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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.
It was based on the theories of Jerome Bruner, particularly his concept of the "spiral curriculum". This suggested that a concept might be taught repeatedly within a curriculum, but at a number of levels, each level being more complex than the first. The process of repetition would thus enable the child to absorb more complex ideas easily. [3] [4]
The understanding of perception as the interaction between sensory stimuli (bottom-up) and conceptual knowledge (top-down) continued to be established by Jerome Bruner who, starting in the 1940s, studied the ways in which needs, motivations and expectations influence perception, research that came to be known as 'New Look' psychology.
Although Vygotsky himself never mentioned the term, scaffolding was first developed by Jerome Bruner, David Wood, and Gail Ross, while applying Vygotsky's concept of ZPD to various educational contexts. [4] According to Wass and Golding, giving students the hardest tasks they can do with scaffolding leads to the greatest learning gains. [16]
Concept learning, also known as category learning, concept attainment, and concept formation, is defined by Bruner, Goodnow, & Austin (1956) as "the search for and testing of attributes that can be used to distinguish exemplars from non exemplars of various categories".
Jerome Bruner conducted much of his research on developmental psychology and educational theory, formulating a theory of cognitive development, which categorized modes of internal representation into enactive (action-based), iconic (image-based), and symbolic (language-based).
Olson was long concerned with the implications of the advances in psychological theory for educational theory and practice an interest sponsored by Jerome Bruner's 1960 book, "The Process of Education" [7] Olson examined the implications of the so-called "cognitive revolution" of the 1960s, a revolution led by the work of Noam Chomsky, Jerome ...
Jerome Bruner is often credited with originating discovery learning in the 1960s, but his ideas are very similar to those of earlier writers such as John Dewey. [1] Bruner argues that "Practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving". [2]