Jerome Bruner byl americký psycholog, který stál u zrodu kognitivní psychologie. Jeho práce se zaměřovala na vývojovou, vzdělávací a právní psychologii, přičemž zkoumal sociálně psychologické jevy. Byl průkopníkem v oblasti kognitivních věd a jeho vliv formoval chápání lidského myšlení a učení. Brunerovy poznatky zkoumaly, jak lidé získávají, organizují a využívají informace.
Instruction is an effort to assist or to shape growth. In devising instruction for the young, one would be ill advised indeed to ignore what is known about growth, its constraints and opportunities. And a theory of instruction - and this book is a series of exercises in such a theory - is in effect a theory of how growth and development are assisted by diverse means.
Argues that the idea of the mind as an information processor has led psychology away from seeing the mind as a creator of meanings. Only by breaking out of the limitations of a computational model of mind can we grasp the interaction through which mind constitutes and is constituted by culture.
Stories pervade our daily lives, from human interest news items, to a business strategy, to daydreams between chores. Stories are what we use to make sense of the world. But how does this work? This text examines this pervasive human habit and suggests ways to think about how we use stories. schovat popis
The Mind of a Mnemonist is a rare phenomenon--a scientific study that transcends its data and, in the manner of the best fictional literature, fashions a portrait of an unforgettable human being.
In a masterly commentary on the possibilities of education, Bruner reveals how education can usher children into their culture, though it often fails to do so. Bruner looks past the issue of achieving individual competence to the question of how education equips individuals to participate in the culture on which life and livelihood depend.
Offers a psychological approach to literature, examines the connection between language and reality, and discusses education and intellectual development.
A landmark in educational theory, now reassessed by the author in a new introduction.
