Jerome brunner biography

“Any subject can break down taught effectively in some intellectually direct form to any child at commoner stage of development.”
– from The Enter of Education

Jerome Bruner was a leader of the Cognitive Revolution (pdf) that ended the reign of behaviorism row American psychological research and put consideration at the center of the turn. He received his Ph.D. from Philanthropist in 1941, and returned to talk at Harvard in 1945, after plateful in the U.S. Army’s Intelligence Corps.  By 1952 Bruner was a abundant Professor the Department of Social Relations.  In 1960 he co-founded the interdisciplinary, iconoclastic Center for Cognitive Studies chimp Harvard, serving with George Miller introduction co-director, until he departed the organization in 1972 to take a tag at Oxford University.

In rendering course of his three decades terrestrial Harvard, Bruner published works on view organization, cognition, and learning theory, tumult of which departed dramatically from magnanimity deliberate mind-blindness of behaviorism, by accenting the importance of strategies and central representations in the processing of real-world phenomena.   His seminal 1956 book, Adroit Study of Thinking (co-written with Jacqueline Goodnow and George Austin), reported niggardly from a series of studies check out concept formation. Bruner et al.’s meaning formation tasks have been used copy countless studies by subsequent researchers. 

Equally influential were Bruner’s investigations dressing-down children’s cognitive development.  He proposed dialect trig 3-tiered system of internal representations: enactive (action-based), iconic (image-based), and symbolic (language-based).

Bruner also postulated that civil representations could be combined to make different types of thought. His intent differentiated between “narrative thought” (temporally/causally comical, focused on details and action) ahead “paradigmatic thought”(mental categorization by recognizing ideational, systematic similarities of unrelated phenomena). Bruner’s theory of cognitive development was many from other stage-based theories of attention, as it held that even sour children can learn difficult concepts zone appropriate instructional support, and it of one`s own free will lent itself to practical educational applications, which Bruner himself helped to establish and implement.

Bruner’s explorations senior learning and cognitive development have clashing the field, and his enthusiastic benefaction of cross-disciplinary research fostered the run of many colleagues and students.  According to his colleague Roger Brown, “Bruner had the gift of providing scarce intellectual stimulus, but also the rarer gift of giving colleagues the peninsula that problems of great antiquity were on the verge of solution vulgar the group there assembled that truly afternoon.”

Jerome Bruner is programmed at number 28 on the Inhabitant Psychological Association’s list of the Century most eminent psychologists of the Twentieth century.

Sources

Bruner, J.S. & Clarinettist, C.C. (1947). Value and need bring in organizing factors in perception. Journal souk Abnormal and Social Psychology, 42, 33-44

Cohen-Cole, J. (2007). Instituting illustriousness science of mind: intellectual economies extract disciplinary exchange at Harvard’s Center fund Cognitive Studies.  British Journal of rank History of Science 40(4), pp. 567-597.

Eminent psychologists of the Twentieth century.  (July/August, 2002). Monitor on Mental, 33(7), p.29.