Behavioral Goal for Rad
Rad is a graduate who is actively seeking employment since he completed his studies. In the past three months, Rad has attended three interviews and has not been successful in any of them. In all interviews, Rad would either get overwhelmingly shy, fail to answer the questions out of an anxiety attack, or would hardly have an enjoyable conversation with the interviewers to help them know him better. Although Rad scored high grades in college, his lack of confidence has cost him the interviews. Rad is currently seeking ways to boost his confidence and make him a better communicator in preparation for upcoming interviews. As an instructor, the goal is to ensure that after three weeks of training, Rad can speak confidently without anxiety attacks, be more social to people around him, and eloquent in speech. The specific intended outcomes include a calm body posture, square shoulders for confidence, fluency in speech and continuous responses to questions, humor within responses, use of discourse markers during the speech, asking interviewers questions, maintaining eye contact, and engaging all panelists.
Fundamental Tenets of Bruner's Theory
According to Bruner, learning occurs throughout the three stages. Learning first begins with the manipulation of the objects which are associated with specific knowledge. Second, a learner can develop mental representations of the object manipulated and the specific intended knowledge to acquire or action to perform. Based on this representation, a learner can ultimately comprehend the symbols which led to the mental representation formed, thus completing the learning process. Bruner's theory has three fundamental tenets that is an enactive, iconic, and symbolic representation. The enactive stage represents knowledge using actions (Driscoll, 2005). At an early stage of life, usually below two years, Bruner states that a person interprets objects based on their actions.
Delegate your assignment to our experts and they will do the rest.
For instance, a bicycle is associated with riding, so whenever that appears, the thought of riding persists more than other actions. If someone is asked to explain how to ride a bike, their knowledge might not be well represented as it would when they begin riding. The iconic stage provides a visualization of the summary of images. External objects are internally represented visually in the form of images. Unlike the first stage, the iconic stage's representations are independent of the actions associated with an object. An individual holds several representations independently, whose dominance is dependent on the degree of interest shown by a person or their level of familiarity with each of them. Last, the symbolic representation stage uses words to describe experiences. This stage begins from seven years and is characterized by the storage of information in code or symbol forms such as language, words, of mathematics symbols. Each of these codes has a constant relation to a specific representation (Fioretti & Smorti, 2019). Unlike the second stage, images are replaced by the codes and can be organized and classified based on an individual's preference. The separation of mental experiences from symbols provides an individual with the ability to think about the consequences of an action and choose an action path.
Key ways that the approach to the desired goal would change with the chosen theory
The initial procedure involved three phases; a mirror interview process where Rad answered questions while facing the mirror, a series of panel interviews with follow-ups, and a mock interview to complete the learning process. According to Bruner, the procedure adopted should entail three stages, as discussed above, where there is also manipulation of the object, development of mental representations, and comprehension of symbols. Therefore, the initial procedure under the radical behavior approach missed out on developing mental representations of the desired behavior during interviews. The procedure could be altered to incorporate this part by adding a fourth phase. However, this phase would come before the mirror interview phase. During this phase, Rad's would be subjected to watch videos of successful interviewees during an interview session. During the session, Rad should be allowed to rewind, pause, and repeat key segments of the videos, thereby allowing for object manipulation and development of mental representations of the watched interviewee's poise, posture, language use, among other key points. Further manipulation can be achieved in the mirror interviews before attaining the representations' independence during panel interviews and mastering desired body language use for the mock interview.
Bruner's Theory Assumptions and Application to Rad
Bruner's major assumption was that the result of cognitive development is thinking. In this assumption, Bruner stated that an intelligent mind creates mental familiarities or experience. The mind processes information by manipulating mental representations within the environment, thus going further than the information acquired (Grazzani & Brockmeier, 2019). For Rad's case, the program allows him to establish mental familiarities before the real interview using a video, mirror interviews, panel interviews, and mock interviews. After completing these stages, Rad will develop autonomous actions based on information gained from these representations, hence helping him pass his next interviews.
References
Fioretti, C., & Smorti, A. (2019). Beyond the anomaly: where Piaget and Bruner meet. Integrative Psychological and Behavioral Science, 53(4), 694-706.
Grazzani, I., & Brockmeier, J. (2019). Language games and social cognition: Revisiting Bruner. Integrative Psychological and Behavioral Science, 53(4), 602-610.
Driscoll, M. P. (2005). Psychology of learning for instruction .
