The outcome of cognitive development is thinking. The intelligent mind creates from experience "generic coding systems that permit one to go beyond the data to new and possibly fruitful predictions" (Bruner, 1957, p. 234). >
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So, to Bruner, important outcomes of learning include not just the concepts, categories, and problem-solving procedures invented previously by the culture, but also the ability to "invent" these things for oneself.
ReplyDeleteThe aim of education should be to create autonomous learners (i.e., learning to learn).
ReplyDeleteIn his research on the cognitive development of children (1966), Jerome Bruner proposed three modes of representation:
ReplyDelete- Enactive representation (action-based)
- Iconic representation (image-based)
- Symbolic representation (language-based)
Enactive (0 - 1 years)
ReplyDeleteThis appears first. It involves encoding action based information and storing it in our memory. For example, in the form of movement as a muscle memory, a baby might remember the action of shaking a rattle.
Iconic (1 - 6 years)
ReplyDeleteThis is where information is stored visually in the form of images (a mental picture in the mind’s eye). For some, this is conscious; others say they don’t experience it. This may explain why, when we are learning a new subject, it is often helpful to have diagrams or illustrations to accompany verbal information.
Symbolic (7 years onwards)
ReplyDeleteThis develops last. This is where information is stored in the form of a code or symbol, such as language. This is the most adaptable form of representation, for actions & images have a fixed relation to that which they represent. Dog is a symbolic representation of a single class.
Bruner's constructivist theory suggests it is effective when faced with new material to follow a progression from enactive to iconic to symbolic representation; this holds true even for adult learners. A true instructional designer, Bruner's work also suggests that a learner even of a very young age is capable of learning any material so long as the instruction is organized appropriately, in sharp contrast to the beliefs of Piaget and other stage theorists.
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