(The eminent psychologist reflects on the course of his wo...)
The eminent psychologist reflects on the course of his work, examines the development of the study of psychology and his substantial contributions to its growth, and provides a glimpse of himself as thinker, teacher, and student of the mind
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(C'est en jouant avec l'adulte que le bébé commence à cons...)
C'est en jouant avec l'adulte que le bébé commence à construire sa langue maternelle. Quand il a compris qu'on peut " faire faire des choses avec des mots ", il a déjà appris une chose importante : la langue peut servir à signaler une intention. Il apprend ainsi l'usage du langage avant d'apprendre à parler. Pour Jerome Bruner, un des plus brillants psychologues de notre époque, la langue s'acquiert en tant qu'instrument de régulation dans l'interaction sociale. Il insiste sur la fonction du langage plutôt que sur sa forme. Le jeu partagé et ritualisé permet à l'enfant de découvrir le rôle de la communication elle-même et la structure des actes dans lesquels elle intervient. C'est grâce à la présence d'un adulte qui interprète et formalise les " signaux " du bébé que ce processus peut s'engager. Il ne s'agit donc pas d'une imitation comme on l'a longtemps pensé, ni d'un dispositif inné qui fonctionnerait automatiquement, sans assistance, mais d'un " système de support pour l'acquisition du langage " qui permettrait à l'enfant de le construire lui-même, grâce à ce " support ". A travers ce livre, Jerome Bruner nous permet de l'accompagner dans l'observation des jeunes enfants qui apprennent à parler dans leur cadre familial. La clarté de son expression nous rend compréhensible un processus aussi complexe que l'acquisition du langage.
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Jerome Seymour Bruner was born in New York, in a Jewish family from Poland. His father Gershl (later German) Bruner (English Herszel Herman Bruner, 1879-1927) came from Będzin, and the mother of Rukhl Beyl (later Rose) Gliksman (English Rose Gliksman, 1879-1957) - from Częstochowa. Bruner’s father, a watch manufacturer, died when Bruner was 12 years old.
Jerome Seymour Bruner attended public schools, graduating from high school in 1933, and entered Duke University where he majored in psychology, earning the AB degree in 1937.
Bruner then pursued graduate study at Harvard University, receiving the MA in 1939 and the Ph. D. in 1941.
In 1941-1945 Jerome Seymour Bruner was engaged in problems of political intelligence and psychological warfare where he was served under General Eisenhowe. When Bruner entered the field of psychology, it was roughly divided between the study of perception and the analysis of learning. In 1950 he became a professor of psychology at Harvard University.
From 1960 to 1972, together with George Miller, he directed the Harvard Center for Cognitive Studies, where the data and methods of experimental psychology, linguistics, age psychology, anthropology, philosophy, and artificial intelligence research were combined into a single discipline - cognitive science. In 1980 he returned to the United States and for a short time served again at Harvard until, in 1981, he was appointed to the position of the George Herbert Mead professorship at the New School for Social Research in New York and director of the New York Institute for the Humanities. In 1941-1945 he was engaged in problems of political intelligence and psychological warfare where he was served under General Eisenhowe. When Bruner entered the field of psychology, it was roughly divided between the study of perception and the analysis of learning. In 1950 he became a professor of psychology at Harvard University.
From 1960 to 1972, together with George Miller, he directed the Harvard Center for Cognitive Studies, where the data and methods of experimental psychology, linguistics, age psychology, anthropology, philosophy, and artificial intelligence research were combined into a single discipline - cognitive science. In 1980 he returned to the United States and for a short time served again at Harvard until, in 1981, he was appointed to the position of the George Herbert Mead professorship at the New School for Social Research in New York and director of the New York Institute for the Humanities. He died on June 5, 2016 at the 101st year of life.
Jerome Seymour Bruner made a significant contribution to the development of cognitive psychology and cognitive learning theory in pedagogical psychology, as well as in history and the general philosophy of education. Until his death, Bruner was a senior fellow at the Faculty of Law at New York University.
(The eminent psychologist reflects on the course of his wo...)
(C'est en jouant avec l'adulte que le bébé commence à cons...)
When Bruner entered the field of psychology, it was roughly divided between the study of perception and the analysis of learning.
The first study was related to mentalistic and subjective, while the second was behavioristic and objective.
Bruner revolted against behaviorism and psychophysics and, together with Leo Postman, set out on a series of experiments that would result in the "New Look, " a new theory of perception.
The New Look held that perception is not something that occurs immediately, as had been assumed in older theories.
It was a view that psychology must concern itself with how people view and interpret the world, as well as how they respond to stimuli.
Bruner's interest moved from perception to cognition- how people think.
A major publication to come out of this period was A Study of Thinking (1956), written with Jacqueline Goodnow and George Austin.
It explored how people think about and group things into classes and categories.
Bruner found that the choice to group things almost invariably involves notions of procedures and criteria for grouping.
It may also involve focusing on a single indicator as a "home base" and grouping things according to the presence of that indicator.
Furthermore, people will group things according to their own attention and memory capacity; they will choose positive over negative information; and they will seek repeated confirmation of hypotheses when it is often not needed.
A Study of Thinking has been called one of the initiators of the cognitive sciences.
Center for Cognitive Studies Soon Bruner began collaborating with George Miller on how people develop conceptual models and how they code information about those models. Bruner studied into children's games and made a significant contribution to the modification of the views of Jean Piaget, who believed that in his development the child inevitably goes through the corresponding cognitive stages. Bruner showed that if children are trained with the use of techniques that enable them to reveal their knowledge, children discover abilities for complex kinds of perception and knowledge at a much earlier age.
Quotations:
"The essence of creativity is figuring out how to use what you already know in order to go beyond what you already think. "
"Education must, be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of the will to explore them. "
"We are storytelling creatures, and as children we acquire language to tell those stories that we have inside us. "
"Learners are encouraged to discover facts and relationships for themselves. "
"Being able to "go beyond the information" given to "figure things out" is one of the few untarnishable joys of life. "
"The agentive mind is not only active in nature, but it seeks out dialogue and discourse with other active minds. And it is through this dialogic, discursive process that we come to know the Other and his points of view, his stories. We learn an enormous amount not only about the world but about ourselves by discourse with Others. "
"The young child approaching a new subject or anew problem is like the scientist operating at the edge of his chosen field. "
Jerome Seymour Bruner was married to Katherine Frost in 1940 (divorced in 1956). Married 2nd Blanche Marshall McLane in 1960 (divorced in 1984), married 3rd Carol Fleisher Feldman.
