JEROME BRUNER

CONSTRUCTIVIST

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Born

October 1, 1915 (age 96) New York, NY American psychology

Nationality Fields

Known for

cognitive psychology educational psychology Coining the term "scaffolding"

Notable awards

International Balzan Prize, CIBA Gold Medal for Distinguished Research Distinguished Scientific Award of the American Psychological Association

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COGNITIVE PHYCHOLOGY

one of the pioneers of the cognitive psychology movement in the United States began through his own research when he began to study sensation and perception as being active, rather than passive processes

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In 1947, Bruner published his classic study Value and Need as Organizing Factors in Perception in which poor and rich children were asked to estimate the size of coins or wooden disks the size of American

nickels, dimes, quarters and half-dollars

The results showed that the value and need the poor and rich children associated with coins caused them to significantly overestimate the size of the coins, especially when compared to their more accurate estimations of the same size disks. Powerpoint Templates

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DEVELOPMENTAL PHYCHOLOGY
Bruner studied how children learned: he coined the term "scaffolding" to describe how children often build off the information they have already mastered

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proposed three modes of representation: enactive representation (action-based), iconic representation (image-based), and symbolic representation (languagebased) Bruner's theory suggests 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

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EDUCATIONAL PHYCHOLOGY

From 1964-1996, Bruner sought to develop a complete

curriculum for the educational system that would meet the needs of students in three main areas which he called Man; A Course of Study Bruner wanted to create an educational environment that

would focus on
(1) what was uniquely human about human beings (2) how humans got that way

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WAGER

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Nine Events of Instruction

Based on information processing model (cognitivism). **Although it is defined by the authors to be based on information processing many of the elements are behavioral reinforcement, presenting stimulus material, eliciting performance

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Purpose of instruction is to provide support to the processes of learning. Instruction consists of a set of events external to the learner designed to support the internal processes of learning. The events of instruction must be deliberately arranged by an instructional designer or teacher.

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INSTRUCTIONAL IMPLICATION
Learning is based on the information processing model. Goal is to stimulate internal information processes. Not all of the events are provided for in every lesson. Events do not always occur in the order specified.

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Events of Instruction and their relation to the processes of learning

Gain attention reception of patterns of neural impulses Inform learner of the objective activate executive control processes Stimulate recall of pre-requisite learning retrieval of prior learning to working memory activate appropriate schema Present the stimulus material emphasize features for selective perception Powerpoint Templates Page 12

Provide learning guidance semantic encoding and cues for retrieval Elicit performance activate response organization through overt behavior Provide feedback about performance correctness establishing reinforcement Assess the performance, make sure it accurately reflects the objective under the stated conditions activate retrieval; make reinforcement possible Enhance retention and transfer provide cues and Powerpoint Templates strategies for retrieval Page 13

PRESENTED BY
PARVEEN NARESH FAIZ CJ
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