{"id":923,"date":"2022-11-05T10:52:00","date_gmt":"2022-11-05T08:52:00","guid":{"rendered":"https:\/\/support.centreforelites.com\/cognitive-field-theory-of-learning-gestalt-theories\/"},"modified":"2024-04-06T09:26:10","modified_gmt":"2024-04-06T07:26:10","slug":"cognitive-field-theory-of-learning-gestalt-theories","status":"publish","type":"post","link":"https:\/\/support.centreforelites.com\/en\/cognitive-field-theory-of-learning-gestalt-theories\/","title":{"rendered":"COGNITIVE FIELD THEORY OF LEARNING &#8211; GESTALT THEORIES"},"content":{"rendered":"\n<figure class=\"wp-embed-aspect-16-9 wp-has-aspect-ratio wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube\"><div class=\"wp-block-embed__wrapper\">\n<iframe title=\"The Gestalt Theory of Learning | COGNITIVE FIELD THEORY OF LEARNING\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/-AdKyNSEho8?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman', serif; font-size: 11pt;\">Cognitive Field or Gestalt theory was formulated by a group of German Psychologists, namely&nbsp;<\/span><span style=\"font-family: 'Times New Roman', serif; font-size: 11pt;\">Max Wertheimer, Kurt Koffka, and Wolfgang Kohler<\/span><span style=\"font-family: 'Times New Roman', serif; font-size: 11pt;\">. The theory emphasizes insightful learning rather than mechanical conditioning. It is believed that meaningful learning can only take place through a sequence of problem-solving approach. In this article, you will learn how learning takes place through the application of logical principles and previous experience.<\/span><\/p>\n\n\n\n<figure class=\"wp-block-image\"><a href=\"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/4.jpg?ssl=1\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/4.jpg?ssl=1\" alt=\"COGNITIVE FIELD THEORY OF LEARNING - GESTALT THEORIES\" title=\"COGNITIVE FIELD THEORY OF LEARNING - GESTALT THEORIES\"\/><\/a><\/figure>\n\n\n\n<div style=\"clear: both; text-align: center;\"><\/div>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman', serif; font-size: 11pt;\">&nbsp;<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span style=\"mso-bookmark: _Toc487356369;\"><span style=\"mso-bookmark: _Toc508488950;\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">COGNITIVE FIELD THEORY OF LEARNING<\/span><\/b><\/span><\/span><\/h2>\n\n\n\n<p class=\"has-text-align-left\"><span style=\"font-family: 'Times New Roman', serif; text-align: justify;\">The views of many theorists were collected by Gestalt to formulate a cognitive field theory. Notable among them were Max Wertheimer, Kurt Koffka, and Wolfgang Kohler. Gestalt in German language means \u201corganization or fusion\u201d. This theory rejected the views that consider the learning process in an isolated form rather than in a total or holistic form. The theory does not support associating bits of experiences as postulated in the stimulus-response theories.&nbsp;<\/span><\/p>\n\n\n\n<p class=\"has-text-align-left\"><span style=\"font-family: 'Times New Roman', serif; text-align: justify;\">This theory is of the opinion that parts are configured or organized to make complete or meaningful experiences or impressions. The emphasis here is on the importance of experience, meaning, problem solving and the <a href=\"https:\/\/support.centreforelites.com\/en\/definition-of-growth-and-development\/\">development<\/a> of insights. The Gestalt therefore placed more credence on insightful learning rather than trial and error like that of <\/span><a style=\"font-family: 'Times New Roman', serif; text-align: justify;\" href=\"https:\/\/educom360.com\/the-thorndikes-theory-of-connectionism\/?swcfpc=1\" target=\"_blank\" rel=\"noopener\">Thorndike<\/a><span style=\"font-family: 'Times New Roman', serif; text-align: justify;\"> or mechanical conditioning as performed by Ivan Pavlov in his classical conditioning theory.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Insightful learning is hinged on the fact that animals undergo a series of problem-solving approach following a sequence of principles or logic and previous experience before arriving at a solution. In this theory, the cognitive or mental processes of the animals are regarded as the yardstick in the <a href=\"https:\/\/support.centreforelites.com\/en\/definition-of-growth-and-development\/\">development<\/a> of insightful learning.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">To establish this fact, Gestalt Psychologists performed several experiments using apes as subjects. In one of the experiments, an ape <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">(Sultan)<\/i><\/b> was put in a cage. This sultan was very intelligent. In the cage was a stool and banana, hung on the top of the box. Initially, several unsuccessful attempts were made by the apes to get the banana. Suddenly, sultan decided to pull out the stool and climbed it to pluck the banana from where it was hung. This type of learning is called insightful, because it involves problem-solving approach.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Another experiment was performed with several apes including sultan, put in the box with a banana and a stick lying outside the cage. Several experimental apes stretched their hands to pick the banana from outside but were unsuccessful. The brilliant one among them (sultan) devised a solution by picking the stick outside first and using it to draw the banana closer until its hand touched the banana.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The last experiment performed by Kohler on this insightful learning, was an extension of the second experiment. In this case, the apes were put in the cage; banana and two sticks (long and short) were lying outside. None of these two sticks could get to the banana unless by joining them together. The apes in the box made series of attempts to rake in the banana with the two sticks separately without succeeding. It was sultan who later manipulated and fixed the two sticks together before it could finally collect the banana. All these experiments indicated that learning cannot take place in a segregated way but in a complete form.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Insightful learning therefore adopts the following strategies in learning:<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">(a)<span style=\"mso-tab-count: 1;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span>identify and define the problem or task;<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">(b)<span style=\"mso-tab-count: 1;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span>formulate the hypotheses;<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">(c)<span style=\"mso-tab-count: 1;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span>come out with different solutions;<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">(d)<span style=\"mso-tab-count: 1;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span>select \/implement the viable solution; and<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">(e)<span style=\"mso-tab-count: 1;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span>evaluate \/ appraise the selected solution or revisit the problem.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">&nbsp;<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Differences between Behaviourists and Gestalt Theories of Learning<\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">&nbsp;<\/span><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td>\n<p style=\"line-height: 115%; margin-bottom: 0cm; mso-yfti-cnfc: 5; text-align: justify;\"><b><span style=\"color: white; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-themecolor: background1;\">BEHAVIOURISTS THEORIES<\/span><\/b><\/p>\n<\/td><td>\n<p style=\"line-height: 115%; margin-bottom: 0cm; mso-yfti-cnfc: 1; text-align: justify;\"><b><span style=\"color: white; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-themecolor: background1;\">GESTALT THEORIES<\/span><\/b><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 115%; margin-left: 27pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-yfti-cnfc: 68; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">1.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">Response is programmed i.e. mechanical<\/span><\/b><\/p>\n<\/td><td>\n<p style=\"line-height: 115%; margin-bottom: 0cm; mso-yfti-cnfc: 64; text-align: justify;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Response is systematic and organised in cognitive structure.<\/span><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 115%; margin-left: 27pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-yfti-cnfc: 4; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">2.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">This learning takes place through trial and error or trial and success<\/span><\/b><\/p>\n<\/td><td>\n<p style=\"line-height: 115%; margin-bottom: 0cm; text-align: justify;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The learning process is based on the problem-solving approach<\/span><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 115%; margin-left: 27pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-yfti-cnfc: 68; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">3.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">Learning is temporal. <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/types-of-operant-conditioning-procedures.html\" target=\"_blank\" rel=\"noopener\">Extinction<\/a> can set in if the learning is not reinforced<\/span><\/b><\/p>\n<\/td><td>\n<p style=\"line-height: 115%; margin-bottom: 0cm; mso-yfti-cnfc: 64; text-align: justify;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Learning is permanent experience gained and can be used or transferred into another related task.<\/span><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 115%; margin-left: 27pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-yfti-cnfc: 4; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">4.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">The result or outcome is the ultimate of the behaviourists <\/span><\/b><\/p>\n<\/td><td>\n<p style=\"line-height: 115%; margin-bottom: 0cm; text-align: justify;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Gestalt are more interested in the processes and justification of a task.<\/span><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 115%; margin-left: 27pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-yfti-cnfc: 68; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">5.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">In this type of learning, learner becomes onlooker (passive) while he is being manipulated or subjected to a particular condition.<\/span><\/b><\/p>\n<\/td><td>\n<p style=\"line-height: 115%; margin-bottom: 0cm; mso-yfti-cnfc: 64; text-align: justify;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The learner plays an active part in gestalt learning. The learner is involved in finding out the solutions to the problems being investigated.<\/span><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 115%; margin-left: 27pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-yfti-cnfc: 4; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">6.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">This type of learning is simple. It is good for elementary learning<\/span><\/b><\/p>\n<\/td><td>\n<p style=\"line-height: 115%; margin-bottom: 0cm; text-align: justify;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Gestalt learning is a complex one. It is good for higher thinking. It is good where the learner will have to reason logically and analytically before having a meaning solution to the problem.<\/span><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 115%; margin-left: 27pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-yfti-cnfc: 68; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">7.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">Behaviourists believe more on teacher-centeredness. Most of the processes to the solution are done by the teacher.<\/span><\/b><\/p>\n<\/td><td>\n<p style=\"line-height: 115%; margin-bottom: 0cm; mso-yfti-cnfc: 64; text-align: justify;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Cognitive theorists emphasize learner-centred approach. They believe in the \u201cdoing it yourself\u201d system.<\/span><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 115%; margin-left: 27pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-yfti-cnfc: 4; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">8.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">There is no association or interrelatedness of the problems.<\/span><\/b><\/p>\n<\/td><td>\n<p style=\"line-height: 115%; margin-bottom: 0cm; text-align: justify;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">This theory organises the problems so that the learners can know the relationship between or among them. e.g. in one of the experiments, Gestalt placed banana and sticks side by side to show their relationship.<\/span><\/p>\n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span style=\"mso-bookmark: _Toc508488951;\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7pt 'Times New Roman';\">&nbsp;<\/span><\/span><\/span><\/b><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">CLASSROOM IMPLICATIONS OF GESTALT THEORY<\/span><\/b><\/span><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><a name=\"_Toc508488951\"><\/a><\/h3>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">1.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">This theory has developed the concept that learners have different needs and concerns at different times, and that they have subjective interpretations in different contexts.<\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">2.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">The teacher should realize the importance of instructional aids during teaching-learning activities, hence he\/she should make use of teaching aids for meaningful learning in the classroom.<\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">3.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">The teacher should make his\/her teaching more participatory to the students. It is on this basis that the teacher will be able to discover the hidden talents in his\/her students.<\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">4.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">If the classroom experiences of the students are related, students will be able to transfer the gained experience into future learning. This will then promote interrelatedness.<\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">5.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">The teacher should not neglect the use of motivational strategies in teaching-learning activities. This reinforcement will stimulate the efforts of the students in the classroom.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Cognitive Field or Gestalt theory was formulated by a group of German Psychologists, namely\u00a0Max Wertheimer, Kurt Koffka, and Wolfgang Kohler. 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