The effects of mother-child mediated learning strategies on psychological resilience and cognitive modifiability of boys with learning disability

2018 ◽  
Vol 88 (2) ◽  
pp. 236-260 ◽  
Author(s):  
David Tzuriel ◽  
Vered Shomron
Keyword(s):  
Learning Disability ◽  
Learning Strategies ◽  
Psychological Resilience ◽  
Mediated Learning ◽  
Cognitive Modifiability

scholarly journals The Effects of Mother-Child Mediated Learning Strategies on Cognitive Modifiability and Psychological Resilience of Children With Learning Disabilities: A Replication of Tzuriel and Shomron’s Study (2018) With Nigerian Children

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110088
Author(s):  
Christian Sunday Ugwuanyi ◽  
Chinedu I. O. Okeke ◽  
Chiedu Eseadi ◽  
Ebere Dorothy Adimora ◽  
John Joseph Agah ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Learning Strategies ◽  
Primary Schools ◽  
Structural Equation ◽  
Causal Model ◽  
Equation Modeling ◽  
Psychological Resilience ◽  
Mediated Learning ◽  
Cognitive Modifiability ◽  
The Mean

This study determined the effects of mother-child mediated learning (MCML) strategies on the psychological resilience (PR) and cognitive modifiability (CM) of children with learning disabilities (LD) using a structural equation modeling (SEM) approach. The study utilized a sample of 60 mothers and 60 children with LD. These children were both male (63%) and female (37%) primary five level children diagnosed with LD and were sampled from inclusive primary schools in Enugu State, Nigeria. The mean age and standard deviation of the children was 10.5 ± 1.04 years. Data collected were analyzed using a SEM approach. The findings of the study showed that (a) the causal model for the explanation of the effects of MCML on the PR and CM of pupils with LD significantly fitted in the observed causal model and (b) MCML had a significant effect on the PR as well as CM of children with LD. One implication of this study is that the PR, as well as the CM of children with LD, can be enhanced through MCML.

Individual Learning Strategies and Choice in Student-Generated Multimedia

2016 ◽  
Vol 8 (3) ◽  
pp. 1-18 ◽  
Author(s):  
William T. McGahan ◽  
Hardy Ernst ◽  
Laurel Evelyn Dyson
Keyword(s):  
Learning Strategies ◽  
Individual Learning ◽  
Health Science ◽  
Student Feedback ◽  
First Year ◽  
Mediated Learning ◽  
Science Students ◽  
University Courses ◽  
Improved Performance ◽  
Traditional Assessments

There has been an increasing focus on student-generated multimedia assessment as a way of introducing the benefits of both visual literacy and peer-mediated learning into university courses. One such assessment was offered to first-year health science students but, contrary to expectations, led to poorer performance in their end-of-semester examinations. Following an analysis, the assignment was redesigned to offer students a choice of either a group-based animation task or an individual written task. Results showed improved performance on the assignment when students were offered a choice of assignments over when they were offered only the multimedia assignment. Student feedback indicated that students adopt deliberate individual learning strategies when offered choices in assessment. The study suggests that assumptions regarding the superiority of student-generated multimedia over more traditional assessments are not always correct, but that students' agency and individual preferences need to be recognized.

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.

Siblings' Mediated Learning Strategies in Families With and Without Children With Intellectual Disabilities

2014 ◽  
Vol 119 (6) ◽  
pp. 565-588 ◽  
Author(s):  
David Tzuriel ◽  
Dikla Hanuka-Levy
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Learning Strategies ◽  
Chronological Age ◽  
Mediated Learning ◽  
Typically Developing ◽  
Negatively Associated ◽  
Mental Age ◽  
Older Siblings ◽  
Verbal Responsiveness

Dyads of siblings in which the younger sibling had an intellectual disability (ID, n  =  25) were videotaped interacting. The ID group was compared with typically developing sibling dyads matched on mental age (n  =  25) and chronological age (n  =  25). We observed the mediation strategies, activation, and antimediation behaviors of older siblings and younger siblings' responsiveness to mediation. Mediation strategies were analyzed by the Observation of Mediation Interaction scale. The ID group scored highest on mediation strategies and lowest on activation and antimediation behaviors. Younger siblings' responsiveness to mediation was highest among the ID group. Mediation for Intentionality and Reciprocity and Meaning were positively associated with the verbal responsiveness of the younger siblings. Activation and antimediation behaviors were negatively associated with the verbal responsiveness.

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.

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