JEROME BRUNER. Group 5. Anayensy Cárcamo. Pamela Ávila. Rocío Flores. Jerome Seymour Bruner was born on October 1, 1915 in New York. Bruner is currently a senior researcher fellow at the New York University School of Law.
Bruner's ideas are based on categorization: "To perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize."
Categorization is the process in which ideas and objects are recognized, differentiated and under-stood.
Bruner believed that perception, conceptualization, learning, making decision, and making inferences all involved categorization.
To form a category is necessary follow four rules to specify an object:
1. Criterial attributes - required characteristics for inclusion of an object in a category.
2. The second rule prescribes how the criteral attributes are combined.
3. The third rule assignees weight to various properties.
4. The fourth rule sets acceptance limits on attributes.
Bruner also suggested that there are two primary modes of thought: the narrative mode and the paradigmatic mode:
He presented the point of view that children are active problem-solvers and capable of exploring “difficult subjects”.
Bruner argued that aspects of cognitive performance are facilitated by language.
He also mentioned that the setting is very important in the adcquisition of language.
The earliest social setting is the mother-child dyad, where children work out the meanings of utterances to which they are repeatedly exposed. Bruner identified several important social devices including joint attention, mutual gaze, and turn-taking.
Bruneradopted the point of view that culture shapes the mind and provides the raw material with which we constrict our world and our self-conception.
THE PROCESS OF EDUCATION
In 1960 Bruner published The Process of Education . This was a landmark book which led to much experimentation and a broad range of educational programs.
Effective Instruction Theory
Predisposition to learn/Personalized: Instruction should relate to learners' predisposition, and facilitate interest toward learning.
2. Content Structure: Content should be structured so it can be most easily grasped by the learner.
3. Sequencing: Sequencing is an important aspect for presentation of material (visual, words, symbols).
4. Reinforcement: Rewards and punishment should be selected and paced appropriately.
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