The act of discovery.

  title={The act of discovery.},
  author={J{\'e}r{\^o}me Seymour Bruner},
  journal={Harvard Educational Review},
  • J. Bruner
  • Published 1961
  • Psychology
  • Harvard Educational Review
The active participation in the learning process by the child might result in the following hypothesized benefits: an increase in intellectual potency so as to make the acquired information more readily viable in problem solving, the enaction of the learning activities in terms of the intrinsic reward of discovery itself (as contrasted with the drive-reduction model of learning), learning the heuristics of discovery, and making material more readily accessible in memory. From Psyc Abstracts 36… Expand
The role of guidance in children's discovery learning.
Three general approaches which have been shown to facilitate guided discovery learning are summarized: (1) strategic presentation of materials, (2) consequential feedback, and (3) probing questions and self-explanations. Expand
Sequential learning in the form of shaping as a source of cognitive flexibility
The importance of taking sequential task learning into account, provided there is additional architectural support is shown, and the use of the 12-AX task supports its use as a candidate to probe computational aspects of cognitive learning, including shaping. Expand
The Importance of Discovery in Children's Causal Learning from Interventions
Four-year-olds were more accurate at learning causal structures from their own actions when they were allowed to act first and then observe an experimenter act, as opposed to observing first and thenExpand
Self-Directed Learning
  • T. Gureckis, D. Markant
  • Computer Science, Medicine
  • Perspectives on psychological science : a journal of the Association for Psychological Science
  • 2012
This review argues that recent advances in these related fields may offer a fresh theoretical perspective on how people gather information to support their own learning. Expand
Cognitive Load During Problem Solving: Effects on Learning
  • J. Sweller
  • Psychology, Computer Science
  • Cogn. Sci.
  • 1988
It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition. Expand
Learning by Discovery: Psychological and Educational Rationale
  • H. Taba
  • Psychology
  • The Elementary School Journal
  • 1963
the development of ideas about learning and teaching today is the fact that the curriculum projects that were started to strengthen the role of content in the learning process have turned around andExpand
The motivating effect of learning by directed discovery.
High school students were taught 2 novel rules of addition by a programed booklet procedure. Subsequently, '/s of the 90 Ss were given individual guidance in discovering the explanation for the rulesExpand
discovery learning with computer simulations of conceptual domains
The observed effectiveness and efficiency of discovev learning in simulation environments together with problems that learners may encounter in discovery learning are reviewed, and how simulations may be combined with instructional support in order to overcome these problems are discussed. Expand
The Elusive Search for Teachable Aspects of Problem Solving
The ideas just presented serve to motivate the present chapter and its central question, “Can problem solving be taught?” These quotes are, respectively, from the National Education Association’sExpand
Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction.
  • R. Mayer
  • Psychology, Medicine
  • The American psychologist
  • 2004
Overall, the constructivist view of learning may be best supported by methods of instruction that involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration. Expand