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Jerome S. Bruner

Other affiliations: University of York, York University, University of Nottingham  ...read more
Bio: Jerome S. Bruner is an academic researcher from New York University. The author has contributed to research in topics: Perception & Cognitive development. The author has an hindex of 90, co-authored 248 publications receiving 92417 citations. Previous affiliations of Jerome S. Bruner include University of York & York University.


Papers
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01 Jan 2003
TL;DR: Vygotsky's theory was an attempt to explain consciousness as the end product of socialization, and is complementary to the work of Bandura on social learning and a key component of situated learning theory.
Abstract: Overview: The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." (p57). A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone. Vygotsky's theory was an attempt to explain consciousness as the end product of socialization. For example, in the learning of language, our first utterances with peers or adults are for the purpose of communication but once mastered they become internalized and allow "inner speech". Vygotsky's theory is complementary to the work of Bandura on social learning and a key component of situated learning theory. Because Vygotsky's focus was on cognitive development, it is interesting to compare his views with those of Bruner and Piaget. This is a general theory of cognitive development. Most of the original work was done in the context of language learning in children (Vygotsky, 1962), although later applications of the framework have been broader (see Wertsch, 1985).

168 citations

Book
01 Jul 2004
TL;DR: This book discusses Vygotsky's Conception of Psychological Development, which explored the role of emotion and attention in the development of a child's personality in the years up to the age of seven.
Abstract: Introduction: A Dialogue with Vygotsky Section I: Problems of General Psychology: Thinking and Speech Section introduction Chapter 1: The Problem and the Method of Investigation Chapter 2: The Genetic Roots of Thinking and Speech Chapter 3: Thought and Word Chapter 4: Perception and Its Development in Childhood Chapter 5: Emotions and Their Development in Childhood References and Notes to Section I Section II: The Fundamentals of Defectology (Abnormal Psychology and Learning Disabilities) Section Introduction Chapter 6: Introduction: The Fundamental Problems of Defectology Chapter 7: The Difficult Child Chapter 8: The Dynamics of Child Character Chapter 9: The Collective as a Factor in the Development of the Abnormal Child Section III: Problems of the Theory and History of Psychology: Crisis in Psychology Section Introduction Chapter 10: The Historical Meaning of the Crisis in Psychology: A Methodological Investigation Sevtion IV: The History of the Development of High Term Mental Functions: Exegesis of Vygotsky's Text Section Introduction Chapter 11: The Structure of Higher Mental Functions Chapter 12: Mastering Attention Section V: Child Psychology: Vygotsky's Conception of Psychological Development Section Introduction Chapter 13: Development of Thinking and Formation of Concepts in the Adolescent Chapter 14: Dynamics of Structure of the Adolescent's Personality Chapter 15: The Crisis at Age Seven Section VI: Scientific Legacy:Tool and Sign in the Development of the Child Section Introduction Chapter 16: The Problem of Practical Intellect in the Psychology of Animals and the Psychology of the Child Chapter 17: The Function of Signs in the Development of Higher Mental Processes Chapter 18: Sign Operations and Organization of Mental Processes Chapter 19: Analysis of Sign Operations of the Child Bibliography of Works about Vygotsky Index

167 citations

Book
01 Jun 1968

161 citations

Book
01 Jan 1980
TL;DR: The authors examine how culture, social interaction, and human relations affect the development of language and thought in children and examine the role of these factors in children' development of languages and thought.
Abstract: Essays examine how culture, social interaction, and human relations affect the development of language and thought in children.

155 citations

Journal ArticleDOI
TL;DR: In contrast to Piaget's emphasis on the invariant logic of growth and Vygotsky's emphasis upon the centrality of culturally patterned dialogue in the enablement of growth, the authors conclude that their two approaches were incommensurate.
Abstract: Contrasting Piaget’s emphasis on the invariant logic of growth with Vygotsky’s emphasis upon the centrality of culturally patterned dialogue in the enablement of growth, one is led to conclude that their two approaches were incommensurate. This incommensurateness may expresss a deep and possibly irreconcilable difference between two ways of knowing: one seeking to ‘explain’ and the other to ‘interpret’ human growth and the human condition. We are blessed to have had such gifted exponents of the two views at the very start of our discipline, for their divergence has alerted us to the deeper puzzles posed by research in human development.

154 citations


Cited by
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Journal ArticleDOI
TL;DR: This article seeks to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating the many ways in which moderators and mediators differ, and delineates the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena.
Abstract: In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators.

80,095 citations

Journal ArticleDOI
TL;DR: Theories of the self from both psychology and anthropology are integrated to define in detail the difference between a construal of self as independent and a construpal of the Self as interdependent as discussed by the authors, and these divergent construals should have specific consequences for cognition, emotion, and motivation.
Abstract: People in different cultures have strikingly different construals of the self, of others, and of the interdependence of the 2. These construals can influence, and in many cases determine, the very nature of individual experience, including cognition, emotion, and motivation. Many Asian cultures have distinct conceptions of individuality that insist on the fundamental relatedness of individuals to each other. The emphasis is on attending to others, fitting in, and harmonious interdependence with them. American culture neither assumes nor values such an overt connectedness among individuals. In contrast, individuals seek to maintain their independence from others by attending to the self and by discovering and expressing their unique inner attributes. As proposed herein, these construals are even more powerful than previously imagined. Theories of the self from both psychology and anthropology are integrated to define in detail the difference between a construal of the self as independent and a construal of the self as interdependent. Each of these divergent construals should have a set of specific consequences for cognition, emotion, and motivation; these consequences are proposed and relevant empirical literature is reviewed. Focusing on differences in self-construals enables apparently inconsistent empirical findings to be reconciled, and raises questions about what have been thought to be culture-free aspects of cognition, emotion, and motivation.

18,178 citations

Journal ArticleDOI
TL;DR: In this article, the authors present a model that incorporates this overall argument in the form of a series of hypothesized relationships between different dimensions of social capital and the main mechanisms and proces.
Abstract: Scholars of the theory of the firm have begun to emphasize the sources and conditions of what has been described as “the organizational advantage,” rather than focus on the causes and consequences of market failure. Typically, researchers see such organizational advantage as accruing from the particular capabilities organizations have for creating and sharing knowledge. In this article we seek to contribute to this body of work by developing the following arguments: (1) social capital facilitates the creation of new intellectual capital; (2) organizations, as institutional settings, are conducive to the development of high levels of social capital; and (3) it is because of their more dense social capital that firms, within certain limits, have an advantage over markets in creating and sharing intellectual capital. We present a model that incorporates this overall argument in the form of a series of hypothesized relationships between different dimensions of social capital and the main mechanisms and proces...

15,365 citations

Book
01 Jan 1958
TL;DR: The psychology of interpersonal relations as mentioned in this paper, The psychology in interpersonal relations, The Psychology of interpersonal relationships, کتابخانه دیجیتال و فن اطلاعات دانشگاه امام صادق(ع)
Abstract: The psychology of interpersonal relations , The psychology of interpersonal relations , کتابخانه دیجیتال و فن آوری اطلاعات دانشگاه امام صادق(ع)

15,254 citations

Book
01 Jan 1973

9,000 citations