Mediated Learning Experience (MLE) and Cognitive Modifiability

2012 ◽  
pp. 2154-2157 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Learning Experience ◽  
Mediated Learning ◽  
Cognitive Modifiability ◽  
Mediated Learning Experience

Mediated Learning Experience and Cognitive Modifiability

2013 ◽  
Vol 12 (1) ◽  
pp. 59-80 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Teaching Style ◽  
Mediated Learning ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
The Impact

The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.

Providing Mediated Learning Experiences Through Multidimensional Play Therapy

2005 ◽  
Vol 5 (2) ◽  
pp. 168-182
Author(s):  
Shyh Shin Wong
Keyword(s):  
Play Therapy ◽  
Learning Experience ◽  
Learning Experiences ◽  
Human Being ◽  
Mediated Learning ◽  
Systematic Application ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Mediated Learning Experience ◽  
Play Therapist

Multidimensional Play Therapy is an integrative, multidimensional metatheoretical approach to the use of play in working with clients’ different modalities, with specific focus on the provision of mediated learning experiences through play. It is an attempt to fill in the gap and act as a bridge to integrate different ideas and practices in the fields of cognitive education and play therapy. Specifically, Multidimensional Play Therapy expands the use of play therapy to include providing mediated learning experience, based on Feuerstein’s theory of structural cognitive modifiability and mediated learning experience. The use of play as mediation, proposed by Vygotsky, is integrated with Feuerstein’s systematic application of Vygotsky’s idea of a more competent human being (the play therapist) as mediator in the context of Multidimensional Play Therapy.

Mediated Learning Experience: Questions to Enhance Cognitive Development of Young Children

2017 ◽  
Vol 16 (2) ◽  
pp. 178-192
Author(s):  
Bee Leng Chua ◽  
Oon-Seng Tan ◽  
Paulina Sock Wah Chng
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Young Children ◽  
Learning Experience ◽  
Mediated Learning ◽  
Student Interactions ◽  
Teacher Student ◽  
Cognitive Modifiability ◽  
The Individual ◽  
Mediated Learning Experience

Mediated learning experience (MLE) stresses that the quality of interaction between the child and the environment via a human mediator plays a pivotal role in the cognitive development of the individual. Feuerstein’s theory of structural cognitive modifiability posited that humans have the propensity to change the structure of their cognitive functioning. Therefore, teachers and practitioners can intervene early during early childhood to potentially enhance cognition functions of young children, which will prepare them for successful adaptation to the rapidly changing environment. This article rides on the theoretical underpinnings of Feuerstein’s theory of MLE to elaborate appropriate use of questions to enhance cognitive development during early childhood. Essentially, appropriate conditions foster the mediation of intentionality and reciprocity, meaning, and transcendence, the three parameters necessary for mediated interaction to take place and questions are used to mediate the parameters as we scaffold through teacher–student interactions.

Report from the Field: Mediated Learning and Structural Cognitive Modifiability As a Methodology for Psychotherapy

2001 ◽  
Vol 1 (3) ◽  
pp. 294-302
Author(s):  
Lynne Cornfield
Keyword(s):  
Cognitive Therapy ◽  
Cognitive Functions ◽  
Learning Experience ◽  
Mediated Learning ◽  
Cognitive Modifiability ◽  
Mediated Learning Experience ◽  
The University

This paper presents a model of cognitive therapy that is being developed in the Division of Specialised Education at the University of the Witwatersrand. It is called Mediated Cognitive Therapy (MCT) because it has its roots in traditional cognitive therapy but derives its methodology from Reuven Feuerstein’s theories of Structural Cognitive Modifiability, the Mediated Learning Experience (MLE), and of Cognitive Functions and Dysfunctions (Feuerstein, Rand, Hoffman, & Miller, 1980).

Outlining the Value of Cognitive Studies in Increasing the Strategic Management within Organizations

2016 ◽  
pp. 174-195
Author(s):  
Aida Varela Varela ◽  
Marilene Lobo Abreu Barbosa ◽  
Maria Giovanna Guedes Farias
Keyword(s):  
Strategic Management ◽  
Learning Experience ◽  
Social Situation ◽  
Mediated Learning ◽  
Enrichment Programs ◽  
Instrumental Enrichment ◽  
Cognitive Studies ◽  
Cognitive Modifiability ◽  
Mediated Learning Experience ◽  
Political Economic

The purpose of this chapter is to examine the value of cognitive studies in the optimization of strategic management through improved information systems. To reach this objective, cognitive concepts and their developments are initially contrasted with learning, mediation, and skills development, and the experiences in companies, for example, are presented by applying the Structural Cognitive Modifiability Theory (SCMT) and the Mediated Learning Experience theory (MLE), which were developed through the Instrumental Enrichment Programs (IEP) created by Reuven Feuerstein in order to describe the trajectory through which a subject arrives at a solution to a problem. In conclusion, professions undergo profound changes of a complex and diverse nature as a result of the political, economic, and social situation that leads to interdependence and competition, requiring an overhaul of theories and educational practices in order to align the professional profiles with the social and productive demands that require independent reflective, creative, proactive professionals.

Outlining the Value of Cognitive Studies in Increasing the Strategic Management within Organizations

2015 ◽  
pp. 137-158
Author(s):  
Aida Varela Varela ◽  
Marilene Lobo Abreu Barbosa ◽  
Maria Giovanna Guedes Farias
Keyword(s):  
Strategic Management ◽  
Learning Experience ◽  
Social Situation ◽  
Mediated Learning ◽  
Enrichment Programs ◽  
Instrumental Enrichment ◽  
Cognitive Studies ◽  
Cognitive Modifiability ◽  
Mediated Learning Experience ◽  
Political Economic

The purpose of this chapter is to examine the value of cognitive studies in the optimization of strategic management through improved information systems. To reach this objective, cognitive concepts and their developments are initially contrasted with learning, mediation, and skills development, and the experiences in companies, for example, are presented by applying the Structural Cognitive Modifiability Theory (SCMT) and the Mediated Learning Experience theory (MLE), which were developed through the Instrumental Enrichment Programs (IEP) created by Reuven Feuerstein in order to describe the trajectory through which a subject arrives at a solution to a problem. In conclusion, professions undergo profound changes of a complex and diverse nature as a result of the political, economic, and social situation that leads to interdependence and competition, requiring an overhaul of theories and educational practices in order to align the professional profiles with the social and productive demands that require independent reflective, creative, proactive professionals.

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