Jerome Bruner | Wikipedia audio article

Jerome Seymour Bruner (October 1, 1915 – June
5, 2016) was an American psychologist who made significant contributions to human cognitive
psychology and cognitive learning theory in educational psychology. Bruner was a senior research fellow at the
New York University School of Law. He received a B.A. in 1937 from Duke University
and a Ph.D. from Harvard University in 1941. He taught and did research at Harvard University,
the University of Oxford, and New York University. A Review of General Psychology survey, published
in 2002, ranked Bruner as the 28th most cited psychologist of the 20th century.==Education and early life==
Bruner was born blind (due to cataracts) on October 1, 1915, in New York City, to Herman
and Rose Bruner, who were Polish Jewish immigrants. An operation at age 2 restored his vision. He received a bachelor’s of arts degree in
Psychology, in 1937 from Duke University, and went on to earn a master’s degree in Psychology
in 1939 and then a doctorate in Psychology in 1941 from Harvard University. In 1939, Bruner published his first psychological
article on the effect of thymus extract on the sexual behavior of the female rat. During World War II, Bruner served on the
Psychological Warfare Division of the Supreme Headquarters Allied Expeditionary Force committee
under General Dwight D. Eisenhower, researching social psychological phenomena.==Career and research==
In 1945, Bruner returned to Harvard as a psychology professor and was heavily involved in research
relating to cognitive psychology and educational psychology. In 1970, Bruner left Harvard to teach at the
University of Oxford in the United Kingdom. He returned to the United States in 1980,
to continue his research in developmental psychology. In 1991, Bruner joined the faculty at New
York University (NYU), where he taught primarily in the School of Law.As an adjunct professor
at NYU School of Law, Bruner studied how psychology affects legal practice. During his career, Bruner was awarded honorary
doctorates from Yale University, Columbia University, The New School, the Sorbonne,
the ISPA Instituto Universitário, as well as colleges and universities in such locations
as Berlin and Rome, and was a Fellow of the American Academy of Arts and Sciences. He turned 100 in October 2015 and died on
June 5, 2016.===Cognitive psychology===Bruner is one of the pioneers of cognitive
psychology in the United States, which began through his own early research on sensation
and perception as being active, rather than passive processes. In 1947, Bruner published his study Value
and Need as Organizing Factors in Perception, in which poor and rich children were asked
to estimate the size of coins or wooden disks the size of American pennies, nickels, dimes,
quarters and half-dollars. The results showed that the value and need
the poor and rich children associated with coins caused them to significantly overestimate
the size of the coins, especially when compared to their more accurate estimations of the
same size disks.Similarly, another study conducted by Bruner and Leo Postman showed slower reaction
times and less accurate answers when a deck of playing cards reversed the color of the
suit symbol for some cards (e.g. red spades and black hearts). These series of experiments issued in what
some called the ‘New Look’ psychology, which challenged psychologists to study not just
an organism’s response to a stimulus, but also its internal interpretation. After these experiments on perception, Bruner
turned his attention to the actual cognitions that he had indirectly studied in his perception
studies. In 1956, Bruner published the book A Study
of Thinking, which formally initiated the study of cognitive psychology. Soon afterward Bruner helped found the Harvard
Center of Cognitive Studies. After a time, Bruner began to research other
topics in psychology, but in 1990 he returned to the subject and gave a series of lectures,
later compiled into the book Acts of Meaning. In these lectures, Bruner contested the computer
model of the mind, advocating a more holistic understanding of cognitive processes.===Developmental psychology===Beginning around 1967, Bruner turned his attention
to the subject of developmental psychology and studied the way children learn. He coined the term “scaffolding” to describe
an instructional process in which the instructor provides carefully programmed guidance, reducing
the amount of assistance as the student progresses through task learning. Bruner suggested that students may experience,
or “represent” tasks in three ways: enactive representation (action-based), iconic representation
(image-based), and symbolic representation (language-based). Rather than neatly delineated stages, the
modes of representation are integrated and only loosely sequential as they “translate”
into each other. Symbolic representation remains the ultimate
mode, and it “is clearly the most mysterious of the three.” Bruner’s learning theory suggests that it
is efficacious, when faced with new material, to follow a progression from enactive to iconic
to symbolic representation; this holds true even for adult learners. A true instructional designer, Bruner’s work
also suggests that a learner (even of a very young age) is capable of learning any material
so long as the instruction is organized appropriately, in sharp contrast to the beliefs of Piaget
and other stage theorists. (Driscoll, Marcy). Like Bloom’s Taxonomy, Bruner suggests a system
of coding in which people form a hierarchical arrangement of related categories. Each successively higher level of categories
becomes more specific, echoing Benjamin Bloom’s understanding of knowledge acquisition as
well as the related idea of instructional scaffolding. In accordance with this understanding of learning,
Bruner proposed the spiral curriculum, a teaching approach in which each subject or skill area
is revisited at intervals, at a more sophisticated level each time. First there is basic knowledge of a subject,
then more sophistication is added, reinforcing principles that were first discussed. This system is used in China and India. Bruner’s spiral curriculum, however, draws
heavily from evolution to explain how to learn better and thus it drew criticism from conservatives. In the United States classes are split by
grade—life sciences in 9th grade, chemistry in 10th, physics in 11th. The spiral teaches life sciences, chemistry,
physics all in one year, then two subjects, then one, then all three again to understand
how they mold together. Bruner also believes learning should be spurred
by interest in the material rather than tests or punishment, since one learns best when
one finds the acquired knowledge appealing.===Educational psychology===While Bruner was at Harvard he published a
series of works about his assessment of current educational systems and ways that education
could be improved. In 1961, he published the book Process of
Education. Bruner also served as a member of the Educational
Panel of the President’s Science Advisory Committee during the presidencies of John
F. Kennedy and Lyndon Johnson. Referencing his overall view that education
should not focus merely on memorizing facts, Bruner wrote in Process of Education that
“knowing how something is put together is worth a thousand facts about it.” From 1964–1996 Bruner sought to develop
a complete curriculum for the educational system that would meet the needs of students
in three main areas which he called Man: A Course of Study. Bruner wanted to create an educational environment
that would focus on (1) what was uniquely human about human beings, (2) how humans got
that way and (3) how humans could become more so. In 1966, Bruner published another book relevant
to education, Towards a Theory of Instruction, and then in 1973, another book, The Relevance
of Education. Finally, in 1996, in The Culture of Education,
Bruner reassessed the state of educational practices three decades after he had begun
his educational research. Bruner was also credited with helping found
the Head Start early childcare program. Bruner was deeply impressed by his 1995 visit
to the preschools of Reggio Emilia and has established a collaborative relationship with
them to improve educational systems internationally. Equally important was the relationship with
the Italian Ministry of Education which officially recognized the value of this innovative experience.===Language development===In 1972, Bruner was appointed Watts Professor
of Experimental Psychology at the University of Oxford, where he remained until 1980. In his Oxford years, Bruner focused on early
language development. Rejecting the nativist account of language
acquisition proposed by Noam Chomsky, Bruner offered an alternative in the form of an interactionist
or social interactionist theory of language development. In this approach, the social and interpersonal
nature of language was emphasized, appealing to the work of philosophers such as Ludwig
Wittgenstein, John L. Austin and John Searle for theoretical grounding. Following Lev Vygotsky the Russian theoretician
of socio-cultural development, Bruner proposed that social interaction plays a fundamental
role in the development of cognition in general and of language in particular. He emphasized that children learn language
in order to communicate, and, at the same time, they also learn the linguistic code. Meaningful language is acquired in the context
of meaningful parent-infant interaction, learning “scaffolded” or supported by the child’s language
acquisition support system (LASS). At Oxford Bruner worked with a large group
of graduate students and post-doctoral fellows to understand how young children manage to
crack the linguistic code, among them Alison Garton, Alison Gopnik, Magda Kalmar (Kalmár
Magda), Alan Leslie, Andrew Meltzoff, Anat Ninio, Roy Pea, Susan Sugarman, Michael Scaife,
Marian Sigman, Kathy Sylva and many others. Much emphasis was placed on employing the
then-revolutionary method of videotaped home-observations, Bruner showing the way to a new wave of researchers
to get out of the laboratory and take on the complexities of naturally occurring events
in a child’s life. This work was published in a large number
of journal articles, and in 1983 Bruner published a summary in the book Child’s talk: Learning
to Use Language. This decade of research established Bruner
at the helm of the interactionist approach to language development, exploring such themes
as the acquisition of communicative intents and the development of their linguistic expression,
the interactive context of language use in early childhood, and the role of parental
input and scaffolding behavior in the acquisition of linguistic forms. This work rests on the assumptions of a social
constructivist theory of meaning according to which meaningful participation in the social
life of a group as well as meaningful use of language involve an interpersonal, intersubjective,
collaborative process of creating shared meaning. The elucidation of this process became the
focus of Bruner’s next period of work.===Narrative construction of reality===
In 1980, Bruner returned to the United States, taking up the position of professor at the
New School for Social Research in New York City in 1981. For the next decade, he worked on the development
of a theory of the narrative construction of reality, culminating in several seminal
publications which contributed to the development of narrative psychology. His book Acts of Meaning has been cited over
20,000 times followed by Actual Minds, Possible Worlds which has been cited by over 18,000
scholarly publications, making them two of the most influential works of the 20th century. In these books, Bruner argued that there are
two forms of thinking: the paradigmatic and the narrative. The former is the method of science and is
based upon classification and categorisation. The alternative narrative approach organises
everyday interpretations of the world in storied form. The challenge of contemporary psychology is
to understand this everyday form of thinking.===Legal psychology===In 1991, Bruner arrived at NYU as a visiting
professor to do research and to found the Colloquium on the Theory of Legal Practice.==Publications=====Books======Selected articles=====See also

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