TITLE

Mediated Learning Experience (MLE) and Cognitive Modifiability: Theoretical Aspects and Research Applications

AUTHOR(S)
TZURIEL, DAVID
PUB. DATE
September 2014
SOURCE
Transylvanian Journal of Psychology;2014 Special Issue, p15
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Feuerstein's concept of Mediated Learning Experience is defined as a unique mode of interaction between the mediator (e.g., parent, teacher or peer) and the learner. It starts from a very early age in the spontaneous interactions between parents and their children, or grandparents with grandchildren and continues later with peers and in more structured interactions with teachers. In the current paper the focus is developmental aspects of MLE processes carried out informally within the family system and in peers interactions and their effects on children's cognitive modifiability. The objectives of this paper are: (a) to present the theory of MLE as a proximal factor of cognitive modifiability (b) and to demonstrate empirical validation for the role of MLE strategies in enhancing children's cognitive modifiability. The first section provides some definitions of the main concepts and a brief description of the MLE theory. The second and main section discusses selected research findings demonstrating the impact of MLE strategies in facilitating cognitive modifiability. In the third section some conclusions will be discussed, followed by suggestions for future research.
ACCESSION #
100190089

 

Related Articles

  • Modifiability and mediated learning in the light of neuroscientific evidence of ecological plasticity. LEBEER, JO // Transylvanian Journal of Psychology;2014 Special Issue, p51 

    This article explores the concept of ecological plasticity in relation to cognitive modifiability and mediated learning. Although direct neuroimaging evidence on the effect of Mediated Learning Experience is lacking up till now, there is some indirect evidence. The brain's development is not...

  • The effects of parent-child Mediated Learning Experience (MLE) interaction on young children's cognitive development. RUSSELL, CHRISTINA; AMOD, ZAYTOON; ROSENTHAL, LESLEY // Perspectives in Education;Dec2008, Vol. 26 Issue 4, p28 

    The article analyzes the impact of parent-child Mediated Learning Experience (MLE) interaction on the cognitive development in early childhood. The study, which measured MLE interactions of 14 parents with their preschool children in terms of free-play and structured tasks, showed a significant...

  • THE ROLE OF THE FEUERSTEIN INSTRUMENTAL ENRICHMENT PROGRAM IN THE SOCIO-EMOTIONAL DEVELOPMENT OF CHILDREN. TODOR, Otilia Anca // Proceedings of the Scientific Conference AFASES;May2014, Vol. 2, p673 

    Mediated learning theory was operationalized through the 14 instruments of Feuerstein's method which in their turn were articulated in a so-called "instrumental enrichment program" (Instrumental Enrichment, or IE). The program aims directly at some cognitive functions, often short in people with...

  • COGNITIVE EDUCATION AND R. FEUERSTEIN'S CONCEPT ON MEDIATED LEARNING. TODOR, Otilia // Proceedings of the Scientific Conference AFASES;May2014, Vol. 2, p679 

    To avoid the exclusion of vulnerable children from the education system and to provide them opportunities for social adaptation, Professor Feuerstein has developed the theory of "mediated learning" and operationalized it in order to be used in the educational practice. Feuerstein's Instrumental...

  • Rubber Sharks and Real Kids. Neff, David // Christianity Today;Nov2004, Vol. 48 Issue 11, p50 

    Interviews Ted Baehr, author of the book "So You Want to Be in Pictures," about the impact of mass media on the cognitive development of children in the U.S. Reaction of Baehr to the result of a study on the influence of media on the sexual behavior of teenagers released by Rand Corp. in...

  • Operation Positive Change: PBS in an Urban Context. Markey, Ursula; Markey, D.J.; Quant, Brenda; Santelli, Betsy; Turnbull, Ann // Journal of Positive Behavior Interventions;Fall2002, Vol. 4 Issue 4, p218 

    Children who have problem behavior need not only the support of school personnel but also the support of their parents to be successful in both educational and community/home settings. However, too often research-based best practices in positive behavior support (PBS) do not reach families,...

  • An Elementary School-Based Prevention Program Targeting Modifiable Antecedents of Youth Delinquency and Violence: Linking the Interests of Families and Teachers (LIFT). Eddy, J. Mark; Reid, John B.; Fetrow, Rebecca A. // Journal of Emotional & Behavioral Disorders;Fall2000, Vol. 8 Issue 3, p165 

    Describes Linking the Interests of Families and Teachers (LIFT), an elementary school-based prevention program targeting modifiable antecedents of youth delinquency and violence. Targeting of child and parent behaviors; Classroom-based child social and problem skills training; Playground-based...

  • Parent-Professional Collaboration for Positive Behavior Support in the Home. Marshall, Joanne Kay; Mirenda, Pat // Focus on Autism & Other Developmental Disabilities;Winter2002, Vol. 17 Issue 4, p216 

    Over the past few years, a number of studies have demonstrated the efficacy of combining positive behavior support and family-centered intervention in home settings. Family-centered positive behavior support is often conducted within the context of natural routines that occur regularly in home...

  • Problem Children. Adler, Alfred; Fleisher, Lisa // Individual Psychology: The Journal of Adlerian Theory, Research ;Dec88, Vol. 44 Issue 4, p406 

    Discusses ways in dealing and modifying the behavior of a problem child. Establishment of a good parent-child relationship; Identification of the child's social interest; Reinforcement of the positive behavior manifested by the child.

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics