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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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Book
01 Jan 1971
TL;DR: Since education takes place under conditions imposed by a technological society, Professor Bruner maintains that it is not enough to attempt reform through minor curriculum revisions as mentioned in this paper, the program that fails to set knowledge within the context of action must be replaced.
Abstract: Since education takes place under conditions imposed by a technological society, Professor Bruner maintains that it is not enough to attempt reform through minor curriculum revisions. The program that fails to set knowledge within the context of action must be replaced. And to be truly relevant to our social needs, the scope of education must be extended toward overcoming the severe handicaps faced by children from impoverished areas.

464 citations

Book
01 Jan 1987
TL;DR: A highly topical volume which builds on currently emerging themes in the study of child development in the social world is presented in this paper, with a focus on social media and social networks.
Abstract: A highly topical volume which builds on currently emerging themes in the study of child development in the social world.

446 citations

Journal ArticleDOI
TL;DR: The most prevalent view of the source of ethnic and social class differences in intellectual performance is what might be summed up under the label ''the deficit hypothesis'' as discussed by the authors, which rests on the assumption that a community under conditions of poverty (for it is the poor who are the focus of attention, and a disproportionate number of the poor are members of minority ethnic groups) is a disorganized community, and this disorganization expresses itself in various forms of deficit.
Abstract: PERHAPS the most prevalent view of the source of ethnic and social class differences in intellectual performance is what might be summed up under the label \"the deficit hypothesis.\" I t can be stated briefly, without risk of gross exaggeration. It rests on the assumption that a community under conditions of poverty (for it is the poor who are the focus of attention, and a disproportionate number of the poor are members of minority ethnic groups) is a disorganized community, and this disorganization expresses itself in various forms of deficit. One widely agreedupon source of deficit is mothering; the child of poverty is assumed to lack adequate parental attention. Given the illegitimacy rate in the urban ghetto, the most conspicuous \"deficit\" is a missing father and, consequently, a missing father model. The mother is away at work or, in any case, less involved with raising her children than she should be by white middle-class standards. There is said to be less regularity, less mutuality in interaction with her. There are said to be specialized deficits in interaction as well—less guidance in goal seeking from the parents (Schoggen, 1969), less emphasis upon means and ends in maternal instruction (Hess & Shipman, 196S), or less positive and more negative reinforcement (Bee, Van Egeren, Streissguth, Nyman, & Leckie, 1969; Smilansky, 1968). More particularly, the deficit hypothesis has been applied to the symbolic and linguistic environment of the growing child. His linguistic community as portrayed in the early work of Basil Bernstein (1961), for example, is characterized by a restricted code, dealing more in the stereotype of interaction than in language that explains and elaborates upon social and material events. The games that are

425 citations

Journal ArticleDOI
TL;DR: The role of play and modeling in the organization of constituents for task completion is explored and more evolved directed action is constructed of previously constructed sequences now organized into higherorder arts.
Abstract: BRUNER, JEROME S. Organization of Early Skilled Action. CHILD DEVELOPMENT, 1973, 44, 1-11. Early skill is dependent upon the initial arousal of an intention, specifying an end state, and containing minimal directions concerning means. Activated intention triggers constituent acts that are clumsily organized to achieve a desired end state, often with initial organization showing a preadapted pattern. Feedback shapes initially awkward patterns so that less attentional capacity is required. Further task analysis is made possible, and more evolved directed action is constructed of previously constructed sequences now organized into higherorder arts. The role of play and modeling in the organization of constituents for task completion is explored.

412 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