Week 5: Gestalt Effects & Schema Theory

Q.2: Name three laws of Gestalt Theory and provide examples to illustrate your point.

            According to Lester, (2006, p.51) “The word gestalt comes from the German noun that means form or shapes.” Gestalt is known with the statement of “the whole is different from the sum of its parts.” (Bourne, Dominski & Loftus, p.22).

This statement means that people organize a structure as a whole and not from its parts. As an example, the figure shown below:

Figure 1

In figure 1, it shows that people can still see the letter “I” which is missing in the word. This is because people read the word as a whole and not one by one according to the alphabets. According to Solso (1995, p.121), “Gestalt psychologists proposed the perception of visual patterns to be organized according to the principles of proximity, similarity, and spontaneous organization.”

There are five laws of gestalt theory, which are, the law of similarity, law of proximity, law of continuity, the law of common fate and the law of figure ground or pragnanz and the law of closure. However, only three of these principles will be explained in this post, which is the law of similarity, the law of proximity and the law of closure. In addition, the examples for the principles of gestalt will be provided according to each law.

The first law of gestalt is the law of similarity. According to Haberlandt, (1997, p.108), “we group stimuli that are close or similar to each other.” It means that people tend to view things according to their similarity. For example, in the figure below:

Figure 2

In figure 2, it shows that the squares and circles are grouped according to the similarity of the shapes. Another example for similarity is shown in the figure below:

Figure 3

In figure 3, the image shows that the black and white squares are grouped according to their similarity.

The second law of gestalt is the law of proximity. This law of proximity is when people tend to perceive things as a group rather than the separated parts. In figure 4 below, it shows that the dots are actually the same in number when people count them but some people will think that the separated dots are lesser than the grouped dots. This shows that people perceived the dots which are closer and which are formed as a whole and the dots which are farther apart from each other are seen as unrelated together.

Figure 4

Another example for the law of proximity is the image shown in figure 5 below:

Figure 5

In figure 5 above, when people view the image as a whole, they can see the image of a tree. However, if a person perceives the image above as a separated group, it shows that there is an image of a person who is putting their hands up which are grouped together to form an image of a tree.

The third law is the law of closure. According to Solso, (1995, p.92), “Some patterns of stimuli seem to be classified the same way by many people.” People tend to complete the objects which are incomplete. For example, in figure 6:

Figure 6

In figure 6, it shows dots which looks as a partially complete circle. In addition, it shows that the human’s brain is able to fill in the missing information to make it as a complete circle. Another example of closure is shown in the figure below:

In figure 7, it shows the image of a giraffe. This is because, the human brain can easily see the image of a giraffe due to the areas which are nearly complete, or there are units which can be seen as close together.

In conclusion, for gestalt theory, any objects, shapes and thing are grouped together and are seen as a whole.  The law of similarity tends to explain that objects, shapes or things are be grouped together according to their likeness and similarities. Whereas, the law of proximity, according to Cassells & Green, (1991, p.15), is the "elements of a stimulus will be perceived as belonging together if they appear to be close together." Moreover, in the law of closure, objects, things or shapes can be simply perceived automatically by the brain because of its closeness. The Gestalt psychologists, such as Koffka and Kohler state that "the whole is greater than the sum of its parts." (Cassells & Green, 1991, p.14)

References

Bourne, Lyle, E., Dominski, L., Roger, & Loftus, F., Elizabeth, (1979), Cognitive Processes, p.22, Prentice- Hall Inc. Englewood Cliffs, USA

Cassells, A., & Green, P., (1991), Cognitive Processes: Perception, p.14-16, The British Psychological Society, St. Andrews House, UK

Haberlandt, K., (2^nd ed.)., (1997), Cognitive Psychology, p.108, A Viacom Company, USA

Lester, P.M., (4th ed.)., (2006), Visual Communication: Images with messages, p.51, Cencage Learning, USA

Solso, Robert L., (4^th ed.)., (1995), Cognitive Psychology, p.92-121, A Simon & Schuster Company, USA

Week 4: “If all visual communications are subjective, what is the point of studying visual communication?”

"A picture is worth a thousand words."

“Visual communication relies both on eyes that function and on brain that makes sense of all the sensory information received” (Lester, 2006, p.1). Visual communication is based on the vision. The vision helps people to see and also interpret the visual aids, which are the two dimensional images that includes signs, photos, figures, graphic designs, web designs, illustrations, typography, the varieties of colors used, symbols, charts, designs, drawings, paintings, diagrams, charts, delineation and also drafts.

For example, the photo below:

The photo shows the different types of colors used to create the image. Human’s vision can see the difference of the types of color, such as the shelf is pink in color, the sofa is yellow and the wall of the room is painted with blue paint. When a person says that the wall is blue, it is because they learn the different types of color. Every visual communication gives messages to the audiences or the viewer. Therefore, there are benefits of studying visual communication.  

The first visual communication which exists is the drawings or symbols in the cave which are drawn by the people a long time ago.

As the human societies developed over time, the existence of ideograms [symbols or sign which represents an idea or a particular thing] helps people in learning meanings of drawings or images.

Eventually, the ideograms are replaced by the alphabets. Soon after that, the written communication existed, such as newspapers.

Nowadays, visual images are everywhere, from televisions, newspapers, magazines, photographs and also drawings.

These visual images are worth many messages to convey to the audiences. Moreover, the visual images can be inserted with slogans or captions to make it more interesting for the viewers.

The visual communication has improved time over time. Nowadays, the usage of visual communication improved through the social networks such as facebook, twitter and instagram. These social networks help people to communicate, share photos and videos. Moreover, there are even people who advertise their business through the use of social network, such as facebook.

In this modern society, the visual communication can be seen everywhere. Children’s books, the magazines, and school text books are already been improved by visual technologies. These books have been inserted with sorts of pictures and words to make the children learn easily. According to Lester (2006), the images which are combined with words are seen as more meaningful and also powerful. Most of the visual images nowadays are combined with words, where the images are inserted with captions or edited with words which therefore give messages or meanings to the viewers. For example, the image below:

The photo above shows the image is combined with words. Through this, people can understand more about the image and they can interpret the image with depth. Lester, (2006), stated that "In the relation between a photograph and words, the photograph begs for an interpretation, and the words usually supply it. The photograph, irrefutable, as evidence but weak in meaning, is given meaning by the words. And the words, which by themselves remain at the level of generalization, are given specific authenticity by the irrefutability of the photograph. Together, the two then become very powerful; an open question appears to have been fully answered." (Lester, 2006).

The study of visual communication can help improve the visual technologies which are increasing. People in this modern era, mostly children, they are more into books which has beautiful colors, which are interesting and also attractive. For example, below:

Nowadays, most of the people remember more about the things that they see rather than the things that they hear or read. The figure below shows the percentage of how much people remember things.

. 

Seeing makes the brain think and remember. However, reading helps people to develop their brain with theories and facts. Though, when people hear sounds or voices, they tend to forget them easily. Perhaps, people will remember the things that they hear for seconds or minutes only [if the sounds or voices are not repeated]. 

In conclusion, even though all visual communication is subjective, the study of visual communication in depth will help people in improving the visual aids around the world. Thus, by having the education of visual communication, it can help people gain knowledge in understanding, creating and generating meanings or messages towards any method of visual communication which can provide information, educations, or even persuasion towards people. 

References

Lester, P.M., (4th ed.)., (2006), Visual Communication: Images with messages, p.1-2, Cencage Learning, USA

Lester, P.M., (2006), Syntatic Theory of Visual Communication, Retrieved from http://commfaculty.fullerton.edu/lester/writings/viscomtheory.html, 12/09/2012.

Srikumar, L.P., (2009), Visual Communication, Retrieved from http://www.srikumar.com/education/education_courses/visual_communications.htm, 12/09/2012.

Week 3: Semiotics Revisited: You don’t wear clothes but clothes wear you.

Q. Provide examples of signifiers, signifieds and connotation.

Semiotics is regarded to be “the study of signs” (Chris, 2010, p.46). According to Griffin (2009), “Semiotics (semiology) is the study of the social production of meaning from sign systems; the analysis of anything that can stand for something else” (Griffin, 2009, p.323).  A sign could be a word, an image, sounds, gestures and objects (verbal or non-verbal). These signs are considered to have a relation between a person and his or her social life. There are different types of signs, which are iconic, indexical, and symbolic signs. The image below is an example for the types of signs. 

Figure 1 : Types of signs

Signs are produced by the combination of a signifier and a signified (signifier + signified = sign).Firstly, a signifier is the actual physical image which the people see without giving any meanings to it. According to Griffin (2009), signifier is “the physical form of the sign as we perceive it through our senses; an image” (Griffin, 2009, p.324). For example, the image shown below: 

Figure 2 : coach handbag

The signifier of the image above is it is a handbag.

 In contrast, a signified of a sign can be defined as the mental image formed in one’s brain which has meanings towards the signifier. According to Griffin, (2009), signified is “the meaning we associate with the sign” (Griffin, 2009, p. 324). An example for this is the image shown below:

Figure 3

The image above shows the letter ‘F’. The letter ‘F’ is called as the signifier. However, the signified for this image is that it can be regarded as an “F” for a failure in exam or tests. Another example, this photo below:

Figure 4

The picture above shows an image of an apple. The picture of the apple is called the signifier. Whereas, a signified for this image is the representation of the “apple” shown below:

Figure 5

There can be many signified for just one signifier.

 However, connotation is one part of the stages of interpreting the sign. Each people can give meanings to a sign based on their backgrounds, their own cultural experiences and the knowledge that a person has. According to Branston & Stafford (2006), “signs also connote, or link things. They may link things by association with broader cultural concepts and values, or with meanings from personal history and experience” (Branston & Stafford, 2006, p.17). For example, the image below: 

Figure 6 : i phone 4s

The connotation of  this i phone 4s is that the person who has bought it is wealthy, likes the color white, a gadget lover, looks elegant and that person cares about the quality. Another example for connotation is the image shown below:

Figure 7

The connotation for the image above can be connoted as the sign of femininity, strawberries, warm, comfy, sensuality, true love, emotional, friends, beauty, romance, gentle/soft and compassion.

Another example for connotation is the image shown below:

Figure 8

The connotation for the sign of the skull and the bones is 

Figure 9

When a person looks at the sign of the skull, they will be cautious and aware of the danger which is in the area such as, bio hazard, radiation area or high tension.

          In conclusion, a signifier can have many signifieds. A connotation is considered to be the images that people see and they give ideas and meanings to the image according to their backgrounds, culture experience and knowledge. Another example of signifier and signified is this image shown below: 

Figure 10

          The signifier is the “Tree” and the signified is the image of the tree. It also provides homes for the wild animals, especially the birds and also the squirrels. Moreover, all the paper that is used to produce the magazines, books, newspapers, novels and comics comes from the tree. The tree also provides medicine for people and it also helps clean the air in the environment. Therefore, there can be many connotations for just one sign.

Reference

Branston, G., & Stafford, R., (4th ed.)., (2006), the Media Student's Book, p.17-19, Routledge, USA and Canada

Chris, W., (2010), Analyzing Visual Communication, BA in Professional Communication Reader 2010, p.46, Universiti Brunei Darussalam, Brunei Darussalam

Griffin, E.m., (7th ed.)., (2009), A first look at communication theory, pp.323-324, McGraw-Hill, New York

Week2 : Seeing & Perception

 Q. What is perception and why is it different from seeing?

 “Perception may be regarded as information which is taken in by the senses, processed by the brain, stored in memory and produces some form of physical or mental response” (Richard Ellis & Ann McClintock, 1990, p.1). According to this definition, people perceive things by the help of the senses. Every people have different types of perception because they perceive differently. For example, the image below shows that the blocks look as it is different in color. However, the blocks are the same in color. Here is a link to a video for this example. http://www.youtube.com/watchv=YOKrdmUwiUM&playnext=1&list=PL1592E3F1D3C81425&feature=results_video. (Retrieved: 05/09/2012).

Figure 1

These senses of vision, hearing, feeling or touching, taste and smell helps people in having the knowledge to perceive. For example, a blindfolded person can use their senses to perceive what they hear, smell or touch. This is because the brain has the knowledge or a storing space in the memory about the things people have seen, heard, touch and also smell before. Therefore, it will not be hard for people to identify the things even if they are blindfolded. However, the culture determines how people perceive things they see. As an example, Muslim people are forbidden to touch dogs and pigs. But, in the western countries, the dogs and pigs can be a pet for them as a part of their family. Another example, from the picture below, it shows the difference between seeing and perceiving. This picture below shows the glass is half filled with water and another way to perceive this image is the glass is half empty. If a person just sees this image, that person would say it is just a glass filled with water.

Figure 2

There are many ways to perceive just one image. This picture below shows that the perception of a person can change.

Figure 3

When a person looks at the picture above, that person may think that the man holding his large pants means that the man has lost weight. However, the caption below can change the perception of the viewer of this image.

Another word for perception is “paradigm”. “A paradigm is the way you see something, your point of view, frame of reference or belief” (Sean Covey, 2004, p.13). Thus, the difference between seeing and perceiving is that, when people see something, it is limited by using the eyes and the brain which are the biological properties. It is clearly different from perceiving, because when people perceive, they can use their five senses. For example, when a person is blindfolded, they cannot see the things around them by using the eyes. Whereas, if a person perceive, they can feel what they touch, they can hear sounds or voices, they can taste using their tongue and they can smell using their nose even though they are blindfolded.

In conclusion, perceiving and seeing are not the same. Seeing only involves the biological properties of a person. Seeing is just like looking at an image without adapting any feelings or ideas towards it. The way people see things are affected by what they know and believe. When people see, they can only see what they have studied, what they have seen before. Whereas, perceiving is more than just seeing, it includes the ideas and the feelings of a person towards that image according to their culture, knowledge and backgrounds. Adler & Rodman (1994) stated that, “Culture provides a perceptual filter that influences the way we interpret even the most simple events” (Adler & Rodman, 1994, p.37). The pictures below shows examples for perception and culture or backgrounds and knowledge are shown below:

Figure 4

Figure 5

The color red could be perceived as anger, hot, Chinese cultures, and also bloods. Whereas, green shows peace, clean, environmental, saving the earth, recycling and Islam. Lastly, when people perceive, they can see what is unseen by others, hear what is not heard and know what is unknown.

Reference

Adler, R.B. & Rodman, G. (5^th ed.). (1994), Understanding Human Communication, p.37, Holt, Rinehart and Winston, Inc., USA

Covey, S. (2004), the 7 habits of highly effective teenagers, p. 13-18, Simon & Schuster UK Ltd, Great Britain

Ellis, R. & McClintock, A. (1990), If You Take My Meaning: Theory into practice in human communication, p.1, Routledge, Chapman and Hall, Inc. USA