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Learning Through Experience and Learning Through Media


by David R. Olson & Jerome S. Bruner 1974

This paper is concerned broadly with the consequences of two types of experience which may be designated as direct experience and mediated experience, their partial equivalence and substitutability, and their differing potential roles in the intellectual development and acculturation of children. Our analysis will begin with the problem of the nature of direct experience and its effect on development. A clearer conception of the processes involved in direct experience will permit us to better examine the manner and extent to which mediate experience may complement, elaborate, and substitute for that direct experience.


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This article originally appeared as NSSE Yearbook Vol 73, No. 1.


Cite This Article as: Teachers College Record Volume 75 Number 5, 1974, p. 125-150
http://www.tcrecord.org ID Number: 19421, Date Accessed: 10/22/2017 7:05:56 PM

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About the Author
  • David Olson
    University of Toronto
    E-mail Author
    DAVID R. OLSON is a cognitive developmental psychology professor at the Ontario Institute for Studies in Education at the University of Toronto.
  • Jerome Bruner
    Oxford University
    JEROME S. BRUNER is a psychology professor at Oxford University.
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