J. Bruner 的心智研究與認知革命

J. Bruner’s Mind Research and Cognitive Revolution

美國知名的心理學家J. Bruner於兒童的心智發展有豐碩的研究成果，對於心理和教育領域，有卓越的貢獻。本文採詮釋學方法，針對Bruner個人的重要著作、與他人共同合作的論文，以及其他學者針對Bruner研究成果所撰寫的評論等文獻，採用「詮釋循環」（hermeneutic circle）的作法，進行分析與綜合，乃至詮釋與反思，據以說明其在心理和教育領域上的貢獻，並指出其引發認知革命的原由。就心理領域而言，Bruner主張人類行為絕不僅是刺激和反應之間的連結，更應關注內在的心理歷程，此觀點不但挑戰了當時蔚為主流的行為主義，擴大心理學研究的範疇，同時也點燃認知革命的種子；就教育領域而言，Bruner關注教育的發展，其在內在動機、發現行動、學習意志、認知結構、思考教學等方面的研究，促進了學校教育的革新，影響眾多的學子。而在其戮力研究，藉以改善教育實務的過程中，亦促進心理和教育的聯繫，相關研究亦擴大了認知心理領域的探究範疇，豐富並助長了日後的認知革命。Bruner在其學術生涯中，身居多項要職，諸如擔任研究機構的主任、美國心理學會主席、政府的教育顧問等，透過其職務角色，發揮關鍵的影響力量，開展了日後認知心理方面的研究。

This study adopted a hermeneutic approach to analyze and synthesize the work of renowned American psychologist J. Bruner, focusing on his seminal contributions to the fields of psychology and education. By examining Bruner’s key writings, coauthored papers, and scholarly reviews by employing the “hermeneutic circle” method, this study elucidated Bruner’s effect on psychological and educational theory and practice and his role in sparking the cognitive revolution. Bruner’s assertion that human behavior includes more than just stimulus–response connections challenged behaviorist orthodoxy, broadening psychological inquiry and laying the groundwork for the cognitive revolution. His educational research on internal motivation, discovery learning, and cognitive structures has considerably influenced educational practice, in part by strengthening the link between psychological theory and classroom application. Bruner’s academic career, marked by prominent roles such as director of a research organization, president of the American Psychological Association, and advisor to government educational bodies, has had a profound effect on the trajectory of cognitive psychology.