INSIGHT LEARNING
WOLFGANG KOHLER
INSIGHT LEARNING
• IS THE SUDDEN PRODUCTION OF A NEW
ADAPTIVE RESPONSE THAT IS NOT
DERIVED BY TRIAL AND ERROR BEHAVIOR.
IS A SOLUTION TO A PROBLEM BY A
SUUDENN ADAPTIVE REORGANIZATION OF
EXPERIENCE
• IS WHEN ONE CAN GAUGE MORE OR LESS
THE IMMEDIATE EFFECTS OF INITIAL ACTS
BASED ON PAST EVENTS OR EXPERINCES.
• IS THE APPERANCE OF A COMPLETE
SOLUTION TO THE WHOLE LAYOUT OF THE
FIELD.
THE PROCESS OF LEARNING
1. SURVEYING RELEVANT CONDITION OF
THE RPESENTED STIMULUS AND SEEKING
THEIR RELATIONSHIP.
2. DTERMINING THE “ INSTRUMENTAL VALUE
OF TOOL, EITHER OBJECT OR
INFORMATION, AS MEANS OF SOLVING
PROBLEM OR ACHIEVING A GOAL.
3. THE SOLUTION COMES SUDDENLY. “
EUREKA EXPERIENCE (AHA!)
HOW DOES INSIGHT LEARNING
OCCUR?
NOT EVERYONE CAN EASILY DEVELOP
INSIGHT. INTELLIGENCE AND
EXPERIENCES ARE FACTORS TO THE
DEVELOPMENT OF INSIGHT. INSIGHT MAY
MEAN BRIGHT IDEA. IT COULD BE
PREVIOUS LEARNING APPLIED TO NEW
SITUATION. A PERSON WHO HAS KIND OF
LEVEL OF INTELIGENCE AND EXPERIENCE
CAN EASILY SOLVE PROBLEMS BY
RECOGNIZING THE RELATIONSHIP OF THE
ELEMENTS IN THE SITUATIONS
EXAMPLE
A WOMAN WHO LIVED IN A SMALL
TOWN MARRIED TWENTY DIFFERENT
MEN IN THAT SAME TOWN, ALL OF
THEM ARE STILL LIVING, AND SHE
NEVER DIVORCED ANY OF THEM. YET
SHE BROKE NO LAWS. HOW COULD
SHE DO THIS?
CRITICAL ELEMENT:
MARRIED- USE HERE TO DESCRIBE THE
PERFORMANCE OF THE MARRIAGE
CEREMONY
-THE WOMAN INVOLVED HERE WAS A
MINISTERED WHO MARRIED THE MEN( OR
PERFORMED THE MARRIAGED CEREMONY)
- THE WOMAN WAS AN ACTRESS WHO
MARRIED THE MEN IN HER ROLE AS AN
ACTRESS.
JEAN PIAGET
He proposed that children's thinking does not
develop entirely smoothly: instead, there are
certain points at which it "takes off" and moves
into completely new areas and capabilities. He
saw these transitions as taking place at about 18
months, 7 years and 11 or 12 years. This has
been taken to mean that before these ages
children are not capable (no matter how bright)
of understanding things in certain ways, and has
been used as the basis for scheduling the school
curriculum. Whether or not should be the case is
a different matter.
PIAGETS IDEAS
Adaptation What it says: adapting to the world
through assimilation and accommodation
Assimilation The process by which a person
takes material into their mind from the
environment, which may mean changing the
evidence of their senses to make it fit.
Accommodation The difference made to one's
mind or concepts by the process of assimilation.
Note that assimilation and accommodation go
together: you can't have one without the other.
• Classification The ability to group objects
together on the basis of common features.
• Class Inclusion The understanding, more
advanced than simple classification, that some
classes or sets of objects are also sub-sets of a
larger class.
• Conservation The realisation that objects or
sets of objects stay the same even when they
are changed about or made to look different.
• DecentrationThe ability to move away from one system
of classification to another one as appropriate.
• Egocentrism The belief that you are the centre of the
universe and everything revolves around you: the
corresponding inability to see the world as someone else
does and adapt to it. Not moral "selfishness", just an
early stage of psychological development.
• Operation The process of working something out in your
head. Young children (in the sensorimotor and pre-
operational stages) have to act, and try things out in the
real world, to work things out (like count on fingers):
older children and adults can do more in their heads.
• Schema (or scheme) The representation
in the mind of a set of perceptions, ideas,
and/or actions, which go together.
• Stage A period in a child's development in
which he or she is capable of
understanding some things but not others
Stages of Cognitive Development
Sensori-motor
(Birth-2 yrs) Differentiates self from objects
Recognises self as agent of action and begins to
act intentionally
Pre-operational
(2-7 years) Learns to use language and to
represent objects by images and words
Thinking is still egocentric: has difficulty taking
the viewpoint of others Classifies objects by a
single feature
Pre-operational
(2-7 years) Learns to use language and to
represent objects by images and words
Thinking is still egocentric: has difficulty
taking the viewpoint of others Classifies
objects by a single feature
Concrete operational
(7-11 years) Can think logically about
objects and events Achieves conservation
of number (age 6), mass (age 7), and
weight (age 9) Classifies objects
according to several features and can
order them in series along a single
dimension such as size.
Formal operational
(11 years and up) Can think logically about
abstract propositions and test hypotheses
systemtically Becomes concerned with
the hypothetical, the future, and
ideological problems
MEANINGFUL VERBAL
LEARNING
DAVID AUSUBEL
Theory
• Ausubel, whose theories are particularly relevant
for educators, considered neo-behaviorist views
inadequate. Although he recognized other forms
of learning, his work focused on verbal learning.
He dealt with the nature of meaning, and
believes the external world acquires meaning
only as it is converted into the content of
consciousness by the learner.
Meaningful Learning Contrasted with Rote Learning
Type of Learning - Characteristics
• Meaningful Learning:
– Non-arbitrary, non-verbatim, substantive
incorporation of new knowledge into cognitive
structure.
– Deliberate effort to link new knowledge with
higher order concepts in cognitive structure
– Learning related to experiences with events or
objects.
– Affective commitment to relate new knowledge to
prior learning.
• Rote Learning:
– Arbitrary, verbatim, non-substantive
incorporation of new knowledge into
cognitive structure.
– No effort to integrate new knowledge with
existing concepts in cognitive structure.
– Learning not related to experience with
events or objects.
– No affective commitment to relate new
knowledge to prior learning.
Meaningful Learning
Rote Learning
