Perception Using the Gestalt Principle, \"The Whole

Perception

Using the Gestalt principle, "The whole is greater than the sum of the parts," describe a preconceived perception of a college class, three details that you now know are different from your initial perception, and your continuing perception in spite of the details.

In church and in convocation, announcements are made that affect you. Instead of falling asleep, you need to pay attention to them! Label and describe four techniques the speaker could use to keep your attention, Using Attention theory from Gestalt.

You have come through stages of Piaget's cognitive development, in your professional beliefs and in your theological beliefs. Name and trace the development of any one of your beliefs through all four stages, giving at least one specific characteristic for each stage, using terms from the theory of Piaget. Even though you may not remember your cognitive development in every stage, trace what must have happened to you in each stage to allow your current functioning. In relation to this belief, what is the best stage for you to be in now, and why?

Sensorimotor Stage (extends from birth to the acquisition of language), Preoperational Stage (preoperatory thought, symbolic function, intuitive thought), Concrete Operational Stage (seriation, transitivity, decentering, etc.), Formal Operational Stage (adolescent geocentricism)

4.) Name three concepts from Vygotsky's theory and give examples of how they could help to raise your ZPD in the learning in college classes.

The concept of dialogue is very important to Vygotsky's Zone of Proximal Development (ZPD) theory. When an authority figure fitting Vygotsky's definition of a More Knowledgeable Other, such as a teacher, professor or mentor, engages in a dialog with a student, this conscious act of organizing and systemizing one's thought processes invariably aids the learning process. Vygotsky's concept of reciprocal learning stands in stark contrast to traditional transmissionist or instructionist learning. For Vygotsky, a reciprocal learning experience, in which teachers collaborate with their students to facilitate the construction of meaning, is extremely useful in raising one's ZPD. By actively engaging with one's instructor, lessons can be absorbed and comprehended at a higher rate, thus enabling the student to attain independence more rapidly. Both dialogue and reciprocal learning are examples of Vygotsky's concept of social interaction, which, in his own words states that the "very function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)" (Vygotsky 1978).