{"id":7052,"date":"2006-10-18T07:39:20","date_gmt":"2006-10-18T07:39:20","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/10\/18\/bruner-beyond-t\/"},"modified":"2006-10-18T07:39:20","modified_gmt":"2006-10-18T07:39:20","slug":"bruner-beyond-t","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/10\/18\/bruner-beyond-t\/","title":{"rendered":"Bruner, Beyond the Information Given<\/i>"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>\n

Bruner,
\n Jerome. Beyond the Information Given: Studies in the Psychology of
\n Knowing<\/i>. New York: Norton, 1973. <\/p>\n

<\/p>\n

Beyond the Information Given<\/i> is an edited collection of Bruner’s work.
\nIt compiles selected essays and addresses. For the purposes of the tools-in-use
\nexam, I’m focusing on four chapters. Bruner sought to study childhood
\ndevelopment through what he called three modes of representation<\/b>:
\nenactive<\/b> representation (action), iconic<\/b> representation (imagery),
\nand symbolic<\/b> representation (language). The first two selections concern
\nthe enactive representation in infants. The second two essays discuss the
\nrepresentative modes.<\/p>\n

"The Growth and Structure of Skill" (245) – 1971
\nDuring the first eighteen months of life, how do visually guided hand
\nmovements<\/b> evolve into more advanced tool use? Skill, or "skilled action<\/b>,"
\ntypically begins with the "hand or hands under visual guidance." (246).
\nInfants develop "functionally adequate serial orders<\/b>" that allow them to
\naccomplish basic goals. Eventually, they are able to substitute the rules
\nfor particular orders with other means-ends sequences, even internalizing
\nprocesses of analysis, anticipation, and feedback (rel. to Norman, 249).
\nFurthermore, "modularization<\/b>" of sub-processes enables greater range in
\nthe combinations of serial orders (252). Bruner’s research studies involve, in
\none case, infants attempting to open a lid and grasp a toy relying on "complementary
\ntwo-handedness<\/b>," and, in another case, the use of a screen and a toy to test
\n"detour reaching<\/b>" (visually guided reaching behind the screen, with
\nbarriers, in effect). Eventually, task activation involves the merger of known
\nand unknown: "Experience also serves to shape them; but it does not create them.
\nIndeed, the anomaly is this; it is at the point where the old system begins to
\nwork smoothly and achieve goals sought that it is most likely to be superseded
\nby a new, initially more clumsy one" (266). <\/p>\n

"All writers on skill would agree that the secret of such smoothly flowing
\naction<\/b> is not only anticipation<\/b> of what is coming next, but a sense
\nof how what one is doing now and what one anticipates next fit into the
\nobjective of the serial program in operation<\/b>" (248). Too teleological?
\n"Vygotsky (18) was fond of an epigram from Bacon, "Nec manus, nisi inellectus,
\nsibi permissus, multum valent<\/i>" (Neither hand nor intellect left each to
\nitself is worth much)" (247).
\n"Skilled activity is a program specifying an objective or terminal state to be
\nachieved, and requiring the serial ordering of a set of constituent, modular
\nsubroutines" (247).<\/p>\n

"Eye, Hand, and Mind" (270) – 1969
\nTools<\/b> and language<\/b> converge as "instruments of thought" (270), and
\nthis suggests that we can account for the "growth of mind." Bruner wants to
\nestablish an experiment that can deal with the following: self-initiated
\nlearning, failure and awkwardness, the organization of perception and attention,
\nand the "orchestration<\/b>" of "previously separate enterprises synergically"
\n(271). During early infancy, many goals are guided-to-mouth (mouthing), but
\ninfants move beyond the small, isolated efforts-toward-goal, and "[l]earning
\nduring this stage leads to better anticipation, a more integrated act, and finer
\ndifferentiation<\/b>" (278). <\/p>\n

"What is interesting, once visually guided reaching achieves some rough
\ncompetence, is that attention enters a new phase in its development<\/b>"
\n(275).
\n"The burden of all this is to suggest that there develops first, before visually
\nguided reaching, an orientative visual matrix<\/b> in which the seen movement
\nof the hand can be appreciated" (273).<\/p>\n

"The Growth of Representational Processes in Childhood" (313) – 1966
\nBruner explains and reiterates the three representative modes–enactive<\/b>,
\niconic<\/b>, and symbolic<\/b> (316)–while introducing a study concerned
\nwith symbolic representation as "the most mysterious of the three" (317).
\nBasically, while controlling for imagery (iconic), enactive and symbolic
\nvariables were introduced (specifically manipulation<\/b> and labeling<\/b>
\n(321)). When manipulation (enactive) and labeling (symbolic) modes were
\nincorporated with a basic test (clay objects), "conservation<\/b>" was much
\nhigher. When modes combine, "growth" is more probable: "It is not the
\nwhole story of growth and increased competence, but it is, I believe, very close
\nto the center of what is involved when a human being equipped with gifts of
\naction, imagery, and symbolism, comes to know and to master his world" (323) <\/p>\n

"Growth involves not a series of stages<\/b>, but rather a successive
\nmastering<\/b> of three forms of representation along with their partial
\ntranslation<\/b> each into the others" (317).
\n"Perhaps the psychology of conservation<\/b>, indeed, all forms of
\ninvariance<\/b>, involve a recognition that the same thing<\/b> can take
\nmany guises<\/b> and still be the same thing" (323).<\/p>\n

"The Course of Cognitive Growth" (325) – 1964
\nThis is a longer piece, and there are several important ideas here that mobilize
\na vocabulary specific to cognitive psychology. Here, too, Bruner makes a case
\nfor the integration<\/b> of the three representative modes, suggesting that as
\nthey come together, the mind become more adept at problem solving<\/b>. Rather
\nthan being hard-wired for responses, we develop techniques<\/b> that are
\ninfused with the technological<\/b> and cultural surrounds<\/b>: "In short,
\nthe capacities that have been shaped by our evolution as tool users are the ones
\nwe rely upon in the primary task of representation" (327). The three modes are
\ndeveloped here; between them, Bruner finds "translation difficulty<\/b>" to
\nlead to error (in moving from mode to mode) (340). Ultimately, Bruner is
\ninterested in the sequencing of the three modes (their interplay, shifting
\npreferences, etc.) and the eventuality of the language\/symbolic mode<\/b> as
\nit is internalized and becomes a "program for ordering experience" (350). <\/p>\n

"Once the child has succeeded in internalizing language as a cognitive
\ninstrument, it becomes possible for him to represent and systematically
\ntransform the regularities of experience with far greater flexibility and power
\nthan before" (330).
\n"There are, first, what Vygotsky (29) has called ‘heaps,’ collections<\/b> put
\ntogether in an arbitrary way simply because the child has decided to put them
\ntogether that way" (342). Heaps. Nice.
\n"As language becomes more internalized, more guiding as a set of rules for
\norganizing events, there is a shift from the associative principles that operate
\nin classical perceptual organization to the increasingly abstract rules for
\ngrouping events by the principles of inclusion, exclusion, and overlap, the most
\nbasic characteristics of any hierarchical system" (344). <\/p>\n

Key terms: visually guided reaching (242), modules of action (241), visual
\nscanning (246), serial order (247), substitution rules (247), chaining (251),
\nmodularization (252), embedded action (257), activation (263), instruments of
\nthought (271), representation (311), enactive-iconic-symbolic (316),
\nconservation (322), integration (325), "evolution-by-prosthesis" (326),
\ntranslation difficulty (340), Vygotsky’s "heaps" (342).<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>Bruner, Jerome. Beyond the Information Given: Studies in the Psychology of Knowing. New York: Norton, 1973.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[175],"tags":[699,365,418,1340,405,1341,1317,1342,1343,825,1344,1345,553,1346,1347,1348,1349,1027,924,150,1350,381,1351,1352,187,1131],"class_list":["post-7052","post","type-post","status-publish","format-standard","hentry","category-toolsinuse","tag-action","tag-activation","tag-attention","tag-conservation","tag-culture","tag-enactive","tag-feedback","tag-hand","tag-iconic","tag-imagery","tag-integration","tag-intention","tag-language","tag-modularization","tag-mouth","tag-nature","tag-orchestration","tag-representation","tag-skill","tag-structure","tag-symbolic","tag-syntax","tag-task","tag-technique","tag-technology","tag-tools"],"yoast_head":"\nBruner, Beyond the Information Given - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2006\/10\/18\/bruner-beyond-t\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Bruner, Beyond the Information Given - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 4 minsBruner, Jerome. 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The Second Self : Computers and the Human Spirit. 1984. Cambridge, Mass.: MIT Press, 2005. Working in the early 1980's, Turkle undertakes an extended ethnographic study over six years to explore the relationships between people and computers (and other electronic devices). Involving graduate students from her \"Computers and\u2026","rel":"","context":"In "Tools-in-use"","block_context":{"text":"Tools-in-use","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/toolsinuse\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7089,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/03\/13\/bialostosky-sho\/","url_meta":{"origin":7052,"position":5},"title":"Bialostosky, "Should College English Be Close Reading?"","author":"Derek Mueller","date":"March 13, 2007","format":false,"excerpt":"Bialostosky, Don. \"Should College English Be Close Reading?\" College English 69.2 (Nov. 2006): 111-116. Don Bialostosky's contribution to the \"What Should College English Studies Be?\" symposium in the Nov. 2006 College English works through the question of whether it should be close reading. His first thought: it should. From there,\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7052","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=7052"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7052\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=7052"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=7052"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=7052"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}