![]() Bruner would likely agree with Vygotsky that language serves to mediate between environmental stimuli and the individual’s response.These culturally invented technologies include not just obvious things such as computers and television, but also more abstract notions such as the way a culture categorizes phenomena, and language itself.Cognitive growth involves an interaction between basic human capabilities and “culturally invented technologies that serve as amplifiers of these capabilities.”.The aim of education should be to create autonomous learners (i.e., learning to learn).The notion of a “spiral curriculum” embodies Bruner’s ideas by “spiraling” through similar topics at every age, but consistent with the child’s stage of thought.According to his theory, the fundamental principles of any subject can be taught at any age, provided the material is converted to a form (and stage) appropriate to the child. Piaget and, to an extent, Ausubel, contended that the child must be ready, or made ready, for the subject matter.However, unlike Piaget’s stages, Bruner did not contend that these stages were necessarily age-dependent, or invariant. Bruner (1966) hypothesized that the usual course of intellectual development moves through three stages: enactive, iconic, and symbolic, in that order.Bruner argues that students should discern for themselves the structure of subject content – discovering the links and relationships between different facts, concepts and theories (rather than the teacher simply telling them). ![]() Like Ausubel (and other cognitive psychologists), Bruner sees the learner as an active agent emphasising the importance of existing schemata in guiding learning.
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