Bruners Theory of Learning

1. Cognitive Development:
Bruner was influenced by Piaget's ideas
about cognitive development in children.
During the 1940's his early work focused
on the impact of needs, motivations, &
expectations (mental sets) and their
influence on perception.
He also looked at the role of strategies in
the process of human categorization,
and development of human cognition.
He presented the point of view that
children are active problem-solvers and
capable of exploring difficult subjects.
Bruner believed that children have an
innate capacity that helps them make
sense of the work and that cognitive
abilities
develop
through
active
interaction. His focus was on the
development
of
conceptual
understanding, cognitive skills and
learning strategies rather than the
acquisition of knowledge. Bruner argued
that social factors, particularly language,
were important for cognitive growth.
These
underpin
the
concept
of
scaffolding.

About Jerome Bruner:

1915: Born in NYC
Learning theorist
In WW2 worked for U.S. Army
intelligence reviewing the effectiveness
of propaganda.
1947 : Ph. D. , Psychology from Harvard
Positions on faculties of Harvard, Oxford,
and currently NYU
Associated with the Constructivist view
of learning
Originated Discovery method of learning
Founded Center for Cognitive studies
with Leo Postman
rooted mainly in the study of cognition
Reacted against behaviorist model of
learning
founded New Look movement in
psychology
Change from behaviorist model

Learners create their own

subjective constructs of reality
---Bruner

Bruner was also concerned with how

knowledge is represented and organised
through
different
modes
of
representation
i.

Modes of Representation:

Bruner suggested that different ways of thinking (or representation) are

important at different ages.

He said that knowledge and understanding can take 3 different forms:

1.
2.
3.
1.

The enactive mode (used in 1st 18 months)

The iconic mode (develops from 18 months)
The symbolic mode (6-7 years onwards)
The enactive mode (used in 1st 18 months):

In the first stage the first kind of memory is called enactive when
a person learns about the world through actions on physical
objects and the outcomes of these actions. This mode is used
within the first 18 months of life. A baby represents world
through actions (corresponding with Piagets sensorimotor
stage). The infant stores information in the form of muscle
memories: remembering the feel of actions. baby may carry on
shaking arm even if you take rattle away
thought arm
movement made the noise!
Thinking is based entirely on physical actions. Infants learn by
doing, rather than by internal representation (or thinking). This
mode continues later in many physical activities, such as learning to ride a
bike. They become automatic through repetition. Like Piaget, Bruner sees
onset of object permanence = amajor qualitative change in way child thinks.
2. The iconic mode (develops from 18 months):
The second stage was called "Iconic" where learning can be
obtained through using models and pictures. Information is
stored as sensory images: usually visual ones, like pictures in
the mind. Mode begins to develop from 18 months. Some
children develop an extreme form of this known as eidetic
imagery (photographic memory), but they usually lose it as
they grow older.
Thinking is based on the use of mental images (icons), which
may be based on sight, hearing, smell or touch. Baby can represent rattle as
a visual image so it is now an independent thing = object
permanence childs thinking is dominated by images Im in Im in iconic mode
leave my rattle alone!
-things are as they look in this mode.
3. The symbolic mode (6-7 years onwards)
The final stage was "Symbolic" in which the learner develops the capacity to
think in abstract terms. In this stage child has the ability to store things in
the form of symbols. Words are powerful symbols and we can store a lot of
information as verbal memory.

This mode is acquired around six to seven years-old (corresponding to

Piagets operation stage). Representation of the world is principally through
language, but also other symbolic systems such as number and music.
Children began to use symbols to represent people, things, etc. They have
the ability to think and talk about things in abstract terms. They can better
understand mathematical principles and use symbolic idioms. Information
can now be categorized and summarized, can be more readily manipulated.

ii.

Social Learning

Bruner argued that aspects of cognitive performance are facilitated by

language. He also mentioned that the setting is very important in the
acquisition 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
a. Cultural Learning:
Bruner adopted the point of view that culture shapes the
mind and provides the raw material with which we constrict
our world and our self-conception. He explained this in his
book The Culture of Education by suggesting that people
from different cultures make sense of their experiences in
different ways because of the differences in the society in
which they live.
e.g. Categorisation structures for birds may be different in UK and Africa
b. 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
c. The organization of knowledge:
Thinking based on categorization (similarities and differences - system of
coding to store info). Hierarchy -general at top getting more specific e.g
classification of animals

d. Four Key themes

Four Key themes emerged in Bruner's early work:

Bruner emphasized the role of structure in learning and how it

may be made central in teaching. Structure refers to relationships
among factual elements and techniques.
Readiness for learning. Bruner believed that any subject could be
taught at any stage of development in a way that fit the child's
cognitive abilities.
Spiral curriculum. Refers to the idea of revisiting basic ideas over
and over, building upon them and elaborating to the level of full
understanding and mastery.
Intuitive and analytical thinking. Bruner believed that intuitive and
analytical thinking should both be encouraged and rewarded.

e. Effective Instruction Theory:

1. 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.

iii.

Constructivist Theory:

Bruner was one of the founding fathers of constructivist theory. Bruner's

theoretical framework is based on the theme that learners construct new
ideas or concepts based upon existing knowledge. Learning is an active

process. Facets of the process include: selection and transformation of

information, making decision, generating hypotheses, and making meaning
from information and experiences.

a. Categorization:
Bruner's theories emphasize the significance of
categorization in learning. "To perceive is to
categorize, to conceptualize is to categorize, to learn
is to form categories, to make decisions is to
categorize."
Interpreting
information
and
experiences by similarities and differences is a key
concept.

Categorization is the
process in which ideas and
objects
are recognized, differentia
ted and understood.

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.

b. Modes of Thought:
Bruner also suggested that there are two primary modes of thought:
1. The narrative (intuitive) mode:
2. The paradigmatic (analytic) mode:
1. The narrative (intuitive) mode:
The mind engages in sequential, action-oriented, detail-driven thought.
based on logic, traditional type of thinking emphasized in schools, leads to
construction of categories and hierarchies
2. The paradigmatic (analytic) mode:
The mind transcends particularities to achieve systematic, categorical
cognition. More interpretive, complex and rich phenomena of life better
represented in stories or narratives (Lieblich et al 1998)

iv.

Scaffolding

Scaffolding is a temporary support structure around that childs attempts to

understand new ideas and complete new tasks as the child is able to work
more independently. Bruner and colleagues Wood et al (1976) first to
introduce the term Scaffolding to describe the Vygotskian idea of helping
children through the ZPD.
a. Scaffolding Purposes

The purpose of the support is to allow the child to achieve higher

levels of development by:
o simplifying the task or idea
o motivating and encouraging the child

Highlighting important task elements or errors

Giving models that can be imitated.

Analysis:

Constructivism is widely considered an important model of effective teaching

practice, and Bruners ideas underlie many contemporary approaches and
practices, such as thinking skills and assessment for learning. The teacher
should utilize the internal imagery development of the child for his
educational purposes. This mental imagery of the child would enable him in
the conversation of his experiences and forge ahead with new experiences.
Bruner introduced researchers outside of the former USSR to
Vygotskys ideas.
Bruners work on language and cognitive development has been very
influential.
Bruner stressed the importance of the role of social exchanges between the
child and adult
Although Bruners theory is much narrower in scope that Piagets,
Bruners ideas have been applied more directly to education.
This is notably through his notion of spiral curriculum, which basically
argues that ideas can be presented to children at almost any age,
provided they are coached in an appropriate mode of representation.

Strengths and Limitations

Limitations - not concerned with infant development as much as Piaget and
Vygotsky
so not a lifespan theory of Cog Dev - more a general approach to learning
Paradigmatic and Narrative thinking difficult to test and so theory cant be
demonstrated to be true
Strengths - Focus on Education have had a profound effect on education

Synoptic points
The theory uses a number of approaches - Cognitive (information
processing - like Piaget dev occurs through experience and maturation)
Social Constructionist - like Vygotsky social context important
Explains Individual Differences - culture and environmental influences
Real world applications - major impact on education

Eventually Bruner was strongly influenced by Vygotsky's writings and began to turn
away from the intrapersonal focus he had had for learning, and began to adopt a
social and political view of learning. Bruner argued that aspects of cognitive
performance are facilitated by language. He stressed the importance of the social
setting in the acquisition of language. His views are similar to those of Piaget, but
he places more emphasis on the social influences on development. 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.
Bruner also incorporated Darwinian thinking into his basic assumptions about
learning. He believed it was necessary to refer to human culture and primate
evolution in order to understand growth and development. He did, however, believe
there were individual differences and that no standard sequence could be found for
all learners. He considered instruction as an effort to assist or shape growth.In 1996
he published The Culture of Education.. This book reflected his changes in
viewpoints since the 1960's. He adopted the point of view that culture shapes the
mind and provides the raw material with which we constrict our world and our selfconception.