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1
Poulaki, Maria. "The ‘Good Form’ of Film." Gestalt Theory 40, no. 1 (April 1, 2018): 29–43. http://dx.doi.org/10.2478/gth-2018-0004.
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Summary This article questions certain assumptions concerning film form made by the recent (neuro)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.
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Quinn, Paul C., Ramesh S. Bhatt, Diana Brush, Autumn Grimes, and Heather Sharpnack. "Development of Form Similarity as a Gestalt Grouping Principle in Infancy." Psychological Science 13, no. 4 (July 2002): 320–28. http://dx.doi.org/10.1111/1467-9280.00459.
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Given evidence demonstrating that infants 3 months of age and younger can utilize the Gestalt principle of lightness similarity to group visually presented elements into organized percepts, four experiments using the familiarization/novelty-preference procedure were conducted to determine whether infants can also organize visual pattern information in accord with the Gestalt principle of form similarity. In Experiments 1 and 2, 6- to 7-month-olds, but not 3- to 4-month-olds, presented with generalization and discrimination tasks involving arrays of X and O elements responded as if they organized the elements into columns or rows based on form similarity. Experiments 3 and 4 demonstrated that the failure of the young infants to use form similarity was not due to insufficient processing time or the inability to discriminate between the individual X and O elements. The results suggest that different Gestalt principles may become functional over different time courses of development, and that not all principles are automatically deployed in the manner originally proposed by Gestalt theorists.
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Greenwood, John D. "On Two Foundational Principles of the Berlin School of Gestalt Psychology." Review of General Psychology 24, no. 3 (January 13, 2020): 284–94. http://dx.doi.org/10.1177/1089268019893972.
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In this article, I consider what I have long taken to be the two foundational principles of the Berlin School of Gestalt psychology, namely, that perceptual configurations are “distinguishable from” or “other than” the elements from which they are configured and that the identity of such “elements” is determined by their relation to other elements within perceptual configurations. Yet, while it seems clear that Max Wertheimer (1880–1943), Kurt Koffka (1886–1941), and Wolfgang Köhler (1887–1967) were all committed to the first principle, it is less clear that they were committed (or were all committed) to the second principle. This is perhaps not surprising because commitment to the second principle would seem to undermine the first principle. I note that Wilhelm Wundt (1832–1920) appears to have been one of few psychologists clearly committed to the second principle, which is perhaps why, despite appearances to the contrary, he does not seem to have been committed to the first principle. Finally, I discuss some questions raised by this analysis and relate it to recent developments in theoretical psychology and a perennial question in social psychology.
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Zhao, Dandan, and Bo Pan. "Psychological Cognition and Thinking Needs in Visual Communication Design." E3S Web of Conferences 236 (2021): 05070. http://dx.doi.org/10.1051/e3sconf/202123605070.
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The visual information design refers to the communication and exchange with the real world through the graphic signification. The understanding of a graph is a visual recognition process of the graphic object. The audience can feel the intangibility of the design work behind the tangibility during the transmission, perception, communication and resonance processes. The unconscious mind of the audience is aroused under the visual impact, thus reaching the goal of transmitting the concept of information appeal. Influenced by the holistic view of the Gestalt Psychology, the modern cognitive psychology highlights the comprehensive analysis of human cognitive process, while Gestalt psychologists lay the emphasis on the integrity of experience and behavior. According to the principle of Gestalt Psychology, the form perceived is not the direct imitation of an objective thing, but instead, it is the perceptual construction activity when eyes capture the thing. As a manifestation system in the visual perception research field, the Gestalt Psychology teases the related perceptual organization principles for the human cognitive process and promotes the development of the visual perception researches. Based on the Gestalt Psychology, it is proposed in this research to study psychological phenomena from the holistic dynamic structure, explore the visual information design, and exploit the design field of view and creative thinking, in an effort to form a new design philosophy which will play an important role in improving the aesthetic effect and visual impact of the design work.
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Eden Ünlü, Seda, and Ahmet Serkan Ece. "Reading notation with Gestalt perception principles." Journal of Human Sciences 16, no. 4 (December 27, 2019): 1104–20. http://dx.doi.org/10.14687/jhs.v16i4.5822.
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Based on the idea that Gestalt psychology is ‘more than all the components that make up it’, the emphasis is on the similarities of the brain's functioning during perception, as in reading text. Just as the brain perceives similar letters as holistic rather than one by one, it can be predicted that this happens during the musician's reading score.
Parallel to Gestalt auditory perception research, musicians are thought to benefit from Gestalt perception principles, without consciousness, in the first reading (sight-reading) of notes and later in practice. However, conscious perception of these principles by musicians may be considered to contribute positively during and after their sight-reading.
The aim of this study is to explain various Gestalt perception principles which are supposed to be related to music and to reveal examples of these principles on notation reading. The data obtained from the qualitative research methods through literature review were explained with six basic laws, “Figure–Ground”, “Proximity”, “Similarity”, “Symmetry”, “Simplicity” and “Continuity”. In the creation of the samples, the principles of visual perception and the motif, sentence period structures and analyzes, tonic - dominant sentence expressions, tempo and nuance terms that are also included in the auditory perception in music have been related, and it has been attached importance to its concretization with visual perception.
Extended English summary is in the end of Full Text PDF (TURKISH) file.
Özet
Gestalt psikolojinin, ‘bütün, kendisini oluşturan parçaların bir araya gelmesinden daha fazlasıdır’ düşüncesi ile yola çıkarak, tıpkı metin okumada olduğu gibi, nota okumada da beynin algılama esnasındaki işleyişlerinin benzerliklerine vurgu yapılmaktadır. Nasıl ki, beyin birbirine benzer harfleri tek tek okumak yerine bütüncül olarak algılamaktaysa, söz konusu bu durumun müzisyenlerin nota okuma sırasında da gerçekleşmekte olduğu öngörülebilir.
Gestalt işitsel algı araştırmalarına paralel olarak, müzisyenlerin nota ilk okuma (deşifre) ve daha sonraki pratiklerinde, Gestalt algı ilkelerinden, bilincinde olmaksızın, faydalandıkları düşünülmektedir. Bununla birlikte müzisyenler tarafından bu ilkelerin bilinçli olarak algılanması, onların deşifre yapmaları sırasında ve sonraki performanslarında, olumlu yönde katkı sağlayabileceği düşünülebilir.
Bu araştırma, müzik ile ilişkili olabileceği varsayılan çeşitli Gestalt algı ilkelerini açıklayarak, bu ilkelerin notasyon okuma üzerindeki örneklerini ortaya koyma amacını taşımaktadır. Nitel araştırma yöntemlerinden literatür taraması yoluyla elde edilen veriler Gestalt algı ilkelerinden “Şekil–Zemin”, “Yakınlık”, “Benzerlik”, “Simetri” “Basitlik” ve “Süreklilik” olmak üzere altı temel yasa ile açıklanmış, notasyon üzerinde örneklendirilmiştir. Örneklerin oluşturulmasında, görsel algı ilkeleri ile müzikteki işitsel algıda da yer alan motif, cümle dönem yapıları ve analizleri, tonik – dominant cümle ifadeleri, tempo ve nüans terimleri ilişkilendirilmiş, görsel algı ile somutlaştırılmasına önem verilmiştir.
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Riffert, Franz, Sandra Bröderbauer, and Michael Huemer. "Some Reflections on the Relation Between Whitehead’s Process Philosophy and Gestalt Psychology." Process Studies 44, no. 2 (October 1, 2015): 164–89. http://dx.doi.org/10.2307/44798013.
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Abstract Although it is beyond doubt that there were historical connections between Whitehead and some of the proponents of Gestalt psychology, it is difficult to determine on the available body of historical evidence whether they were substantive or just marginal. A detailed comparison of Whitehead’s process metaphysics and the theories of Gestalt psychology is a task yet to be undertaken. Whitehead’s process philosophy and (some forms of) Gestalt psychology share basic similarities in their major principles. This is substantiated by two of Ehrenfels’ well-known gestalt qualities: (1) superadditivity, and (2) figure-ground relation. Both approaches can profit from one another: while Whitehead’s concept of consciousness and its interrelatedness with unconscious processes seems to be more elaborate, the Gestalt psychological approach, on the other hand, shows how these topics can be investigated by using experimental research designs. This is illustrated by an experiment on complex problem solving which demonstrates that unreportable (functionally unconscious) hints can improve even such sophisticated processes as complex problem solving. Since this is what should be expected from a Whiteheadian point of view, the results empirically confirm the process position on perception and thinking. Finally, further interesting possibilities of undertaking future empirical process research are outlined.
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Read, Stephen J., Eric J. Vanman, and Lynn C. Miller. "Connectionism, Parallel Constraint Satisfaction Processes, and Gestalt Principles: (Re)Introducing Cognitive Dynamics to Social Psychology." Personality and Social Psychology Review 1, no. 1 (January 1997): 26–53. http://dx.doi.org/10.1207/s15327957pspr0101_3.
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We argue that recent work in connectionist modeling, in particular the parallel constraint satisfaction processes that are central to many of these models, has great importance for understanding issues of both historical and current concern for social psychologists. We first provide a brief description of connectionist modeling, with particular emphasis on parallel constraint satisfaction processes. Second, we examine the tremendous similarities between parallel constraint satisfaction processes and the Gestalt principles that were the foundation for much of modern social psychology. We propose that parallel constraint satisfaction processes provide a computational implementation of the principles of Gestalt psychology that were central to the work of such seminal social psychologists as Asch, Festinger, Heider, and Lewin. Third, we then describe how parallel constraint satisfaction processes have been applied to three areas that were key to the beginnings of modern social psychology and remain central today: impression formation and causal reasoning, cognitive consistency (balance and cognitive dissonance), and goal-directed behavior. We conclude by discussing implications of parallel constraint satisfaction principles for a number of broader issues in social psychology, such as the dynamics of social thought and the integration of social information within the narrow time frame of social interaction.
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Чунтонов, Денис Алексеевич, and Татьяна Юрьевна Быстрова. "Applying Gestalt Principles to design using optical illusions." Академический вестник УралНИИпроект РААСН, no. 2(53) (June 30, 2022): 108–14. http://dx.doi.org/10.25628/uniip.2022.53.2.017.
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В статье анализируется феномен оптической иллюзии, его роль в дизайне. Проведен сравнительный анализ оп-арта и дизайна, применяющих оптические иллюзии. Представлен анализ соответствия дизайна с использованием оптических иллюзий принципам гештальтпсихологии. Прослежена зависимость удобочитаемости дизайн-продукта от соответствия наибольшему количеству гештальт-законов. Выведен набор правил по формообразованию в дизайне с использованием оптических иллюзий. This article reveals the essence of the phenomenon of optical illusion, its role in the design. A comparative analysis of op-art and design with the use of optical illusions has been carried out. An analysis of the compliance of design with the use of optical illusions with the principles of Gestalt psychology is presented. The dependence of readability of product design on compliance with the greatest number of gestalt laws is traced. The set of rules for design shaping using optical illusions is removed.
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Su, Chong. "The Aesthetic Actualization of Gestalt Image in English Translation of Chinese Poems." International Journal of English Linguistics 8, no. 2 (December 23, 2017): 233. http://dx.doi.org/10.5539/ijel.v8n2p233.
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As significant schools in contemporary cognitive science, gestalt psychology and cognitive linguistics provide the conceptual model and theoretical framework for the multidimensional research on cognitive translation study. Their major theoretical perspective makes them as the methodological principles of gestalt image study in cognitive translation which could be viewed from both mental and linguistic perspectives. The paper focuses on making a tentative and exploratory study of the aesthetic actualization of gestalt image in English translation of Chinese poems and thus aims to discover the conceptual mental experience of actualizing aesthetic quality of image-G through cognitive processing in English translation of Chinese poems.
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Pinna, Baingio, and Katia Deiana. "New conditions on the role of color in perceptual organization and an extension to how color influences reading." Psihologija 47, no. 3 (2014): 319–51. http://dx.doi.org/10.2298/psi1403319p.
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Color is one among many attributes that are involved in the similarity principle. Grouping by color is believed to be less effective when compared with other attributes such as shape and luminance. The main purpose of this work is to explore the role played by color in determining visual grouping and wholeness, not only in relation to further similarity attributes but also to other principles such as proximity, good continuation and past experience. Conditions, different from those used by Gestalt psychologists, were chosen, and aimed to understand how color can influence visual organization and through it, other perceptual and complex processes such as reading and visual word recognition. In fact, involving cognitive and metacognitive domains, permits exploration of broader issues concerning perception, memory, knowledge, representation and learning, where color can express its biological advantages for humans more clearly. These processes can be assimilated to the Gestalt past experience considered as a principle of its own kind not fully explored in relation to the other principles. As a consequence, these conditions allow color to be pitted against past experience and against a number of principles at the same time. The results demonstrated that color can strongly influence grouping, shape and the process of segmentation of words involved in the reading task. Therefore, color not only is one among the many principles of grouping but an essential component for the foundation of the more complex organization aimed at creating wholeness, part-whole formation and fragmentation.
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Chey, Jeanyung, and Philip S. Holzman. "Perceptual organization in schizophrenia: Utilization of the Gestalt principles." Journal of Abnormal Psychology 106, no. 4 (November 1997): 530–38. http://dx.doi.org/10.1037/0021-843x.106.4.530.
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Barnhart, Anthony S. "The Exploitation of Gestalt Principles by Magicians." Perception 39, no. 9 (January 2010): 1286–89. http://dx.doi.org/10.1068/p6766.
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Han, Shihui, Glyn W. Humphreys, and Lin Chen. "Uniform connectedness and classical gestalt principles of perceptual grouping." Perception & Psychophysics 61, no. 4 (January 1999): 661–74. http://dx.doi.org/10.3758/bf03205537.
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Reynolds, Michael, Donna Kwan, and Daniel Smilek. "To Group or n o t t o g r o u p." Experimental Psychology 57, no. 4 (December 1, 2010): 275–91. http://dx.doi.org/10.1027/1618-3169/a000033.
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Eight experiments are reported that examine the contextual factors that influence the magnitude of color-word interference in the Stroop task. In Part 1 of the paper (Experiments 1–4) we varied letter-letter grouping using Gestalt principles of proximity and similarity. In Part 2 of the paper (Experiments 5–8) we varied word-color grouping using the Gestalt principles of similarity and common fate. The magnitude of the Stroop effect was strongly influenced by changes in both letter-letter grouping in the color-word and word-color grouping. Overall, the results suggest two ways in which perceptual organization influences the magnitude of Stroop color-word interference and more generally, that there are systematic principles that govern the impact of visually presented words across a variety of laboratory contexts and the real world.
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Morgan, Emily, Allison Fogel, Anjali Nair, and Aniruddh D. Patel. "Statistical learning and Gestalt-like principles predict melodic expectations." Cognition 189 (August 2019): 23–34. http://dx.doi.org/10.1016/j.cognition.2018.12.015.
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ANTHONY, Sheila Maria da Rocha. "A criança com transtorno de ansiedade: seus ajustamentos criativos defensivos." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 15, no. 1 (2009): 55–61. http://dx.doi.org/10.18065/rag.2009v15n1.8.
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The article presents a clinical view of children with anxiety disorders from a theoretical Gestalt-Therapy standpoint. Gestaltic principles embrace the existential totality of the child and emphasize constant interactions in the organism/environment field, represented by child-other-world unity. In each situation there is always the child, the world of objects and the world of the other that form a net of forces interconnected. Enhancing the value of this inseparable unity, Gestalt therapy accentuate the impossibility of knowing and understanding a behavior, pathology or personality without taking into account the child within its family, social, school context. Children with anxiety disorders experience phobias that reveal belief in a hostile, dangerous and threatening world, built upon unresolved childhood dramas of their parents, that are projected onto the child. Facing up to this terrifying world make use of creative adjustments that are defensive behaviors to relieve anxiety, satisfy an important need in the field and avoid damage in interactions with the significant other. Each psychopathology reveals a personality with its own specific psychological characteristics, defense mechanisms and contact dilemmas.
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Jamie Morin, PhD. "Reflections on Coaching: The Application of Gestalt Principles and Positive Psychology to Transition Coaching." Gestalt Review 20, no. 3 (2016): 279. http://dx.doi.org/10.5325/gestaltreview.20.3.0279.
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Gallace, Alberto, and Charles Spence. "To what extent do Gestalt grouping principles influence tactile perception?" Psychological Bulletin 137, no. 4 (2011): 538–61. http://dx.doi.org/10.1037/a0022335.
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Simon, Dan, and Keith J. Holyoak. "Structural Dynamics of Cognition: From Consistency Theories to Constraint Satisfaction." Personality and Social Psychology Review 6, no. 4 (November 2002): 283–94. http://dx.doi.org/10.1207/s15327957pspr0604_03.
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We first offer a brief review of the history of cognitive consistency theories in social psychology. After promising beginnings as an outgrowth of Gestalt theory, early consistency theories failed to yield a general account of the mechanisms by which attitudes are formed and decisions are made. However over the past decade the principles underlying consistency theories have been revived in the form of connectionist models of constraint satisfaction. We then review experimental work on complex legal decision making that illustrates how constraint satisfaction mechanisms can cause coherence shifts, thereby transforming ambiguous inputs into coherent decisions.
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Kałamała, Patrycja, Aleksandra Sadowska, Wawrzyniec Ordziniak, and Adam Chuderski. "Gestalt Effects in Visual Working Memory." Experimental Psychology 64, no. 1 (January 2017): 5–13. http://dx.doi.org/10.1027/1618-3169/a000346.
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Abstract. Four experiments investigated whether conforming to Gestalt principles, well known to drive visual perception, also facilitates the active maintenance of information in visual working memory (VWM). We used the change detection task, which required the memorization of visual patterns composed of several shapes. We observed no effects of symmetry of visual patterns on VWM performance. However, there was a moderate positive effect when a particular shape that was probed matched the shape of the whole pattern (the whole-part similarity effect). Data support the models assuming that VWM encodes not only particular objects of the perceptual scene but also the spatial relations between them (the ensemble representation). The ensemble representation may prime objects similar to its shape and thereby boost access to them. In contrast, the null effect of symmetry relates the fact that this very feature of an ensemble does not yield any useful additional information for VWM.
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Wallace, David S., Sylvia Wandell Conner West, Anne Ware, and Donald F. Dansereau. "The Effect of Knowledge Maps That Incorporate Gestalt Principles on Learning." Journal of Experimental Education 67, no. 1 (January 1998): 5–16. http://dx.doi.org/10.1080/00220979809598341.
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Fiedler, Klaus. "Illusory Correlations: A Simple Associative Algorithm Provides a Convergent Account of Seemingly Divergent Paradigms." Review of General Psychology 4, no. 1 (March 2000): 25–58. http://dx.doi.org/10.1037/1089-2680.4.1.25.
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Subjective correlations that exaggerate objectively presented contingencies are usually referred to as illusory correlations. An empirical review reveals 3 major paradigms of illusory correlations, drawing on 2 prominent but conflicting gestalt principles, congruency and distinctiveness. Congruency accounts for expectancy-based illusory correlations, whereas distinctiveness is relevant to illusions resulting from the asymmetry of positive and negative attributes and from infrequency. The congruency principle implies a processing advantage for expected stimuli, whereas distinctiveness assumes enhanced processing of unexpected events. This apparent conflict is resolved, and an integrative account is offered within a simple connectionist framework (BIAS) of correlation assessment. The basic algorithm is outlined, empirical findings are simulated, new theoretical distinctions are introduced, and analogies to related paradigms are explained.
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Lehar, Steven. "Gestalt isomorphism and the primacy of subjective conscious experience: A Gestalt Bubble model." Behavioral and Brain Sciences 26, no. 4 (August 2003): 375–408. http://dx.doi.org/10.1017/s0140525x03000098.
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A serious crisis is identified in theories of neurocomputation, marked by a persistent disparity between the phenomenological or experiential account of visual perception and the neurophysiological level of description of the visual system. In particular, conventional concepts of neural processing offer no explanation for the holistic global aspects of perception identified by Gestalt theory. The problem is paradigmatic and can be traced to contemporary concepts of the functional role of the neural cell, known as the Neuron Doctrine. In the absence of an alternative neurophysiologically plausible model, I propose a perceptual modeling approach, to model the percept as experienced subjectively, rather than modeling the objective neurophysiological state of the visual system that supposedly subserves that experience. A Gestalt Bubble model is presented to demonstrate how the elusive Gestalt principles of emergence, reification, and invariance can be expressed in a quantitative model of the subjective experience of visual consciousness. That model in turn reveals a unique computational strategy underlying visual processing, which is unlike any algorithm devised by man, and certainly unlike the atomistic feed-forward model of neurocomputation offered by the Neuron Doctrine paradigm. The perceptual modeling approach reveals the primary function of perception as that of generating a fully spatial virtual-reality replica of the external world in an internal representation. The common objections to this “picture-in-the-head” concept of perceptual representation are shown to be ill founded.
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Dresp, Birgitta. "Double, double, toil and trouble – fire burn, and theory bubble!" Behavioral and Brain Sciences 26, no. 4 (August 2003): 409–10. http://dx.doi.org/10.1017/s0140525x03230090.
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Lehar's Gestalt Bubble model introduces a computational approach to holistic aspects of three-dimensional scene perception. The model as such has merit because it manages to translate certain Gestalt principles of perceptual organization into formal codes or algorithms. The mistake made in this target article is to present the model within the theoretical framework of the question of consciousness. As a scientific approach to the problem of consciousness, the Gestalt Bubble fails for several reasons. This commentary addresses three of these: (1) the terminology surrounding the concept of consciousness is not rigorously defined; (2) it is not made evident that three-dimensional scene perception requires consciousness at all; and (3) it is not clearly explained by which mechanism(s) the “picture-in-the-head,” supposedly represented in the brain, would be made available to different levels of awareness or consciousness.
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Glicksohn, Arit, and Asher Cohen. "The role of Gestalt grouping principles in visual statistical learning." Attention, Perception, & Psychophysics 73, no. 3 (January 13, 2011): 708–13. http://dx.doi.org/10.3758/s13414-010-0084-4.
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Cantone, Damiano, and Luca Taddio. "‘Movement as Disclosive of Being’ Merleau-Ponty: From the Psychology of Gestalt to the Analysis of Movement." Gestalt Theory 42, no. 2 (August 1, 2020): 195–204. http://dx.doi.org/10.2478/gth-2020-0016.
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SummaryIn this essay we seek to clarify the meaning and theoretical implications of the statement by Merleau-Ponty contained in his 1953 course, Le Monde Sensible et le Monde de l’Expression, according to which movement is ‘revealing of being’. This analysis takes up and comments on chapter 7 of Koffka’s Principles of Gestalt Psychology (dedicated to the issue of movement) and related experiments in particular. We will show that Merleau-Ponty’s idea of ontology of movement emerges from his examination of several exemplary cases. This method of analysis brings to light an idea of similar phenomenology compatible with an experimental phenomenology.
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Quinlan, Philip T., and Richard N. Wilton. "Grouping by Proximity or Similarity? Competition between the Gestalt Principles in Vision." Perception 27, no. 4 (April 1998): 417–30. http://dx.doi.org/10.1068/p270417.
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The nature of the psychological processes that underlie the Gestalt principles of grouping by proximity and grouping by similarity is examined. Similarity was defined relative to the principles of grouping by common colour and grouping by common shape. Subjects were presented with displays comprising a row of seven coloured shapes and were asked to rate the degree to which the central target shape grouped with either the right or the left flanking shapes. Across the displays the proximal and featural relationships between the target and flankers were varied. These ratings reflected persuasive effects of grouping by proximity and common colour; there was only weak evidence for grouping by common shape. Nevertheless, both common colour and common shape were shown to override grouping by proximity, under certain conditions. The data also show that to understand how the Gestalt principles operate it appears necessary to consider processes that operate within and between groups of elements that are initially identified on the basis of proximity. Whether such groups survive further analysis depends critically on the featural content of the constituent elements.
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Li, Xingshan, and Gordon D. Logan. "Object-based attention in Chinese readers of Chinese words: Beyond Gestalt principles." Psychonomic Bulletin & Review 15, no. 5 (October 2008): 945–49. http://dx.doi.org/10.3758/pbr.15.5.945.
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Graamans, Ernst, Wouter ten Have, and Steven ten Have. "Against the current: Cultural psychology and culture change management." Culture & Psychology 27, no. 2 (March 16, 2021): 325–43. http://dx.doi.org/10.1177/1354067x21993789.
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Since the 1980s, psychologists and management scholars have contributed significantly to the popularity of the idea of culture in organizations. A common and tenacious pitfall surrounding this idea, at times pointed out by these scholars themselves, is that culture is too often hypostatized and superimposed upon people. In doing so, this can have harmful consequences for employees at every level of organization. In this article, we reiterate this critique, challenge familiar managerial notions used to address “shared” behavior among employees, and answer to an old but neglected call to bring back real people to the forefront of our analyses. Based upon our adaptation of the enactive approach to the social tuning of behavior developed by Paul Voestermans and Theo Verheggen—made applicable in empirical studies on culture change conducted by the first author of this article—and inspired by principles of Gestalt, we propose a novel heuristic model to address organizational culture change. We attempt to do so both from an analytical and interventionist standpoint, while avoiding attributing causality to the idea of culture.
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Burlakova, I. I., and L. V. Gubanova. "The Definitions of Learning Process (Types of Motivation and Theories)." Язык и текст 6, no. 3 (2019): 28–34. http://dx.doi.org/10.17759/langt.2019060303.
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Learning is one of the major items dealt with psychology. Learning is typically defined as modification of behavior through practice and training. The process of learning is affected by such factors as environment, motivation, health, emotions, maturation and aging. A number of theories are found operative for the process of learning among which the prominent are: Classical conditioning by I.P. Pavlov, Operant conditioning by B.F. Skinner, Trial and Error theory by E.L. Thorndike, Gestalt or Insightful theory by F. D. Kohler and Kurt Koffka, J. B. Watson’s theory of learning and etc. It is suggested that for the best transfer of learning the individual should discover interrelationships for himself. He should be exposed to the diverse and multifaceted interrelationships and principles that can help draw generalizations.
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Grant, Anthony M. "Developing an agenda for teaching coaching psychology." International Coaching Psychology Review 6, no. 1 (March 2011): 84–99. http://dx.doi.org/10.53841/bpsicpr.2011.6.1.84.
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The research and practice of coaching psychology has developed considerably over the past 10 years. However, if coaching psychology is to continue to grow and develop, an educational and teaching framework needs to be established. Very little attention has been paid in the published literature to the teaching of coaching psychology. The aim of this paper is to stimulate discussion about the teaching of coaching psychology and to start the process of developing a teaching agenda, including delineating some of the concepts, theories and skills that can be seen to lie at the core of coaching psychology. Drawing on the Australian Psychological Society and the British Psychological Society definitions of coaching psychology it is proposed that the following areas should form the core of an education in coaching psychology; an evidence-based approach to practice; ethical principles; professional models of practice; mental health issues in coaching; cognitive-behavioural theory as applied to coaching; goal theory; change theory; systemic theory as applied to coaching (including group process and organisational applications); core applied coaching skills and their application to skills, performance, developmental and remedial coaching; and applications of coaching psychology to specialised areas of practice such as executive coaching, workplace coaching, health coaching, life coaching, and peak performance coaching, in addition to non-core specialist areas of theory such as applied positive psychology, solution-focused approaches, cognitive-developmental, narrative, psychodynamic and Gestalt approaches. Coaching psychology as a psychological sub-discipline is well on the way to developing a coherent area of research and practice. It now needs to develop and formalise a body of teachable knowledge that can sustain and advance this new area of behavioural science.
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Fellenz, W. A. "Neural Dynamics for Preattentive Perceptual Grouping: Linking Gestalt Laws and Cortical Synchronisation." Perception 25, no. 1_suppl (August 1996): 45. http://dx.doi.org/10.1068/v96l0706.
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As revealed by the Gestalt school in the first half of the century, visual perception is governed by certain simple rules which group parts into wholes in accordance to ‘laws’ like grouping by proximity, similarity, closure, symmetry, and good continuation. Although these principles can be investigated by experiment, their underlying neural computation is largely unknown. It has been speculated that synchronisations of visual cortical neurons may serve as the carrier for the observed perceptual grouping phenomenon. We present a neural network for preattentive perceptual grouping derived from neurophysiological and psychophysical findings, incorporating a relaxation phase labeling and diffusion process. The network groups visual features into perceptual entities by (de)synchronising parametric phase labels of simple neural oscillators using a constraint satisfaction mechanism. The local constraints between features, which model the Gestaltist grouping principles of proximity and good continuation, act horizontally in and vertically between feature dimensions to allow for the emergent segregation of globally salient contours in phase space, suppressing false responses generated from the edge detection stage. By applying the grouping mechanism to various contour types ranging from dotted lines to intensity edges we show that the phase-based object representation is able to account for various perceptual phenomena like the closing of small contour gaps and the perception of illusory contours. Based solely on edge responses and local interactions thereupon, the neural dynamics allows the emergent formation of globally distinguishable objects in phase space, which can be extracted by an attentional mechanism tracking the spatially modulated phase information.
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Somoon, Kanokwan, and Nopadon Sahachaisaree. "Window Display Targeting Adolescent Purchasers: Users’ merchandising perceptual response." Journal of ASIAN Behavioural Studies 3, no. 7 (March 16, 2018): 183. http://dx.doi.org/10.21834/jabs.v3i7.271.
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Window displays, as a part of selling strategies, not only convey the type and positioning of mechanize, but also the promotional strategies and corporate images. The study uses window displays for clothing to examine patterns, selling strategies, merchandize types, and target groups. It investigates the effects of design elements on the customers perceptual responding to configurations. The theoretical framework bases on marketing concepts, visual perception principles, Gestalt psychology, and design’s principle and elements. Research found that 14 factors in the design affected to perception. The study perception indicates that purchasing desire and attraction had more relation.
Keywords: Window displays, Clothing Display, Design Guideline, Versaul Merchanding, Selling Strategies
eISSN 2514-7528 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
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Ali, Nadia, and David Peebles. "The Effect of Gestalt Laws of Perceptual Organization on the Comprehension of Three-Variable Bar and Line Graphs." Human Factors: The Journal of the Human Factors and Ergonomics Society 55, no. 1 (July 16, 2012): 183–203. http://dx.doi.org/10.1177/0018720812452592.
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Objective: We report three experiments investigating the ability of undergraduate college students to comprehend 2 × 2 “interaction” graphs from two-way factorial research designs. Background: Factorial research designs are an invaluable research tool widely used in all branches of the natural and social sciences, and the teaching of such designs lies at the core of many college curricula. Such data can be represented in bar or line graph form. Previous studies have shown, however, that people interpret these two graphical forms differently. Method: In Experiment 1, participants were required to interpret interaction data in either bar or line graphs while thinking aloud. Verbal protocol analysis revealed that line graph users were significantly more likely to misinterpret the data or fail to interpret the graph altogether. Results: The patterns of errors line graph users made were interpreted as arising from the operation of Gestalt principles of perceptual organization, and this interpretation was used to develop two modified versions of the line graph, which were then tested in two further experiments. One of the modifications resulted in a significant improvement in performance. Conclusion: Results of the three experiments support the proposed explanation and demonstrate the effects (both positive and negative) of Gestalt principles of perceptual organization on graph comprehension. Application: We propose that our new design provides a more balanced representation of the data than the standard line graph for nonexpert users to comprehend the full range of relationships in two-way factorial research designs and may therefore be considered a more appropriate representation for use in educational and other nonexpert contexts.
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Kemp, Charles, Duane W. Hamacher, Daniel R. Little, and Simon J. Cropper. "Perceptual Grouping Explains Similarities in Constellations Across Cultures." Psychological Science 33, no. 3 (February 22, 2022): 354–63. http://dx.doi.org/10.1177/09567976211044157.
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Cultures around the world organize stars into constellations, or asterisms, and these groupings are often considered to be arbitrary and culture specific. Yet there are striking similarities in asterisms across cultures, and groupings such as Orion, the Big Dipper, the Pleiades, and the Southern Cross are widely recognized across many different cultures. Psychologists have informally suggested that these shared patterns are explained by Gestalt laws of grouping, but there have been no systematic attempts to catalog asterisms that recur across cultures or to explain the perceptual basis of these groupings. Here, we compiled data from 27 cultures around the world and found that a simple computational model of perceptual grouping accounts for many of the recurring cross-cultural asterisms. Our results suggest that basic perceptual principles account for more of the structure of asterisms across cultures than previously acknowledged and highlight ways in which specific cultures depart from this shared baseline.
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Farroni, Teresa, Eloisa Valenza, Francesca Simion, and Carlo Umiltà. "Configural Processing at Birth: Evidence for Perceptual Organisation." Perception 29, no. 3 (March 2000): 355–72. http://dx.doi.org/10.1068/p2858.
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We report a series of ten experiments aimed to investigate the newborn's ability to discriminate the components of a visual pattern and to process the visual information that specifies the global configuration of a stimulus. The results reveal that: (i) newborn babies are able to distinguish individual elements of a stimulus (experiments 1A, IB, 1C, and ID); (ii) they can group individual elements into a holistic percept on the basis of Gestalt principles (experiments 2A and 3A); (iii) their spontaneous preferences cannot be easily modified by habituation (experiments 2B and 3B); and (iv) when horizontal stimuli are paired with vertical stimuli, they prefer the horizontal ones (experiments 4A and 4B).
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Yin, Jun, Haokui Xu, Jipeng Duan, and Mowei Shen. "Object-Based Attention on Social Units: Visual Selection of Hands Performing a Social Interaction." Psychological Science 29, no. 7 (May 9, 2018): 1040–48. http://dx.doi.org/10.1177/0956797617749636.
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Traditionally, objects of attention are characterized either as full-fledged entities or either as elements grouped by Gestalt principles. Because humans appear to use social groups as units to explain social activities, we proposed that a socially defined group, according to social interaction information, would also be a possible object of attentional selection. This hypothesis was examined using displays with and without handshaking interactions. Results demonstrated that object-based attention, which was measured by an object-specific attentional advantage (i.e., shorter response times to targets on a single object), was extended to two hands performing a handshake but not to hands that did not perform meaningful social interactions, even when they did perform handshake-like actions. This finding cannot be attributed to the familiarity of the frequent co-occurrence of two handshaking hands. Hence, object-based attention can select a grouped object whose parts are connected within a meaningful social interaction. This finding implies that object-based attention is constrained by top-down information.
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Pinna, Baingio. "The Role of Amodal Completion in Shape Formation: Some New Shape Phenomena." Perception 41, no. 11 (January 1, 2012): 1336–54. http://dx.doi.org/10.1068/p7331.
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Amodal completion occurs when a portion of an object is hidden as a result of its occlusion behind another object. Under these conditions, the object perceived as occluded is seen as a unitary shape, whose boundary contours amodally complete behind the overlapping modal object. Kanizsa (1972, Studia Psychologica 14 208–210) and his collaborators demonstrated some effects related to the amodal completion: shrinkage of the whole figure partially occluded; expansion of the modally visible portions of the same figure; shape deformations against the Gestalt principles of regularity, simplicity, symmetry, and past experience; global increasing of colour quantity of the partially occluded figure. The aim of this work is to demonstrate that the amodal completion is not a necessary factor in inducing the previous effects. This was accomplished through phenomenological experiments whose stimuli were crucial instances (counterexamples) disproving the amodal completion hypothesis and proving the role played by the directional symmetry of the element components of each stimulus pattern. Some new phenomena demonstrated the main role of the directional shape organisation, considered as a principle of shape formation.
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Stoyukhina, Natalya Y., and Artem A. Kostrigin. "From the history of teaching psychology: the first soviet textbooks of the 1920 1930s." Yaroslavl Pedagogical Bulletin 2, no. 125 (2022): 115–25. http://dx.doi.org/10.20323/1813-145x-2022-2-125-115-125.
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The article analyzes soviet textbooks on psychology in the 1920 1930s till the Decree «On pedological perversions in the system of the People's Commissariat of Education» of July 4, 1936. The works of K. N. Kornilov, V. A. Artemov, N. A. Bernshtein, L. S. Vygotsky, N. F. Dobrynin, A. R. Luria, P. S. Lyubimov, S. M. Vasileisky, A. A. Gayvorovsky, S. M. Verzhbolovich, A. P. Boltunov and G. E. Shumkov are examined. Their textbooks, practicums, anthologies and manuals are discussed. The main core of educational publications were works written by employees of Moscow state institute of experimental psychology under the guidance of K. N. Kornilov. This was reflected in the theoretical and methodological principles on which the authors stood when developing their textbooks: in many of them the concept of reaction was central, and the interpretation of various mental phenomena was carried out from the standpoint of reactology. The second group of educational works used other psychological approaches common at that time — foreign Gestalt psychology, pre-revolutionary Russian empirical and experimental psychology, Soviet reflexology. However, since the early 1930s and after the reactological discussion in 1931, educational developments within the framework of reactology and other original psychological trends were practically curtailed. The last textbook of the period under study, published by K. N. Kornilov in 1934, became a kind of transition from the period of theoretical and methodological pluralism in Soviet psychology to a homogeneous field of psychological science and education based on Marxism. Consideration of Soviet textbooks on psychology in the 1920 1930s allows analyzing not only the characteristics of psychological education of this period, but also determining their theoretical and methodological foundations, on which the teaching course or educational-methodological publication was built.
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GÜNEY TÜRKEÇ, Aysel, and Sevgi KOYUNCU. "An Investigation into the Content Designs of the third Grade Mathematics and Turkish Textbooks." Participatory Educational Research 9, no. 6 (November 1, 2022): 474–93. http://dx.doi.org/10.17275/per.22.149.9.6.
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The design of textbooks used in teaching and learning processes is of great importance to each level of education from pre-primary through to higher education. Textbooks, especially at primary level, include lots of visual images. It is, therefore, of crucial importance to resort to effective and proper ways of using visual design elements in textbooks. This study was to examine Grade Three Primary Mathematics and Turkish Textbooks published by Republic of Türkiye Ministry of National Education Publishing in 2018-2019 Academic Year in Türkiye in terms of visual-text design and typography. The data draws on the evaluation of content design of textbooks respecting typographic style, visual design principles and suitability of visual images. This study, based on qualitative research model, is a multi-case study for which the data were collected through semi-structured interviews. Following the evaluation of the field experts, there was a total of 18 open-ended questions. We recruited eleven field experts to collect qualitative data through semi-structured interviews. During the interviews, the participants provided data on typographic style, visual design principles and suitability of visual images. Based on the content analysis results, we found that there are some typographic errors in the content design of textbooks. Further, no original visual images seemed to be included in the textbooks examined. We can conclude that the related textbooks do not comply with the Gestalt Principle of Continuity. Other visual design elements such as the use of visual hierarchy, two-pages spread design, and the emphasis effect and alike are not satisfied since there is no consistency in the drawings of the content design of textbooks. We argue that it is of vital importance to recruit professional textbook designers in the design process of textbooks and to pay more attention to the visual evaluation criteria prepared by the relevant Board of Education.
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Hecht, Heiko. "Universal internalization or pluralistic micro-theories?" Behavioral and Brain Sciences 24, no. 4 (June 1, 2001): 749–55. http://dx.doi.org/10.1017/s0140525x0175008x.
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In my response I revisit the question whether internalization should be conceived as representation or as instantiation. Shepard's ingenuity lies partly in allowing both interpretations. The down side of this facile generality of internalization is its immunity to falsification. I describe evidence from 3-D apparent motion studies that speak against geodesic paths in cases of underspecified percepts. I further reflect on the applicability of internalization to normal, well-specified perception, on the superiority of Gestalt principles, as well as on the evolutionary and developmental implications of the concept. The commentaries to the target article reveal an astonishing lack of agreement. This not only indicates that a satisfactory unifying theory explaining perception in the face of poorly specified stimuli does not exist. It also suggests that for the time being we have to be pluralistic and should treat internalization as a source of inspiration rather than as an irrefutable theory.
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Quinn, Paul C., and Ramesh S. Bhatt. "Are some Gestalt principles deployed more readily than others during early development? The case of lightness versus form similarity." Journal of Experimental Psychology: Human Perception and Performance 32, no. 5 (October 2006): 1221–30. http://dx.doi.org/10.1037/0096-1523.32.5.1221.
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Albert, Marc K. "Parallelism and the Perception of Illusory Contours." Perception 22, no. 5 (May 1993): 589–95. http://dx.doi.org/10.1068/p220589.
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The role of symmetry in the perception of illusory contours has been a subject of controversy ever since Kanizsa proposed his theory of illusory contours based on Gestalt principles. Today it is widely agreed that illusory contours do not necessarily occur more readily with inducers that can be ‘amodally’ completed to symmetrical objects than with inducers that cannot. But the question of whether symmetrical inducers produce weaker illusory contours than do unsymmetrical ones is still controversial. A novel determinant of illusory contour strength, parallelism, is proposed. Experiments are reported which indicate that illusory contours induced by ‘blobs’ which have boundaries that are nearby and parallel to the illusory contour are weaker than illusory contours induced by blobs that do not have this property. It is suggested that the display that has been most widely used by researchers to support their claims for a weakening of illusory contours with symmetrical inducers is weak primarily because of parallelism.
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Halverson, John. "The First Pictures: Perceptual Foundations of Paleolithic Art." Perception 21, no. 3 (June 1992): 389–404. http://dx.doi.org/10.1068/p210389.
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Paleolithic representational art has a number of consistent characteristics: the subjects are almost always animals, depicted without scenic background, usually in profile, and mostly in outline; the means of representation are extremely economical, often consisting of only a few strokes that indicate the salient features of the animal which are sufficient to suggest the whole form; and it is naturalistic to a degree, but lacks anything like photographic realism. Two elementary questions are raised in this essay: (i) why did the earliest known attempts at depiction have just these characteristics and not others? and (ii) how are objects so minimally represented recognizable? The answers seem to lie with certain fundamental features of visual perception, especially figure—ground distinction, Gestalt principles of closure and good continuation, line surrogacy, component feature analysis, and canonical imaging. In the earliest pictures the graphic means used are such that they evoke the same visual responses as those involved in the perception of real-world forms, but eschew redundancies of color, texture, linear perspective, and completeness of representation.
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Sapriel, Lolita. "Can Gestalt Therapy, Self Psychology and Intersubjectivity Theory be Integrated?" British Gestalt Journal 7, no. 1 (June 1, 1998): 33–44. http://dx.doi.org/10.53667/qlsf7218.
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"Abstract: This article continues a dialogue within the Gestalt community regarding the usefulness to Gestalt therapists of two psychoanalytic theories: self-psychology and intersubjectivity theory. Their relevance has been recently recognised in the writings of Lynne Jacobs, Richard Hycner, John Wheway. Specifically: (1) how these three theories understand, articulate or mediate the client's subjective errperience, (2) why intersubjectivity theory can be fully integrated with Gestalt therapy; (3) how Gestalt therapy's methodology of 'bracketing' is inconsistent with field theory; (4) what intersubjectivity theory offers Gestalt therapy as an altemative to the phenomenological method; (5) why self-psychology, while sharing the view of the centrality of subjective experience, cannot be integrated with Gestalt therapy. Key words: intersubjectivity theory. self-psychology, Gestalt therapy, field theory, self object, transference, co-transference, organising principle, dialogue, inclusion, phenomology, empathy, perspective realism."
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Bell, Eamonn. "Cybernetics, Listening, and Sound-Studio Phenomenotechnique in Abraham Moles’s Théorie de l’information et perception esthétique (1958)." Resonance 2, no. 4 (2021): 523–58. http://dx.doi.org/10.1525/res.2021.2.4.523.
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In his Théorie de l’information et perception esthétique (1958), the sociologist of culture Abraham Moles (1920–92) set out to demonstrate the applicability of information theory—a mathematical linchpin of cybernetics—to the arts more generally. Moles drew on classical psychophysics, Gestalt psychology, more modern behavioral psychology, and contemporary psychoacoustic research to advocate a cybernetic model of the perception and creation of art. Moles repeatedly returned to musical examples therein to make his case, leveraging his dual expertise in philosophy and electroacoustics, drawing on formative experiences with Pierre Schaeffer in Paris and Hermann Scherchen at his Gravesano studio. Moles’s interdisciplinary text found many attentive readers across Europe and, following an English translation by the precocious Joel E. Cohen (1966), the Anglophone academic world, but it was valued more as an inspiration for the burgeoning area of “information aesthetics” than as a source of hard scientific evidence. Drawing lightly on positions in the history and philosophy of science articulated by Gaston Bachelard (who supervised Moles’s second PhD, in philosophy) and Hans-Jörg Rheinberger suggests a change of emphasis away from its apparent scientific infelicities and toward Moles’s use of sound-studio technique, which is described with reference to the technologies available to Moles in the years leading up to the publication of the Théorie. Moles manipulated and processed sound recordings—filtering, clipping, and reversing them—in his attempts to empirically estimate the relative proportions of semantic and aesthetic information in speech and music. Moles’s text, when understood in tandem with the traces of his practical experiments in the sound studio, appears as an influential and occasionally prescient exposition of the many possible applications of the principles of information theory to the production, perception, and consumption of sound culture that makes ready use of the latest technical innovations in the media environment of its time.
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Guberman, Shelia. "Gestalt road to Necker cube perception." Gestalt Theory 44, no. 3 (December 1, 2022): 289–302. http://dx.doi.org/10.2478/gth-2022-0020.
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Abstract The study of cases of illusory or unstable perception of some visual stimuli allows exploration of the psychology of perception of the surrounding world. The wired construction known as “Necker cube” is one such stimulus: it can be perceived as a cube whose front face is seen higher than the back face or vice versa. The switch can occur intentionally or spontaneously. The investigations were focused on switching parameters, relation of the switching to eye position, pre-history, and environment. Here we define that the kernel of the problem is recognizing the 2D drawing as a 3D Necker cube. To this end, we have expanded Gestalt's psychology methods that allow us to recognize 2D figures in drawings for recognizing 3D figure in a flat drawing (including the Necker cube). The presented algorithm for recognizing the cube based on the imitation principle allowed the development of the model of switching between two possible perceptions of the Necker cube. The paper shows that the predictions are in conformity with previously available experimental data. The results confirm the imitation principle of perception, and suggest expanding our research on perception to a wider class of 3D figures, opening a window into the internal processes of perception.
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Niati, Masoud. "Gestalt as an Emergence of Knowledge at Schools." Studies in Asian Social Science 4, no. 1 (January 25, 2017): 32. http://dx.doi.org/10.5430/sass.v4n1p32.
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What is emphasised in this analysis is that the awareness of Gestalt by school principals and teachers can be utilisedfor implementing knowledge management strategies. Since one of the challenges to implement knowledgemanagement is lack of transparency and how to transform synergy into innovation as well, it is assumed thatGestalt-oriented approach will help this lack of transparency diminish, and that synergy can turn into innovation.This work also tries to get an organized representation of how teachers and managers can consciously apply Gestaltqualities at schools in conjunction with knowledge management. First, a broad definition of Gestalt theory in thefields of psychology (in accordance with Christian Von Ehrenfelsin and Weithermar) will be given. Then a very briefphilosophical depiction of Gestalt (by Heidegger) will be considered. After depicting the qualities of Gestalt, itssupposed values and conceptions will be brought into a couple of frameworks (represented in figures 1 & 2) amongteachers, managers, family and society. Finally, at the end of this analysis, it is suggested that knowledge can begained by Gestalt qualities and there can possibly no difference between knowledge creation and emergence ofGestalt at schools.
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Ke, Hong Chang, Hui Wang, and De Gang Kong. "Coding Method of Visual Perception Reconstruction Based on Curve Fitting and Energy Function." Advanced Materials Research 317-319 (August 2011): 942–46. http://dx.doi.org/10.4028/www.scientific.net/amr.317-319.942.
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Efficient encoding of visual perception has a profound influence on machine vision and research and development of human-like intelligent systems. A coding method of visual perceptual reconstruction which was according to Gestalt perceptual organization principle was proposed. Visual perception connected discontinuous curves which can connect with reasonable smoothing method through curve fitting first before shape recognition and shape coding. Coding method filled in points of discontinuous place to get whole contour. Energy function was designed. Coding method can give the most reasonable solution when there are many methods of perception reconstruction. This paper described the implement method of coding method, and based on psychology used typical graphics which is used to explain the adjacent ratio to make experiment. The experiment results demonstrated that the coding method of visual contour reconstruction proposed accorded with Gestalt perception organization principle.
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MOTTA, Hinayana Leão, Gustavo Alves Pereira de ASSIS, and Leila Ribeiro SATELIS. "A Gestalt-Terapia como Clínica do Encontro: Compreendendo a Relação Dialógica." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 26, Especial (2020): 382–92. http://dx.doi.org/10.18065/2020v26ne.3.
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Gestalt therapy constitutes itself as a dialogical psychotherapy, a clinic of engagement.Empirical research on the dialogical existentialism-gestalt psychotherapy interface is scarce.Considering the dialogical relation as the axis of this approach, the objective was to understand the experiences of psychology professionals regarding the dialogical relation in gestalt therapy.As a methodological resource, we used the qualitative research of a phenomenological method, with a semiotic orientation.Open phenomenological interviews were carried out with five collaborators.The data were recorded and transcribed in full.The analysis was based on phenomenological reflexivity, through description, reduction, and interpretation.Results indicate the opening, presence, and use of epoché by the therapist as fundamental elements for the dialogical relation.Positive I-You attitude experiences have been found, suggesting culminating episodes of this process.There was confusion between the concept of I-You attitude and I-You moments, with an appreciation of this principle to the detriment of the I-It attitude, which evidences the need to rethink the formation of the gestalt therapist. Thus, the dialogical relation in gestalt therapy presents itself as a field of phenomenal pluralities.It is up to the professional to thread carefully and attentively in this field of innumerable possibilities.