Gestalt psychology today.

Köhler, Wolfgang

doi:10.1037/10049-014

Cited by 22 publications

(30 citation statements)

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“…The central nervous system is extended in space and can give rise to patterns of simultaneous activity which have a spatial quality. According to Kohler (1947): This accords with the data provided by relativity physics, but Koffka did not go on to deal with whatever geometrical properties behavioural space does have.…”

Section: 42(b) Gestalt Theorysupporting

confidence: 55%

The Hippocampus as a Cognitive Map

Routtenberg¹,

O’Keefe²,

Nadel³

1980

The American Journal of Psychology

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Section: 42(b) Gestalt Theorysupporting

confidence: 55%

The Hippocampus as a Cognitive Map

Routtenberg¹,

O’Keefe²,

Nadel³

1980

The American Journal of Psychology

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“…Most of them arrived in a behaviorist America where they failed to have any immediate influence as they were forced to make do on the fringes of the psychological academic establishment. 10 Despite their apparent marginality in a behaviorist environment they still had an important influence on the nascent cognitive developments (see, for example, Hochberg, 1968, andKöhler, 1959).…”

Section: The Birth and Failure Of American Behaviorismmentioning

confidence: 99%

Origins of the cognitive (r)evolution

Mandler

2002

J History Behavioral Science

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The well documented cognitive 'revolution' was to a large extent an evolving return to attitudes and trends that were present prior to the advent of behaviorism and that were alive and well outside of the United States, where behaviorism had not developed any coherent support.The behaviorism of the 1920 to 1950 period was replaced because it was unable to address central issues in human psychology, a failure that was inherent in part in J. B. Watson's founding manifesto with its insistence on the seamless continuity of human and nonhuman animal behavior. The 'revolution' was often slow and piece meal, as illustrated by four conferences held between 1955 and 1966 in the field of memory. With the realization that different approaches and concepts were needed to address a psychology of the human, developments in German, British and Francophone psychology provided some of the fuel of the 'revolution'.The facts of the cognitive revolution in psychology in mid 20th century have been well documented (see, for example, Baars, 1986;Greenwood, 1999, and on more special issues see Murray, 1995; Newell & Simon, 1972). What follows is intended as a further elaboration of those previous presentations. The adoption of, or return to, cognitive themes occured in other disciplines as well, for example in linguistics, but those developments are outside the scope of this presentation. Nor do I wish to treat in detail all areas of experimental psychology; I will concentrate on approaches to human memory. I wish to add the following four arguments to our general understanding of the events surrounding the cognitive resurgence: (1) Part of Watson's program prevented the success of behaviorism and contributed to its replacement. (2) The term 'revolution' is probably inappropriate --there were no cataclysmic events, the change occurred slowly in different subfields over some 10 to 15 years, there was no identifiable flashpoint or leader, and there were no Jacobins. (3) The behaviorist dogmas against which the revolution occurred were essentially confined to the United States. At the same time that behaviorism reigned in the U.S. structuralist, cognitive, and functionalist psychologies were dominant in Germany, Britain, France and even Canada. (4) Stimulus-response behaviorism was not violently displaced, rather as a cognitive approach evolved behaviorism faded because of its failure to solve basic questions about human thought and action, and memory in particular. The birth and failure of American behaviorismThe early 20th century in the United States was marked by a turning inward, a new American consciousness. 1 In science and philosophy the new 20th century was marked by a pragmatic, anti-theoretical preoccupation with making things work --a trend that was to find its expression in psychology in J. B. Watson's behaviorism. I add a remark of Alexis de Tocqueville's which is apposite of the behaviorist development and relates its origin to a more lasting tradition of American democracy: ' ... democratic people are always afraid...

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“…Köhler (1959) recounted the sense of discontent with associationist theories that accompanied the Gestalt movement in his presidential address to the American Psychological Association. In this address, he discussed the "prison" of "psychology as taught at the universities when we [the Gestalt psychologists] still were students" (pg.…”

Section: The History Of the Gestalt Concept Of Insightmentioning

confidence: 99%

“…And, in the last example, insight is defined as a problem solving process. The difficulty in pinning down a definition of insight is not surprising, because the Gestalt psychologists and later researchers often used this term in multiple ways (Chronicle, MacGregor, & Ormerod, 2004;Dominowski, 1981;Köhler, 1959;Weisberg, 1996). To get to the root of the concept of insight, it is useful to bring up the historical context in which it was first used (Ellen, 1982;Hergenhahn, 2009;Hergenhahn & Olson, 2005).…”

Section: What Is Insight?mentioning

confidence: 99%

Investigating Insight as Sudden Learning

Ash¹,

Jee²,

Wiley³

2012

The Journal of Problem Solving

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Abstract:Gestalt psychologists proposed two distinct learning mechanisms. Associative learning occurs gradually through the repeated co-occurrence of external stimuli or memories. Insight learning occurs suddenly when people discover new relationships within their prior knowledge as a result of reasoning or problem solving processes that re-organize or restructure that knowledge. While there has been a considerable amount of research on the type of problem solving processes described by the Gestalt psychologists, less has focused on the learning that results from these processes. This paper begins with a historical review of the Gestalt theory of insight learning. Next, the core assumptions of Gestalt insight learning theory are empirically tested with a study that investigated the relationships among problem difficulty, impasse, initial problem representations, and resolution effects. Finally, Gestalt insight learning theory is discussed in relation to modern information processing theories of comprehension and memory formation.

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Gestalt psychology today.

Cited by 22 publications

References 0 publications

The Hippocampus as a Cognitive Map

The Hippocampus as a Cognitive Map

Origins of the cognitive (r)evolution

Investigating Insight as Sudden Learning

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