10 - Gestalt Psychology Flashcards
Ernst Mach
Some perceptions are independent of the elements of sensory experience
Space form: a triangle is still a triangle whether it is red or blue, big or small, acute or obtuse
Time form: a melody remains the same regardless of volume, key, or tempo
Three major principles of Gestalt theory
- The whole is different from the sum of its parts
- Consciousness is a function of structured forms (Gestalts) and invariant processes of the brain
- Perceptions are organized into the simplest meaningful whole (Law of Prägnanz or Minimum Principle)
Christian Von Ehrenfels
Proposed that perceptions contain form qualities (Gestaltqualitäten) that are not found in the sensations that make up the perception
Force fields
Study came up because some not all properties of magnetic fields could be explained by Newtonian physics. Anything that happens in a force field influences everything else in the field
Phi phenomenon
Max Wertheimer’s article; things that are perceived as unconscious inference
Mechanized behavior
Behavior that initially was either intelligent or occurred by chance, but has become automatic by repetition
Intelligent behavior
Behavior appropriate to a new situation and relatively independent of past experience
Insight (Einsicht)
The problem had been seen in a different way; perceptual restructuring had occurred
Perceptual organization principles
First introduced by Wertheimer to help explain the phenomena of apparent motion
Law of Prägnanz
Minimum Principle/Law of Simplicity
Ultimate meaning of an experience and the tendency to organize cognitive in a way as good and meaningful as the situation allows. Explanation that just makes the most sense
Figure-ground principle
The figure is the part of the perceptual field that is attended to, the ground is the remainder. Figure and ground cannot be perceived at the same time
Principle of continuity
Perceptual tendency to follow elements of a figure that appear to be going in some direction
Principle of proximity
Perceptual tendency to perceive elements close (proximal) to one another in space or time as a perceptual unit
Principle of similarity
The tendency to group together elements that are physically similar
Principle of closure
The tendency to make an incomplete perception whole. Also allows for the meaningful perception of speech or writing with missing elements. Also accounts for the difficulty of proof reading, as readers tend to see what is supposed to be there
Principle of inclusiveness
The tendency to perceive only the larger figure when a smaller figure is embedded within it, even if the smaller figure is more familiar
Principles of cognitive organization
- psychophysical isomorphism: underlying brain activity for apparent motion and actual motion must be essentially the same because they both lead to the same perception of motion: map vs actual city as an isomorphic relationship
- behavioral versus geographical environments: consciousness consists of the brain activity associated with sensory information, so our perceptions and/or actions at a given moment are governed by the brain rather than the actual physical world
Geographical environment
Objective reality and what is actually there
Behavioral environment
Subjective reality and what is perceived to be there
Cognitive trial and error
Patterns of brain activity are arranged in the simplest possible form in a state of balance related to force fields. A problem disrupts this balance and creates disequilibrium which creates tension in the system until the problem is solved (insight)
Productive thinking
Wertheimer: problem solving should proceed from the top down, providing a big picture to organize the particulars into a good Gestalt. The whole problem should be presented in the beginning without hiding the solution, which forces errors until the solution is found. If a pattern is found learning becomes easier
Field theory
The name given to Lewin’s psychological system
Used by Lewin to explain behavior in terms of the interaction of a person’s needs and a field of psychological forces
A person’s (P) behavior (B) is a function of his or her interaction with the psychological environment (E) or B = f(PE)
Life space
Psychological environment: composed of all the influences acting on a person at any given time
Psychological facts
The influences acting on a person at any given time; can be internal, external, memories of prior experiences, or even imaginary); must be in a person’s conscious awareness
Foreign hull
Anything that is not a part of the life space at a given point in time
Conflict
Occurs when there is tension within one’s life space and leads to disequilibrium
Approach-approach conflict
Occurs when there are two goals, each with positive valence.
-buying a car in which you like both
Avoidance-avoidance conflict
Occurs when two goals both have negative valence.
-You despise a course and are repelled by the idea of studying for it but will fail it if you don’t.
May lead to attempts to escape or failure to act at alle
Approach-avoidance conflict
Occurs when one goal has both positive and negative valence
-want to get married eventually but don’t want to lose the independence of being single
Authoritarian group
The leader decided all policy, dictated the activity and the steps to complete it one at a time, told each group member who to work with and what to do, provided personal praise and criticism and remained aloof from the group.
The boys were submissive, failed to take any initiative, expressed disinterest in the task and produced inferior products. They showed more aggression when the leader was not in the room and targeted disliked members
Democratic group
Policies were up to the group discussion, the leader provided general steps to the goal and advice when needed, the members chose who to work with and divided up the tasks, and praise and criticism were objective.
The boys were more task oriented, motivated and produced the best products.
Laissez-faire group
Members were given complete freedom to make decisions with minimal leader participation. The leader provided the necessary supplies and said he would answer questions and then left the group on its own, made few comments unless asked a question and provided no feedback.
Little was accomplished and much of their time was spent trying to decide what to do. They also tended to display frustration and hostility.
Action research
Designed to promote social change
