Chapter 5 Cognitive Learning Theories Bruner's Learning Theory 'Any subject can by taught effectively to any child at any stage of development
Chapter 5 Cognitive Learning Theories: Bruner’s Learning Theory “Any subject can by taught effectively to any child at any stage of development
Chapter 5 Cognitive Learning Theories Bruner's learning theory 05.3. 1 About Bruner. ● Jerome seymour Bruner(1915-) Born in new york in 1915 o 1931. studied law at Duke Uni then studied psy because of the influence of Mcdougall 1937. received Ba at Duke uni
Chapter 5 Cognitive Learning Theories: Bruner’s Learning Theory ⚫ 5.3.1 About Bruner: ⚫ Jerome Seymour Bruner(1915-) ⚫ Born in New York in 1915. ⚫ 1931,studied law at Duke Uni., then studied Psy. because of the influence of Mcdougall. ⚫ 1937,received B.A at Duke Uni
Chapter 5 Bruner's Learning Theory ●53.1 About bruner: o 1938-1941. studied in harvard Uni and received his Ph. D (Honorary doctorates: Yale, Columbia, Sorbonne, berlin, Rome, etc o 1941-1945 worked in psychological department in the army during World War Il o 1945-72 taught in harvard Uni. where he founded the Center for Cognitive Studies in 1961 o 1955-56, visiting professor at Oxford Uni. o 1981-88, taught at the New School for Social Research in New York city
Chapter 5 Bruner’s Learning Theory ⚫ 5.3.1 About Bruner: ⚫ 1938-1941, studied in Harvard Uni. and received his Ph.D. (Honorary doctorates: Yale, Columbia, Sorbonne, Berlin, Rome, etc.) ⚫ 1941-1945, worked in psychological department in the army during World War Ⅱ. ⚫ 1945-72, taught in Harvard Uni.where he founded the Center for Cognitive Studies in 1961. ⚫ 1955-56, visiting professor at Oxford Uni. ⚫ 1981-88, taught at the New School for Social Research in New York City
Chapter 5 Bruner's Learning Theory ●5.3.1 About bruner o 1965, presidency ofpa. o A Study of Thinking (1956), The process of Education (1960), Toward a Theory of Instruction (1966), Child's Talk(1983), Actual Minds, Possible worlds (198),Act of Meaning (1988),etc
Chapter 5 Bruner’s Learning Theory ⚫ 5.3.1 About Bruner: ⚫ 1965, presidency of APA. ⚫ A Study of Thinking(1956), The process of Education(1960), Toward a Theory of Instruction(1966), Child’s Talk(1983),Actual Minds, Possible Worlds(1983), Act of Meaning(1988),etc
Chapter 5 Bruners Learning Theory ●53.1 About bruner o Bruner is a cognitive psychologist who is highly interested in learning process. He has been acknowledged as a major supplement of Piaget's theory of cognitive development. He tried to extend the scope of the existing theory of cognitive development by creating his "Three modes of representation" and pointing out the close relationship between cognitive development and theory of instruction
Chapter 5 Bruner’s Learning Theory ⚫ 5.3.1 About Bruner ⚫ Bruner is a cognitive psychologist who is highly interested in learning process. He has been acknowledged as a major supplement of Piaget’s theory of cognitive development. He tried to extend the scope of the existing theory of cognitive development by creating his “Three Modes of Representation” and pointing out the close relationship between cognitive development and theory of instruction
Chapter 5 Bruner's learning Theory o5.3.2 Main ideas o Bruners ideas begin with his assumptions about human perception and information processing. He noted that we are constantly bombarded(炮轰,轰击) with much more stimulation than we can consciously attend to and process, so we attend selectively---we focus on that portion of the input that is most important or interesting. The input that we attend to is actively perceived and interpreted in organized fashion, using expectations developed through prior experience. Input processed in this manner is stored in the form of imagery, concepts and other representational structures, and they are ultimately organized into a grand structure that constitutes the person's model of realit
Chapter 5 Bruner’s Learning Theory ⚫ 5.3.2 Main ideas ⚫ Bruner’s ideas begin with his assumptions about human perception and information processing.He noted that we are constantly bombarded(炮轰，轰击） with much more stimulation than we can consciously attend to and process, so we attend selectively---we focus on that portion of the input that is most important or interesting. The input that we attend to is actively perceived and interpreted in organized fashion, using expectations developed through prior experience. Input processed in this manner is stored in the form of imagery, concepts, and other representational structures, and they are ultimately organized into a grand structure that constitutes the person’s model of reality
Chapter 5 Bruner's Learning Theory ●53.2 Main ideas ● In bruner’ s vIew, knowledge is organized into categories that simplify the task of processing and retaining information by allowing us to interpret the new with reference to the familiar. We can recognize instances as examples of more general categories of knowledge or events
Chapter 5 Bruner’s Learning Theory ⚫ 5.3.2 Main ideas ⚫ In Bruner’s view, knowledge is organized into categories that simplify the task of processing and retaining information by allowing us to interpret the new with reference to the familiar. We can recognize instances as examples of more general categories of knowledge or events
Chapter 5 Bruner's Learning Theory ●53.2 Main ideas ●※ Three modes of representation: Enactive mode (actions:learners acquire knowledge by action, past events and patterned motor response. Enactive mode knowledge is knowledge about how to manipulate the environment through overt behavior. Images, words and symbols are not involved to any significant degree. This mode is predominant in early childhood but continuing throughout life
Chapter 5 Bruner’s Learning Theory ⚫ 5.3.2 Main ideas ⚫ ※Three modes of representation: ⚫ Enactive mode(actions):learners acquire knowledge by action, past events and patterned motor response. Enactive mode knowledge is knowledge about how to manipulate the environment through overt behavior. Images, words, and symbols are not involved to any significant degree. This mode is predominant in early childhood but continuing throughout life
Chapter 5 Bruners Learning theory o5.3.2 Main ideas o Iconic mode(pictures): learners perceive outside with images by using visual and other sensory organizations. Thin king becomes less stimulus bound and dependent on active manipulation of concrete objects. Children are capable of understanding knowledge presented in the iconic mode via pictures, images, or memories of previously experienced objects or events. They can begin to think about the properties of objects rather than only about what can be done with these objects, perform arithmetic computations without having to count actual objects or use their fingers
Chapter 5 Bruner’s Learning Theory ⚫ 5.3.2 Main ideas ⚫ Iconic mode(pictures):learners perceive outside with images by using visual and other sensory organizations. Thinking becomes less stimulus bound and dependent on active manipulation of concrete objects. Children are capable of understanding knowledge presented in the iconic mode via pictures, images, or memories of previously experienced objects or events. They can begin to think about the properties of objects rather than only about what can be done with these objects, perform arithmetic computations without having to count actual objects or use their fingers
Chapter 5 Bruner's Learning Theory 5.3.2 Main ideas Symbolic mode(words and numbers): learners understand knowledge by language and reason, moreover they start trying to solve problems by thinking creatively.They can understand and manipulate purely abstract concepts. They must be able to do this in order to profit from extended verbal instruction in the more formal aspects of subject-matter knowledge(higher-order rules and principles expressing relationships among defined concepts
Chapter 5 Bruner’s Learning Theory ⚫ 5.3.2 Main ideas ⚫ Symbolic mode(words and numbers):learners understand knowledge by language and reason, moreover they start trying to solve problems by thinking creatively.They can understand and manipulate purely abstract concepts. They must be able to do this in order to profit from extended verbal instruction in the more formal aspects of subject-matter knowledge(higher-order rules and principles expressing relationships among defined concepts