Summary For the study of the first year of life, Sander, Stern, and Gomez each chose the adult–infant relationship as the unit of analysis; they followed its development, respectively, in moments of meeting, in the proto-conversation and in the focus of attention. The authors explicitly refer to the Gestalt theory and support the need to interpret the behavior of the child as part of a wider context, as the experiences of a person in relation since birth.

Summary Since its first description, the imprinting phenomenon has been deeply investigated, and researchers can nowadays provide profound knowledge of its functioning. Here, I present how this peculiar form of early exposure learning can be used as a strategy to study animal cognition. Starting from imprinting as a social trigger for the domestic chick and combining it with the unique possibility of accurate control of sensory experiences in this animal model, I present evidence that in artificial environments, imprinting serves as (...) a rigorous test of the core domains of cognition. Whether basic cognitive concepts are already present at birth or whether they need extensive experience to develop are questions that can be addressed in precocial birds and still, following the tradition of the seminal works made by Lorenz, can inform on human cognitive processing. (shrink)

Summary Why and how is the Gestalt theorists’ concept of productive thinking particularly suitable for being applied to the educational question of how student motivation can be encouraged, thus providing an important condition for self-regulated, intrinsically motivated learning? An answer to this question has been sought using an approach to the fostering of text comprehension ability, based upon the features specific to productive thinking, originally identified by Wertheimer and Duncker. Firstly, these specific features are dealt with and their educational implications (...) compared with those deriving from the definitions of problem-solving used most frequently in educational research. Secondly, an analysis is made of the process by which the features specific to productive thinking are turned into the conditions for a kind of text analysis suitable for designing an instructional project aimed at enhancing text comprehension ability and, at the same time, encouraging intrinsic motivation and self-regulation on the part of the learner. Thirdly, an educational project centred on the thinking-aloud poor reader is described, where thinking aloud and reflection–response are combined in order to guarantee the maximum level of intrinsic motivation. In the concluding section, the most important features of the project are discussed in relation to reciprocal teaching and scaffolding. (shrink)

Summary In this article, classical writings of Kurt Lewin and Wolfgang Metzger concerning education for democracy and tolerance are presented. Starting with a definition of „group” and the discussion of the meaning of groups for the individual life, especially the experimental studies of Kurt Lewin, Ronald Lippitt and Raph K. White in 1937/38 on different group atmospheres under the influence of „democratic” vs. „autocratic” vs. „laissez faire” leading style are presented again, in order to give an example for the meaning (...) of atmosphere influences on personal development, creativity and aggression – all topics concerning actual school situations and the daily experience of pupils and teachers. The collection of writings concerning education for democracy and tolerance include some of Lewin’s writings on minority problems and Metzger’s fundamental thougts on political education as a special application of productive thinking in Wertheimer’s sense. Some possibilities of how to change prejudices and to develop tolerance in Lewin’s and Metzger’s sense are presented. As a conclusion, some ideas for actual school life and possibilities to make pupils tolerant and able to participate actively in a democratic society are developed. (shrink)

Summary In 1915 the Danish psychologist Edgar Rubin describes in his famous work on figure-ground perception, the phenomenon that when you look attentively at a picture, a second, virtual ego arises, breaking away from the viewer-ego to wander around in the picture along the contours of the depicted. In 1982, German Gestalt psychologist Edwin Rausch expanded this observation of the emergence of a second phenomenal ego to the conclusion that not only does a second phenomenal ego emerge, but with it (...) a second phenomenal total field, ie a second phenomenal world with its own phenomenal ego and an own phenomenal environment of this ego. Several years ago, I proposed a multi-field-approach in psychotherapy building on this research. This approach involves three levels: First, the level of phenomenological observation and psychological analysis of the conditions that determine the formation of such a second total field, regardless of whether this occurs spontaneously or intentionally or as a result of external influences. Second, the level of explanation of various psychic processes, which in the field of psychotherapy have been explained so far mainly on the basis of depth psychology, and the conceptualization of the therapeutic situation and therapeutic processes from a Gestalt psychological perspective. Third, finally, the level of practical application of such insights on the development of appropriate procedures and interventions that can promote or defer the emergence of such second or multiple fields in psychotherapy. The present article introduces the multi-field approach, especially at the first level, and refers to research and discussion on mind wandering, imagining, daydreaming and dissociation. (shrink)

Summary In Part 1 Small describes her discovery that an array of depicted cubes produces another and completely different illusion from that of a single cube. When a group of such cubes are viewed at an angle, they turn into rectangular boxes, and as the angle gets more severe, they become narrow ribbons. The illusion works only in one direction. In Part 2, Todorović manipulates the image to demonstrate various transformations and offers an explanation of how and why they work (...) the way they do. (shrink)

Summary Prägnanz was suggested by Max Wertheimer in the 1920s as subsuming all “Laws of Gestalt” as they apply to visual awareness. Thus, it assumes a prominent position in any account of Gestalt phenomena. From a phenomenological perspective, some visual stimuli evidently “have more Prägnanz” than others, so Prägnanz seems to be an intensive quality. Here, we investigate the intricacies that need to be faced on the way to a definition of formal scales. Such measures naturally depend both upon the (...) stimulus and upon the observer. Structural complexity bottlenecks of visual systems play a role, as well as the relevance to biological fitness, that is the affinity to the optical user interface. This positions the notion of Prägnanz squarely within the realm of biology. Indeed, the familiar “releasers” of ethology are singular cases of extremely high Prägnanz. (shrink)

Summary This article questions certain assumptions concerning film form made by the recent psychological film research and compares them to those of precursors of film psychology like Hugo Münsterberg and Rudolf Arnheim, as well as the principles of Gestalt psychology. It is argued that principles of Gestalt psychology such as those of ‘good form’ and good continuation are still underlying the psychological research of film, becoming particularly apparent in its approach to continuity editing. Following an alternative Gestalt genealogy that links (...) Gestalt theory with more recent dynamic models of brain activity and with accounts of brain complexity and neuronal synchronisation, the article concludes that psychological research on film needs to shift the focus from form to transformation, both in conceiving the perceptual and cognitive processing of films and in approaching film aesthetics more broadly. (shrink)

Summary This article presents the person–environment analysis as a framework for participatory and holistic research. By using common methods of qualitative research and analysis, it is possible to capture the present situation of a person. The person–environment analysis is built on Kurt Lewin’s field theory and a further development of its system of visual representation of the life space. It is argued that the person–environment analysis offers a frame to represent the perceived subjective situation of a person, which can be (...) used in research, yet offers the possibility of counseling and intervention. (shrink)

Summary This paper examines the experimentum crucis under the light of the Duhem’s holistic thesis. This methodological instrument is not usable in physics, because physical theories are always logically connected to many assumptions. On the contrary, it is usable in psychological research oriented to perceptual laws, when these laws are, without any hypothetical term, isolated systems. An application of experimentum crucis in Experimental Phenomenology of perception is presented. In conclusion, the role of perceptual knowledge as an essential assumption in other (...) scientific disciplines that have a high degree of theoricity is also underlined. (shrink)