Jerome Bruner's Cognitive Theory

Today the idea that knowing or learning something consists of a process in which we receive information from the outside, the we process and finally interpret it in a way that we end up having knowledge of the element in question may seem logical and common.

This idea indicates that the individual who knows participates in the process of knowing, molding and interpreting reality in a direct way. However, this consideration has not always existed, there being multiple theories and ways of conceptualizing reality that linked the fact of knowing with the exact transfer of the objective reality to our consciousness, the person being a passive element between reality and cognition, or that although there is an intermediate step, this is an element indecipherable.

Theories that affirm that knowing and learning are mediated by a series of internal cognitive processes, manipulating the symbolic elements that we perceive in order to give reality a meaning are the so-called theories cognitivists, one of the first being the cognitive theory of Jerome Bruner.

Bruner's cognitive theory: active subject and categorization theory

In order to Jerome bruner and for the rest of theories of a cognitivist nature, one of the main elements when it comes to knowing is the active participation of the learner. Namely, It is not about the individual taking information from the outside without further ado, but for it to become knowledge it must be processed, worked and endowed with meaning by the subject.

According to Bruner's cognitive theory, in the process of knowing and learning, human beings try to categorize events and elements of reality into sets of equivalent items. Thus, we experience the experiences and the perceived reality creating concepts from the discrimination of the different stimuli.

In this process, called categorization, the information received from abroad is actively processed, being coded and classified with a series of labels or categories in order to make it possible to understand the reality. This categorization allows for the formation of concepts and the ability to make predictions and make decisions. It is an explanatory model heavily influenced by computer science, which were based on the operation of computers at the time.

From Bruner's cognitive perspective, from the categorization we are able to generate knowledge. These categorizations will not always remain stable and closed, but will vary from life experience, modifying and expanding. When facing a reality to be categorized, the individual can establish two types of processes, the Concept Formation or the one known as Concept Attainment.

Concept Formation

This process is typical of early stages of development. The subject proceeds to learn a concept or category, generating the information to be classified by itself in the category created by him / her. Common patterns are recognized in various information units and are unified in certain concepts.

Concept Attainment

The second type of process that can be carried out is the identification of properties that allow the stimulus to be registered in an already existing category, created by others. The subject infers the main attributes of the category that has been formed, comparing and contrasting examples that contain the main attributes of the category with other elements that do not have them. In other words, this process allows the creation of inclusion and exclusion criteria within a category.

Modes of representation of reality according to Bruner's cognitive theory

Based on what has been said so far, it is deductible that for Bruner learning is active, the individual having a cognitive structure based on the association with previous knowledge that allows him to build knowledge and make inferences.

The representation of reality that is made through cognition can be acquired in three ways or modes, used in different evolutionary moments of development due to the need for sufficient cognitive resources as they go complicating. These modes of representation are not mutually exclusive, and several can be applied at the same time to facilitate learning.

Enactive representation

In this mode, knowledge is acquired through action and direct interaction with the element to be known. This way of representing reality is typical of the initial stages of development, that is, in the first years of life. It is the type of representation that is obtained with procedural learning, such as learning to ride a car or bicycle, or to use silverware to eat.

Iconic representation

It is known through the iconic mode when recognizable and not very symbolic visual elements are used, such as a photograph or drawing. It is after the age of three that most boys and girls are able to use this type of representation, due to their higher level of development.

Symbolic representation

Knowing from a symbolic way implies that information is obtained through symbols, such as words, concepts, abstractions and written language. The level of intellectual development necessary for this type of representation is much higher than the previous ones, as it requires the ability to abstract and recognize symbols and their meaning. This type of representation is considered to have arisen around the age of six in most boys and girls.

Applications of cognitive theory in education

Learning is the means through which humans and other organisms acquire information and knowledge of the environment. For this reason, Bruner's cognitive theory has served and in fact has largely focused on promoting learning processes and development from childhood, although his perspective becomes constructivist.

For Bruner, education consists of the inculcation of skills and knowledge through the representation of what is already known and what is seeks to know, seeking that the individual can generalize knowledge, taking into account the particularities of each knowledge.

The scaffolding concept

Another of the fundamental concepts in Bruner's theory, in this case from a constructivist conception, is the concept of scaffolding. For Bruner, the learning or process through which we obtain knowledge has to be facilitated through the provision of external aids. The individual is not the only source of learning, but facilities can be created from outside so that these "fit" in the level of learning of the other person and, thus, improve the quality and speed of the education.

These grants must be granted in a graduated manner, providing a high level of help at the beginning or in the presence of great difficulties so that over time and with the progressive dominance by the apprentice, these will be withdrawn, giving more and more autonomy to the apprentice. individual.

The metaphor of a scaffolding used to construct a building is evident, referring to this process of adaptation and transience of the aid as scaffolding.

Importance of values, needs and expectations

The knowledge and even perception of the phenomena have been shown to be largely dependent on the needs, beliefs and expectations. Finding out how the results do not match too high expectations can cause frustration to learning stops, while too low expectations can hamper it and prevent progress potential.

An example of the importance of expectations is visible in some experiments, in which for example Subjects with little economic level are able to perceive coins as larger due to the higher value they receive. grant.

Giving meaning: working with what is already known

It is also essential to know that the new knowledge is based on the old, on the that the person already knows, in order to be able to build and modify the new information based on it.

This allows the subject to make sense of the new information., being able to know not only decontextualized information but also other cognitions that he can use in his daily life.

In search of discovery learning

As stipulated in his cognitive theory, for Bruner the subject is an active entity in learning and the process of knowing, which is not limited to recording information from abroad but must operate with it in order to convert it into knowledge. In this sense, he considers that traditional learning in schools has been based too much on a process of acquisition of decontextualized information.

In opposition to this, he proposes a learning by discovery, in which the subject learns and sees himself stimulated to know through curiosity, motivation and self-learning, the teacher being a guide for it.

Bibliographic references:

• Bruner, J. S. (Ed.). (1980). Research on cognitive development. Madrid: Pablo del Río.

• Bruner, J. S. (1981). Mental reality and possible worlds. Madrid: Gedisa.

• Bruner, J. S., Goodnaw, J. J. and Austin, G. TO. (1978). The mental process in learning. Madrid: Nancea.

• Guilar, M.E. (2009). Bruner's ideas: from the cognitive revolution to the cultural revolution. Educere, 13; 44, 235-241. University of the Andes, Venezuela.

• Mendez, Z. (2003). Learning and Cognition. San Jose Costa Rica. Publisher: EUNED, sixth reprint.