt to
create an accurate view of
the world around us. It
means adjustment to the
demands of the
environment which occurs
in two basic and
complementary
processes: assimilation
and accommodation

ADAPTATION

SAONISTIA
MLI
This is the process of
fitting new
information into
existing schemes.

I
T
A
L
I
M
I
S
S
A
ON

TAOCICNOAMDM
O
This is a process of
modifying our
schemes in order to
interact with the
world around us.

ACCOMMODATION

MUSTIRLSACRTU
In the field of life,
there exist
totalities
(structures) distinct
from their parts and
improving on their
own organization

R
U
T
C
U
R
T
S
M
IS

L
A

Second Set:

oose from the lists below to iden

the words being described.

Choose from the lists below to identify the

words being described.
Deferred imitation
Long-term Memory System (LTM)
genetic epistemology
Short-term Memory System (STM)
Knowledge of objects
horizontal decalage
Knowledge of causation
Centration
Knowledge of space
Egocentricity
Knowledge of time
Mental imagery