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.

Starting with an open mind

Abstract: Development in Infancy (A series of Books in Psychology) By T G R Bower Pp viii+258 (W H Freeman: San Francisco and Reading, July 1974) £520 cloth; £290 paper

Comment on “Effect of Overtraining on Subsequent Learning of Incidental CUES”

Abstract: Church (3) has recently reported a set of experiments designed to test the conditions under which animals, while making discriminations on the basis of one set of cues, will pick up information about newly introduced incidental cues that later may be used to guide discriminative choice when the original cues are removed from the situation. Like Blum and Blum (1) and Bruner, Matter, and Papanek (2), he found that rats do indeed learn something about such incidental cues while operating on previously established cue-discrimination habits. The heart of the issue about which I wish to comment briefly has to do with a hypothesis introduced by Bruner, Matter, and Papanek (2 ) and tested by Church (3 ). It is that if the animal is highly overtrained in his response to the original cue to which he is responding and is highly motivated, there will be less likelihood of his picking up the incidental cue when it is introduced into the situation. By highly motivated, we can mean the 36-hr. food deprivation used by Bruner, et nl. or the 22-hr. water deprivation used by Church. Overlearning of a cue is a matter of 200 to 300 trials of practice with the original cue before introduction of the incidental cue which can also be used to guide behavior in the situation. The general hypothesis proposed by Bruner, et nl. was that when behavior becomes mechanized with overlearning, the organism ceases to elaborate cue-goal cognitive maps or expectancies. Church in his ingenious experiments introduces an interesting and worthwhile distinction concerning incidental cues of the type under discussion. The distinction is between new cues that are introduced and previously irrelevant cues that are made relevant at a given point in the progress of overlearning. Bruner, et ul. used the latter procedure, Church the former. In the first of these experiments, rats were responding to black or white doors in a four unit T-maze, with position of the doors randomized. After a certain amount of overlearning, the correct doors were always arranged in an LRLR or RLRL sequence and. finally, the color cue was removed and animals tested for their mastery of single alternation. In short, a previously irrelevant cue suddenly became relevant and we ask under what conditions the animals '.notice3' that the cue has become relevant. In Church's first experiment, a newr cue was introduced after a period of overlearning. Rats went either to one or I!?? other arm of a single-unit T-maze, depending on whether a black or n hit? card cue was present on the side. The incidental cue added after over

The president and the children 1

Abstract: (1972). The president and the children. Journal of Clinical Child Psychology: Vol. 1, Power to The Children!, pp. 7-8.

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)