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7)Bruner believed the purpose of education is not to impart knowledge, but instead to facilitate a child's thinking and problem-solving skills which can then be transferred to a range of situations. Specifically, education should also develop symbolic thinking in children.

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7)Bruner believed the purpose of education is not to impart knowledge, but instead to facilitate a child's thinking and problem-solving skills which can then be transferred to a range of situations. Specifically, education should also develop symbolic thinking in children.

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6) Bruner argues that language can code stimuli and free an individual from the constraints of dealing only with appearances, to provide a more complex yet flexible cognition.

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6) Bruner argues that language can code stimuli and free an individual from the constraints of dealing only with appearances, to provide a more complex yet flexible cognition.

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Enactive- involves encoding action based information and storing it in our memory.

Iconic- where information is stored visually in the form of images (a mental picture in the mind’s eye).

Symbolic- where information is stored in the form of a code or symbol, such as language.

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4) To Bruner, important outcomes of learning include not just the concepts, categories, and problem-solving procedures invented previously by the culture, but also the ability to "invent" these things for oneself.

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4) To Bruner, important outcomes of learning include not just the concepts, categories, and problem-solving procedures invented previously by the culture, but also the ability to "invent" these things for oneself.

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3) Later in his life, Bruner published many research books, including ' A Study of Thinking' and 'Acts of Meaning'. In these he spoke of the study of cognitive pyschology and the mind. 

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3) Later in his life, Bruner published many research books, including ' A Study of Thinking' and 'Acts of Meaning'. In these he spoke of the study of cognitive pyschology and the mind. 

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2) Another study of Bruner's revealed slower reaction times and less accurate answers when using a deck of cards. The deck of cards had the signs on each card switched (red spades, black hearts). 

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2) Another study of Bruner's revealed slower reaction times and less accurate answers when using a deck of cards. The deck of cards had the signs on each card switched (red spades, black hearts). 

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1) Bruner published his study,  Value and Need as Organizing Factors in Perception, in which poor and rich children 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.

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1) Bruner published his study,  Value and Need as Organizing Factors in Perception, in which poor and rich children 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.

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Date of Birth

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type of theoretical approach