GRAD SCHOOL PAPER: Theory Comparisons

Abstract: This research paper investigates a compelling case study wherein a woman, once an adept home cook, has experienced a significant shift in dietary habits following a career change and relocation. Employing the Gestalt learning theory and Bruner's discovery learning theory, the study explores theoretical frameworks to understand the cognitive processes underlying her transition to processed foods and subsequent weight gain. A Gestalt-based intervention is proposed, focusing on perceptual reorganization and holistic awareness. The conclusion emphasizes the importance of considering cognitive restructuring in interventions, particularly when addressing health-related decisions during life transitions. This research contributes to our understanding of tailored interventions informed by theoretical frameworks, highlighting the significance of recognizing the holistic nature of learning for promoting sustained lifestyle changes.

Theory Comparison

In this research paper, we delve into a compelling case study that explores the intricate dynamics of an individual's experience with cooking and its profound impact on her health. Our subject, a seasoned homemaker with a longstanding history of preparing wholesome meals for her family, has recently undergone a significant career transition in the past five years. Surprisingly, she has shifted towards relying on processed foods for snacks and meals, resulting in a noticeable increase in her weight. Recognizing the importance of weight management, her doctor has recommended a plan for weight loss, to which she willingly agrees. However, despite her understanding and agreement with the weight loss plan, she consistently struggles with implementing and adhering to it. This case study prompts an exploration of the underlying cognitive processes at play, drawing on the insights provided by Gestalt learning theory. Additionally, we explore the relevance of Bruner's discovery learning theory, seeking insights into the individual's capacity to actively construct and apply knowledge in the context of dietary choices and weight management. Through these theoretical lenses, we aim to shed light on the cognitive processes influencing her decision-making and the challenges encountered in the pursuit of a healthier lifestyle.

Learning Theories

The first learning theory we will look at is the Gestalt learning theory, and it is grounded in the assumption that learning is an active, holistic process where individuals organize information into meaningful patterns (Vitello & Salvi, 2023). It posits that learners perceive information as a whole, emphasizing insightful understanding and the sudden grasping of relationships. The theory's strength lies in its focus on perception, insightful learning, and application to problem-solving situations. However, it faces limitations, including a lack of strong empirical evidence, the potential overemphasis on insightful learning at the expense of gradual processes, and the subjective nature of individual perception and interpretation in applying its principles. Critics argue that these limitations challenge the theory's overall applicability and scientific rigor (Wagemans et al, 2012).

The second learning theory we will be looking at is: Bruner's Discovery Learning Theory, which is grounded in the assumption that learning is an active, exploratory process wherein individuals construct their own knowledge through firsthand experiences (Pappas, 2014). The theory highlights the strength of discovery, emphasizing that learners benefit from actively uncovering information rather than passively receiving it. It promotes critical thinking and problem-solving skills, fostering a deeper understanding of concepts (Rai, n.d.). One of its key strengths lies in the recognition of individualized learning experiences, acknowledging that personal relevance enhances retention. However, critics argue that the theory may lead to misconceptions if learners lack sufficient background knowledge or if guidance is insufficient. Additionally, the time-consuming nature of discovery learning and the varying degrees of guidance required for optimal understanding pose limitations. Despite these critiques, the theory underscores the importance of active engagement and personalized exploration in the learning process.

Analyze the Ability of Each Theory to Explain and Predict a Case

In the context of the Gestalt learning theory, the woman in our case study has likely undergone a process of perceptual reorganization regarding her dietary habits and health. Gestalt theory posits that individuals perceive information as a whole, organizing experiences into meaningful patterns (Interaction Design Foundation, 2016). Initially, her culinary expertise and commitment to preparing wholesome meals for her four children, her husband and herself represent a coherent gestalt of health-conscious behavior. However, with the career transition, the recent move to the city, and the subsequent reliance on processed foods, a perceptual shift occurs. The woman becomes aware of the incongruence between her current dietary choices and the holistic gestalt of a healthy lifestyle. This realization serves as a catalyst for the need to make a change, as the discrepancy disrupts the equilibrium of her previously established health-oriented gestalt.

Moving forward, drawing from Gestalt principles, we can hypothesize that the woman's next step involves the reorganization of her cognitive and behavioral gestalts (Wagemans et al, 2012). This may manifest as a restructuring of her perceptions about the relationship between dietary choices and overall well-being. The gestalt switch could lead to a more integrated and coherent understanding of the importance of maintaining a healthy lifestyle. The woman might engage in active problem-solving, seeking ways to align her dietary habits with the gestalt of health. This could involve exploring new cooking techniques, experimenting with nutritious recipes, and gradually incorporating healthier food choices into her routine. By leveraging the holistic nature of Gestalt learning, we predict that the woman will embark on a transformative journey, aligning her perceptions, behaviors, and goals to create a more harmonious gestalt of a healthy lifestyle (Cherry, 2022).

In the framework of Bruner's Discovery Learning theory, the woman in our case study has likely undergone a process of active exploration and personal discovery regarding the need for a change in her dietary habits (Bennett, Dalgarno & Kennedy, 2014). According to Bruner, learning is most effective when individuals are actively engaged in the discovery of new information (Main, 2023). In this case, the woman's career change and the relocation to the city might have presented novel challenges and opportunities, prompting her to explore alternative dietary options.

The initial shift towards processed foods can be viewed as a form of exploration and experimentation in her new environment. Through this discovery process, the woman may have encountered the convenience and accessibility of processed foods, leading to their incorporation into her routine. However, as her weight increased and health concerns emerged, she engaged in a more reflective phase of discovery learning. The recognition of the need for a change in dietary habits can be seen as a result of her active exploration of the consequences of her choices.

Predicting the next steps using Bruner's Discovery Learning theory, we hypothesize that the woman will continue to engage in an iterative process of exploration and reflection (Pappas, 2014). This may involve seeking information about healthier dietary options, experimenting with new cooking methods, and gradually integrating nutritious choices into her family's meals. Bruner emphasizes the role of scaffolding, and in this context, support from healthcare professionals, nutritionists, or peers could serve as valuable guidance during her learning journey (Teach Thought Staff, 2014). The woman's next steps may include setting specific, achievable goals for dietary changes, reflecting on the outcomes, and refining her approach based on the feedback received. Through this ongoing process of discovery learning, we anticipate that the woman will actively construct knowledge about maintaining a healthy lifestyle, aligning her dietary choices with the evolving needs of her family in their new urban setting.

Analyze an Intervention

One intervention grounded in Gestalt learning theory to address the challenge presented in the case study involves fostering holistic awareness and restructuring the woman's perceptions of her dietary habits (U.S. Department of Health and Human Services, 1999). Employing Gestalt principles, an intervention could entail guided reflection sessions that encourage the woman to explore the interconnectedness of her lifestyle choices and overall well-being. During these sessions, she could be prompted to reflect on the gestalt of her previous health-conscious cooking practices and compare it with the current gestalt dominated by processed foods. Through facilitated dialogue, she may gain insights into the incongruence between her desired healthy lifestyle and the actual choices she has made. Visualization exercises, such as creating mind maps or diagrams representing the holistic nature of health, could further enhance her understanding (Vitello & Salvi, 2023). By engaging in this reflective process, the woman may undergo a perceptual reorganization, leading to a heightened awareness of the need for dietary changes. This intervention aligns with Gestalt learning theory by emphasizing the importance of holistic perception and the organization of experiences to facilitate a transformative shift in the woman's cognitive and behavioral gestalts.

The intervention grounded in Gestalt learning theory is particularly suited for this case study due to its emphasis on holistic perception and reorganization of experiences. Gestalt theory underscores the importance of individuals perceiving information as a whole, and in this case, the woman's challenge involves a discrepancy between her previous health-conscious gestalt and her current reliance on processed foods. The guided reflection sessions and visualization exercises provided by the intervention target the woman's perceptual reorganization, helping her recognize the incongruence and prompting a transformative shift in her understanding.

On the other hand, an intervention based on Bruner's discovery learning theory might focus more on the woman's active exploration and experimentation with healthier dietary options (Pappas, 2014). While Bruner's theory is valuable for encouraging active engagement and personal discovery, it may not directly address the perceptual reorganization needed to bridge the gap between the woman's current choices and her desired healthy gestalt. The iterative nature of Bruner's approach might lead to trial and error, potentially delaying the woman's realization of the holistic impact of her dietary habits on her well-being.

In summary, the Gestalt-based intervention is better suited for this case study as it directly targets the perceptual shift required, aligning with the woman's need to perceive and understand her dietary choices as part of a cohesive whole, facilitating a more immediate and transformative impact for not only herself, but her four children and her husband as well.

Conclusion

In conclusion, the exploration of the case study within the frameworks of Gestalt learning theory and Bruner's discovery learning theory has provided valuable insights into the cognitive processes underlying an individual's dietary choices and health-related decisions. The Gestalt-based intervention, focusing on perceptual reorganization and holistic awareness, emerges as a targeted and effective approach to address the woman's challenge of transitioning from health-conscious cooking to a reliance on processed foods. By emphasizing the importance of holistic perception and the organization of experiences, the intervention aims to facilitate a transformative shift in the woman's understanding of her dietary habits. While Bruner's discovery learning theory encourages active exploration and experimentation, the iterative nature of this approach may not directly address the perceptual reorganization needed in this case. This research contributes to our understanding of how theoretical frameworks can inform interventions tailored to individual learning processes. It highlights the significance of considering cognitive restructuring and perceptual shifts in promoting behavior change, particularly in the context of health-related decisions.

References

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Cherry, K. (2022). What is Gestalt Psychology? Very Well Mind. Retrieved from: https://www.verywellmind.com/what-is-gestalt-psychology-2795808

Interaction Design Foundation—IxDF. (2016). What Are the Gestalt Principles? Interaction Design Foundation—IxDF. Retrieved from: https://www.interaction-design.org/literature/topics/gestalt-principles#:~:text=Gestalt%20Principles%20are%20principles%2Flaws,pleasing%20and%20easy%20to%20understand.

Main, P. (2023). Jerome Bruner’s Theories. Structural Learning. Retrieved from: https://www.structural-learning.com/post/jerome-bruners-theories

Pappas, C. (2014). Instructional Design Models and Theories: The Discovery Learning Model. eLearning Industry. Retrieved from: https://elearningindustry.com/discovery-learning-model#:~:text=Discovery%20Learning%20was%20introduced%20by,facts%2C%20correlations%20and%20new%20truths.

Rai, A. (n.d.) Discovery Learning: Bruner. HCPG College. Retrieved from: https://www.hcpgcollege.edu.in/sites/default/files/DISCOVERY%20LEARNING-21-01-2022.pdf

Teach Thought Staff. (2014). Learning Theories: Jerome Bruner on The Scaffolding of Learning. Teach Thought. Retrieved from: https://www.teachthought.com/learning/jerome-bruner/

U.S. Department of Health and Human Services. (1999). Brief Interventions and Brief Therapies for Substance Abuse. U.S. Department of Health and Human Services. Treatment Improvement Protocol (TIP) Series 34, page 23. Retrieved from: https://store.samhsa.gov/sites/default/files/sma12-3952.pdf

Vitello, M., & Salvi, C. (2023). Gestalt’s Perspective on Insight: A Recap Based on Recent Behavioral and Neuroscientific Evidence. National Library of Medicine, Journal of Intelligence. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10743969/#:~:text=The%20Gestalt%20School%20of%20Psychology,than%20perceived%20as%20isolated%20elements.

Wagemans, J., Elder, J. H., Kubovy, M., Palmer, S. E., Peterson, M. A., Singh, M., & Von der Heydt, R. (2012). A Century of Gestalt Psychology in Visual Perception I. Perceptual Grouping and Figure-Grounding Organization. National Library of Medicine. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3482144/