Jerome Bruner: Difference between revisions
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{{short description|American psychologist known for his work in cognitive psychology and education}} | |||
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== | ==Jerome Bruner== | ||
Jerome Bruner | [[File:Jerome_Bruner_1936.png|thumb|right|Jerome Bruner in 1936]] | ||
'''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 proponent of the constructivist theory of learning, which emphasizes the role of the learner in constructing their own understanding based on their experiences. | |||
== | ==Early Life and Education== | ||
Bruner's | Jerome Bruner was born in New York City to Polish Jewish immigrants. He received his bachelor's degree in psychology from [[Duke University]] in 1937 and his Ph.D. from [[Harvard University]] in 1941. During his time at Harvard, Bruner was influenced by the work of [[Gordon Allport]] and [[B.F. Skinner]]. | ||
== | ==Career== | ||
Bruner | Bruner began his academic career at Harvard University, where he became a professor of psychology. He was a key figure in the development of the field of cognitive psychology, which focuses on the study of mental processes such as "thinking, memory, knowing, and problem-solving." | ||
== | ===Cognitive Psychology=== | ||
Bruner's work in cognitive psychology emphasized the importance of categorization in learning and perception. He proposed that people interpret the world through a series of mental frameworks or "schemas" that help them organize and interpret information. This work laid the foundation for the development of the [[cognitive revolution]] in psychology. | |||
== | ===Educational Psychology=== | ||
Bruner | In the field of educational psychology, Bruner is best known for his theory of [[scaffolding]], which suggests that learners can be supported by more knowledgeable others to achieve tasks they cannot complete independently. He also introduced the concept of the [[spiral curriculum]], where complex ideas are taught at a simplified level first and then revisited at more complex levels over time. | ||
== | ==Major Works== | ||
Bruner authored several influential books and articles, including "The Process of Education" (1960), which argued for the importance of structure in learning and the role of education in fostering intellectual development. His book "Acts of Meaning" (1990) explored the role of culture in shaping human thought. | |||
== | ==Legacy== | ||
Bruner's work has had a lasting impact on both psychology and education. His ideas about the active role of the learner and the importance of cultural context in learning continue to influence educational practices and theories today. | |||
== | ==Related pages== | ||
* [ | * [[Cognitive psychology]] | ||
* [[Constructivism (learning theory)]] | |||
* [[Scaffolding (education)]] | |||
* [[Spiral curriculum]] | |||
[[Category: | [[Category:American psychologists]] | ||
[[Category:Cognitive psychologists]] | |||
[[Category:Educational psychologists]] | [[Category:Educational psychologists]] | ||
[[Category: | [[Category:1915 births]] | ||
[[Category: | [[Category:2016 deaths]] | ||
Latest revision as of 12:04, 15 February 2025
American psychologist known for his work in cognitive psychology and education
Jerome Bruner[edit]
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 proponent of the constructivist theory of learning, which emphasizes the role of the learner in constructing their own understanding based on their experiences.
Early Life and Education[edit]
Jerome Bruner was born in New York City to Polish Jewish immigrants. He received his bachelor's degree in psychology from Duke University in 1937 and his Ph.D. from Harvard University in 1941. During his time at Harvard, Bruner was influenced by the work of Gordon Allport and B.F. Skinner.
Career[edit]
Bruner began his academic career at Harvard University, where he became a professor of psychology. He was a key figure in the development of the field of cognitive psychology, which focuses on the study of mental processes such as "thinking, memory, knowing, and problem-solving."
Cognitive Psychology[edit]
Bruner's work in cognitive psychology emphasized the importance of categorization in learning and perception. He proposed that people interpret the world through a series of mental frameworks or "schemas" that help them organize and interpret information. This work laid the foundation for the development of the cognitive revolution in psychology.
Educational Psychology[edit]
In the field of educational psychology, Bruner is best known for his theory of scaffolding, which suggests that learners can be supported by more knowledgeable others to achieve tasks they cannot complete independently. He also introduced the concept of the spiral curriculum, where complex ideas are taught at a simplified level first and then revisited at more complex levels over time.
Major Works[edit]
Bruner authored several influential books and articles, including "The Process of Education" (1960), which argued for the importance of structure in learning and the role of education in fostering intellectual development. His book "Acts of Meaning" (1990) explored the role of culture in shaping human thought.
Legacy[edit]
Bruner's work has had a lasting impact on both psychology and education. His ideas about the active role of the learner and the importance of cultural context in learning continue to influence educational practices and theories today.
