Jerome Seymour Bruner (October 1, 1915 – June 5, 2016) was an American psychologist who made significant contributions to human cognitive psychology and cognitive learning theory in educational psychology. Bruner was a senior research fellow at the New York University School of Law. He received a BA in 1937 from Duke University and a PhD from Harvard University in 1941. He taught and conducted research at Harvard University, the University of Oxford, and New York University. A Review of General Psychology survey, published in 2002, ranked Bruner as the 28th most cited psychologist of the 20th century.
Education and early life
Bruner was born blind (as a result of cataracts) on October 1, 1915, in New York City, to Polish Jewish immigrants, Herman and Rose Bruner. An operation at age 2 restored his vision. He was awarded a Bachelor of Arts degree in psychology from Duke University in 1937; a master's in psychology in 1939 and a doctorate in psychology in 1941, both from Harvard University. Bruner published his first article on a psychological subject in 1939, examining the effect of thymus extract on the sexual behavior of the female rat. During World War II, Bruner served on the Psychological Warfare Division of the Supreme Headquarters Allied Expeditionary Force committee under General Dwight D. Eisenhower, researching social psychological phenomena.
Career and research Bruner returned to Harvard in 1945 in the role of psychology professor, focusing on research in the fields of cognitive and educational psychology. In 1972, he left Harvard to teach at the University of Oxford in the United Kingdom. He returned to the United States in 1980, to continue his research in developmental psychology. In 1991, Bruner joined the faculty at New York University (NYU), where he taught primarily in the School of Law. As an adjunct professor at NYU School of Law, Bruner studied the effects of psychological factors on legal practice. During his career, Bruner was awarded honorary doctorates from Yale University, Columbia University, The New School, the Sorbonne, the ISPA Instituto Universitário, as well as from colleges and universities in Berlin and Rome; he was a Fellow of the American Academy of Arts and Sciences, and a member of the American Philosophical Society. Bruner was a distinguished member of Psi Chi. He turned 100 in October 2015 and died on June 5, 2016.
Cognitive psychology
Bruner is one of the pioneers of cognitive psychology in the United States, which began through his own early research on sensation and perception as being active, rather than passive processes. In 1947, Bruner published his study Value and Need as Organizing Factors in Perception, in which children from advantaged and disadvantaged backgrounds were asked to estimate the size of coins or wooden disks the size of American pennies, nickels, dimes, quarters and half-dollars. The results showed that the value and need the poor and rich children associated with coins caused them to significantly overestimate the size of the coins, especially when compared to their more accurate estimations of the same size disks. Similarly, another study conducted by Bruner and Leo Postman showed slower reaction times and less accurate answers when a deck of playing cards reversed the color of the suit symbol for some cards (e.g. red spades and black hearts). These series of experiments issued in what some called the 'New Look' psychology, which challenged psychologists to study not just an organism's response to a stimulus, but also its internal interpretation. After these experiments on perception, Bruner turned his attention to the actual cognitions that he had indirectly studied in his perception studies. In 1956, Bruner published the book A Study of Thinking, which formally initiated the study of cognitive psychology. Soon afterward Bruner helped found the Harvard Center of Cognitive Studies. After a time, Bruner began to research other topics in psychology, but in 1990 he returned to the subject and gave a series of lectures, later compiled into the book Acts of Meaning. In these lectures, Bruner contested the computer model of the mind, advocating a more holistic understanding of cognitive processes.
Developmental psychology
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