Showing papers by "Jerome S. Bruner published in 1987"

Making Sense: The Child's Construction of the World

Abstract: A highly topical volume which builds on currently emerging themes in the study of child development in the social world.

The mind of a mnemonist : a little book about a vast memory

Abstract: Foreword to the 1987 Edition Foreword to the First Edition Preface 1. Introduction 2. The Beginning of the Research 3. His Memory The Initial Facts Synesthesia Words and Images Difficulties Eidotechnique The Art Of Forgetting 4. His World People and Things Words 5. His Mind His Strong Points His Weak Points 6. His Control of Behavior The Objective Data A Pew Words About Magic 7. His Personality

Prologue to the English Edition

Abstract: Twenty-five years ago, I was privileged to write an Introduction to the first translation of Vygotsky’s classic, Thought and Language (1962). In the opening paragraph of that Introduction, I remarked, Lev Semenovich Vygotsky...in his student days at the University of Moscow...read widely and avidly in the fields of linguistics, social science, psychology, philosophy, and the arts. His systematic work in psychology did not begin until 1924. Ten years later he died of tuberculosis at the age of 38. In that period, with the collaboration of such able students and co-workers as Luria, Leontiev, and Sakharov, he launched a series of investigations in developmental psychology, education, and psychopathology, many of which were interrupted by his untimely death. The present volume, published posthumously in 1934, ties together one major phase of Vygotsky’s work, and though its principal theme is the relation of thought and language, it is more deeply a presentation of a highly original and thoughtful theory of intellectual development. Vygotsky’s conception of development is at the same time a theory of education.

Wie das Kind sprechen lernt

Abstract: In den ersten beiden Kapiteln beschreibt er den Weg von der vorsprachlichen zur sprachlichen Kommunikation. Er geht hierbei von einer angeborenen Sprachbegabung aus. Bruner erklart, dass die Sprachlernmechanismen (LAD) nur funktionieren konnen, wenn ein Erwachsener sich mit dem Kind in ein inszeniertes Ablaufmuster (z.B. Spiel) begibt. Dieses stellt eine Art Hilfssystem zum Spracherwerb (LASS) dar. Aus den Wechselbeziehungen zwischen Sprachlernmechanismen und Hilfssystem ergibt sich der Spracherwerb des Kindes.