Jerome S. Bruner

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.

Public Opinion and America's Foreign Policy

Abstract: F OREIGN policy, like all national policy, endures and is made vital by the consent of the governed. There was a time, not long ago, when foreign policy was only nominally the concern of the people. But a shrinking world is robbing the professional diplomatist of his exclusive domain. What the public thinks now and is likely to think in the future about America's relations with the world must be of the gravest concern to all. This paper has to do with emerging public opinion on America's foreign policy. For the purposes at hand, public opinion is here equated with the results of public opinion polling. Briefly, four topics will concern us: (i) the bases of American opinion on foreign affairs, (2) the growth of internationalism in popular thinking, (3) the public's conception of the mechanics of collective, international action, and (4) the dual problem of dominance and sovereignty. But before we jump into the facts and figures of American public opinion, an assessment of the influence of public opinion on policy may prove salutary. First, public opinion rarely has a direct influence on foreign policy. The President and the State Department have not surrendered their prerogatives through referendum to the people. The influence is indirect. Even in the most effective democracy it takes time "its wonders to perform." Second, public opinion is effective to the extent that it is organized. Leaders of organized groups may and often do have more to say about policy than The People. A one man poll of the Farm Bureau's Ed O'Neill might yield more legitimate insight into future tariff schedules than would a careful sampling of the total population. Third, public opinion frequently abates in the face of a fait accompli. The less personal the issue, the more likely is this to be true.

Commentary: Cultivating the Possible

Abstract: In this interview, eminent psychologist Jerome Bruner takes us back to the 1960s to trace the beginning of his interest in educational theory. He describes the circumstances that led to writing his seminal book, "The Process of Education," and his surprise at how well the book was received worldwide, both from the public and academics. Dr. Bruner believes that "the easiest and most natural way we organize things is in a story-telling mode." This interview is a good example of his belief as he relates stories of the launching of Sputnik, the famous meeting at Woods Hall, his childhood friends, and his academic career. Finally, he invites us to "go beyond" as he explains his view of the future of education.

The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.

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.

Culture and the self: Implications 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.

Social Capital, Intellectual Capital, and the Organizational Advantage

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...

The psychology of interpersonal relations

Abstract: The psychology of interpersonal relations , The psychology of interpersonal relations , کتابخانه دیجیتال و فن آوری اطلاعات دانشگاه امام صادق(ع)