By Jerome Bruner
Jerome Bruner argues that the cognitive revolution, with its present fixation on brain as "information processor;" has led psychology clear of the deeper target of figuring out brain as a writer of meanings. in basic terms by way of breaking out of the restrictions imposed by means of a computational version of brain will we seize the distinct interplay by which brain either constitutes and is constituted via culture.
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Instead of theoretical or summary, in particular else, this monograph endeavors to function a realistic consultant, a guide for aiding us navigate a gloomy terrain. It neither presumes to check the resources of evil nor recommend radical therapies. those pages try merely to proceed the method of naming the symptoms of person evil that we would realize those people ahead of they inflict much more harm.
Contributor word: Introduciton through Hugh Haughton
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New York: Guilford Press. , & Miller, T. P. (1982). What we learn from writing on the job. College English, 44, 557-572. Flower, L. S. (1985). Problem solving strategies for writing. New York: Harcourt Brace Jovanovich. Flower, L. , & Hayes, J. R. (1980). The dynamics of composing: Making plans and juggling constraints. In L. W. Gregg & E. R. ), Cognitive processes in writing (pp. 31-50). Hillsdale, NJ: Erlbaum. Gould, J. D. (1980). Experiments on composing letters: Some facts, some myths, and some observations.
Thus, one could conclude that the elderly processed these words, and allocated attention to them, in the same manner as college students did, but simply did so more slowly. Such a conclusion would be perfectly compatible with the prevailing hypothesis that aging is characterized by a generalized slowing of information processing abilities (CerelIa, 1985; Salthouse, 1982). A closer inspection of our data, however, suggested to us that this could not be the entire story. A more thorough comparison of the older subjects' data with those of the college students showed that, in addition to their slower mean probe RTs, the elderly displayed greater variability in their responding.
There are thus several reasons to believe that writing aids might be most useful if they make the appropriate schemata transparent to the writer at the appropriate point in composing. Of course, this means that such a writing aid will have a narrower range of applicability than those currently in use. However, we believe that the narrower scope will bring concomittant benefits. The idea for the specific writing aid that we are developing arose in the context of teaching experimental psychology students to write a report of their own empirical research.
Acts of Meaning by Jerome Bruner