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.

Mediation Strategies and Cognitive Modifiability in Young Children as a Function of Peer Mediation With Young Children Program and Training in Analogies Versus Math Tasks

2010 ◽  
Vol 9 (1) ◽  
pp. 48-72 ◽  
Author(s):  
David Tzuriel ◽  
Adina Shamir
Keyword(s):  
Young Children ◽  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Control Group ◽  
Mediated Learning ◽  
Teaching Math ◽  
Before And After ◽  
Cognitive Modifiability ◽  
And Training

The effects of a peer-mediation program and training in analogies versus math on mediation strategies, cognitive modifiability, and math were investigated with 78 tutor-tutee dyads. Experimental group tutors (EGT, n = 39) received the Peer-Mediation for Young Children program, whereas control group tutors (CGT, n = 39) received a substitute program. Grade 3 tutors taught kindergarten tutees analogies and math problems. Their interactions were videotaped and analyzed by the Observation of Mediation Interaction scale. Dynamic assessment measures were administered before and after the program. EGT showed higher levels of mediation strategies and cognitive modifiability than did CGT. EGT trained in teaching analogies showed higher mediation strategies and cognitive modifiability than did EGT trained in teaching math. EGT teaching math showed higher levels of mediation strategies than did EGT teaching analogies. EGT showed higher improvement in math than CGT. The findings are discussed in view of the mediated learning experience theory and transfer effects of intervention.

Mediated Learning Activities Between Caregivers and Children Among New Immigrants and Veteran Families in Israel: An Experiment on Two “Home-Based” Tasks

2006 ◽  
Vol 6 (1) ◽  
pp. 72-99
Author(s):  
Girma Berhanu
Keyword(s):  
Learning Style ◽  
Learning Experience ◽  
Teaching Style ◽  
Cultural Practice ◽  
Mediated Learning ◽  
Systematic Observation ◽  
Verbal Form ◽  
New Immigrants ◽  
Home Based ◽  
Mediated Learning Experience

The author presents a study of the systematic observation of Mediated Learning Experience (MLE) among Ethiopian immigrants in Israel. The study was based on “semi-naturalistic” observation of two tasks–one experimental task with the new immigrants, another with veteran immigrants. The observation was conducted mainly on the basis of MLE parameters. The study illustrates the components of MLE that are most valuable and ones that are more emphasized than others as part of the overall cultural practice and its value system. Generally, Ethiopian parents infrequently use the mediation of transcendence infrequently and rarely provide mediation of competence and reward, especially in the explicit verbal form of a direct reward. More emphasis is placed on the accomplishment of actual acts with little room for making errors. The mediation of regulation of behavior is done with a more commanding and direct manner–sometimes scolding–with an authoritarian voice and body gestures. The overall picture of MLE among this immigrant population indicates that there is still a huge disparity between the mediational teaching style expressed as ideal in schools and the mediational styles that Ethiopian children are familiar with at home. This suggests a discontinuity between home and school that might inhibit a rapid adaptation to the school’s learning style for the children.

Mediated learning experience and its role in teaching fractions to pupils with learning difficulties

2018 ◽  
Vol 10 (2) ◽  
pp. 158-165
Author(s):  
Skordialos Emmanouil ◽  
Baralis Georgios
Keyword(s):  
Cognitive Skills ◽  
Learning Experience ◽  
Learning Difficulties ◽  
Mediated Learning ◽  
Mathematical Concepts ◽  
Self Confidence ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
Teaching Fractions

AbstractThis research focuses on studying the effect of mediated learning experience in children with learning difficulties in terms of deeper understanding of mathematical concepts. The main objective of the mediation method is to improve the cognitive skills of the participants through its close mediator–children interaction. This paper analysed the term ‘knowledge’ and how it is often interpreted mistakenly by many teachers. In the survey participated 10 pupils with learning disabilities, aged 10, who attended the fifth class of primary school in Athens, Greece. Here, the action research methodology was used because the researcher took the role of mediator and worked with the students to explore the fractions. Research findings show that mathematical concepts are easier and deeper understood through practical activities and active participation of all members of the class. The mathematical abilities of children with learning difficulties and their self-confidence towards lesson have been boosted during the survey to a remarkable extent.

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).

scholarly journals The Learning of Congruent and Incongruent Collocations Utilizing Dynamic Assessment

2017 ◽  
Vol 41 (6) ◽  
pp. 9
Author(s):  
Mohammad Hashemi ◽  
Raziye Eskandari
Keyword(s):  
Learning Experience ◽  
Dynamic Assessment ◽  
Mediated Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Mediated Learning Experience ◽  
And Control ◽  
Assessment Strategies ◽  
Experimental Group

The present study investigated the effect of dynamic assessment on the learning of congruent and incongruent collocations among Iranian lower-intermediate EFL learners. Forty female students participated in this quasi-experimental study. The experimental group was exposed to dynamic assessment strategies in the process of teaching collocations. The results of the collocation pretests and posttests gained from the experimental and control groups indicated that dynamic assessment through mediated learning experience promoted collocation knowledge of the students in the experimental group. 本論は、イラン人の中級下EFL (外国語としての英語)学習者間における連語の一致と不一致の学習をダイナミック・アセスメント（第2言語習得の実践的評価法の1つとして、学習者の学習可能性に注目して評価する方法）の効果を検証する。女子学生40人がこの研究に参加した。実験群は、連語を学習する過程でダイナミック・アセスメントの方略を学習した。実験群と比較群を対象とした実験の前と後のテストの結果から、学習者間で教え合うことで学習効果が上がることがわかった。

Sign in / Sign up

Export Citation Format

Share Document