Search results
Results From The WOW.Com Content Network
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.
Three key aspects are commonly notated: The representation system being used (visual/V, auditory/A, kinesthetic/K, and occasionally, O/G), whether the direction of attention is internal (i) or external (e), and whether the event is a recollection of an actual past event (r) or construction of an imaginary event (c).
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]
Psychologist Jerome Bruner developed a model of perception, in which people put "together the information contained in" a target and a situation to form "perceptions of ourselves and others based on social categories." [11] [12] This model is composed of three states:
In representation theory, the category of representations of some algebraic structure A has the representations of A as objects and equivariant maps as morphisms between them. . One of the basic thrusts of representation theory is to understand the conditions under which this category is semisimple; i.e., whether an object decomposes into simple objects (see Maschke's theorem for the case of ...
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. [3] 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.
The use of multiple representations supports and requires tasks that involve decision-making and other problem-solving skills. [2] [3] [4] The choice of which representation to use, the task of making representations given other representations, and the understanding of how changes in one representation affect others are examples of such mathematically sophisticated activities.
Psi-theory suggests hierarchical networks of nodes as a universal mode of representation for declarative, procedural and tacit knowledge. These nodes may encode localist and distributed representations. The activity of the system is modeled using modulated and directional spreading of activation within these networks.