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Mediation and thinking development in schools
Emerald Publishing, 2019
The benefits of mediation upon the
development of children is an area that is yet to be fully explored. Mediation
promotes learning through learner interactions with the environment and puts
emphasis on the idea that society is responsible for all children’s
This book offers a unique practical
model of effective mediation that integrates mediation theories from different
periods and draws upon the work of five theoreticians; Dewey, Piaget, Vygotsky,
Feuerstein, and Gardner. Key results from more recent neuro-pedagogical
research are also presented.
Mediation and Thinking Development
in Schools supports the
idea that academic achievements are not enough to measure a child’s
development; forward-thinking educators know that they not only have to teach
specific disciplinary content, but also knowledge and skills that will be
useful in their students’ future. Hence, there is a need to understand how to mediate
knowledge acquisition rather than be the source of knowledge. By fully
illuminating the theory and the practice of mediation, this important text will
prove invaluable for leaders, researchers and teachers in primary and secondary
Teaching and Learning to Teach
with Recursive Mediated Learning Experiences
Reuben L. Yarmus and James J. Vagliardo
Journal of the European Teacher
Education Network, 9, 159-168, 2014
continue to underscore an alarming crisis in U.S. public education especially
for poor children, nonwhites and English Language Learners as well as
persistent, pervasive demographic dissonance between future teachers and
learners. Given this crisis and dissonance, those charged with preparing the
next generation of educators need to identify innovative ways to confront bias,
assumptions, pseudo-concepts, “status quo” and complicity and to foster a sense
of social justice and a spirit of relentlessness. Inspired by the work of
Vygotsky and of Feuerstein and based upon their own action research, the
authors propose recursive mediated learning experiences, detailing a number of
activities that they are utilizing in courses on campus and during practice teaching
to draw future teachers, university instructors and P-12 mentor teachers “under
the hood” in engaging, collaborative, process-oriented, visceral and cerebral
approaches to more informed and hopefully more successful professional
International Journal on New Trends in Education and Their
THE MEDIATED LEARNING EXPERIENCE (MLE) THEORY IN MEANINGFUL LANGUAGE INSTRUCTION
Ahsen Mutlu and Mehmet Şahin
Journal on New Trends in Education and Their Implications,
Feuerstein Method, people can improve their learning, thinking and analyzing
skills. In addition, meaningful instruction for all children is the mediated
relationship. It is a fact that everyone has the immeasurable ability to
enhance their learning aptitude and heighten their intelligence. In this context,
thinking, analyzing and thinking works together for a full learning experience.
This study aims to investigate the importance and productive influence of the
Mediated Learning Experience (MLE) theory within the context of meaningful
foreign language instruction. Fundamentally, the study discusses in what manner
the enriched learning environment suggested in MLE affects both disadvantaged
learners and the language instructor. The study group comprises of the
participants selected randomly among the students ranging from 2nd to 8th
grades at a secondary school located in a village, Akören, in Konya, Turkey.
The data is obtained with the help of the observation forms and semi-structured
interview forms developed for this purpose. The findings indicate that MLE has significant
impact on and contributions to the meaningful foreign language learning
supporting thinking and analyzing skills.
Published in: Life Span and Disability XV, 2 (2012), 21-33
Abstract: The rapidly expanding proportion of elderly individuals in the population demands systematic efforts to maintain quality of life, prevent mental deterioration, and restore lost or declining mental functions. The Feuerstein Instrumental Enrichment (FIE) Program for the Elderly is proposed as an effective way of meeting these needs. The program is described and suggestions made for designing research and intervention protocols. Preliminary results of program participant responses from early implementation projects are presented. Benefits for the elder client, the caretakers, and care providing settings are discussed. Implications for the care providing settings and caretakers are also identified.
Published in: Journal of Cognitive Education and Psychology, 10 (3), pp. 224-237, 2011
Abstract: The authors make the case for the inclusion of cognitive enrichment programs in early mainstream education that should be designed to eliminate the early discrepancies in children’s cognitive abilities and prevent later learning disabilities and achievement gaps. Following a review of the literature on existing early cognitive enrichment programs and their effects with cognitive impaired children and children with special needs, the authors present the theoretical and programmatic features of Feuerstein’s 3-year basic program, along with a brief description of its different modules. The authors also provide a summary of all the available evidence of the program’s effectiveness, including the results of 3 evaluation studies of pilot projects in the United States. The article culminates in an appeal for rigorous research on the feasibility and effects of programs in mainstream education for early cognitive enrichment and prevention of learning problems, including research on the effects of Feuerstein’s Instrumental Enrichment–Basic (FIE-B) program.
Published in: International Journal of Inclusive Education, 15:4, 421-432, 2011
Abstract: The present study investigated the effectiveness of a cognitive enrichment programme as a tool for enhancing the chances of immigrant and minority students to be admitted to a technological college. Students received two weekly sessions (four hours) of Instrumental Enrichment (IE) during the second semester of the college preparatory programme. The cognitive principles of IE were ‘bridged’ to mathematics and science curricular material. The mathematics and science tasks were analysed to show the students the underlying cognitive principles essential for their solution. Graduates of the programme were much more successful in being admitted to technological college than students in previous years who received no cognitive enrichment.
Published in: Research in Developmental Disabilities, 31:551-559, 2010. By: A. Kozulin, J. Lebeer, A. Madella-Noja, F. Gonzalez, I. Jeffrey, N. Rosenthal
Abstract: The study aimed at exploring the effectiveness of
Published in: Mind, Culture, and Activity, 16:117-129, 2009. By: Alex Kozulin
Abstract: The first research question of this study concerns the plasticity of cognitive processes of adult learners confronted with the task of adapting to a new language and an unfamiliar system of formal education. The second question inquires into the relative contribution of two different forms of cognitive intervention—the Learning Potential Assessment Device (LPAD) procedure and the cognitive education program—to the cognitive modifiability of immigrant adults. Both forms of intervention were studied in the past but never in comparison. It seemed, therefore, important to compare the performance of immigrant adult students who received only the LPAD procedure with that of the students who received both LPAD and a prolonged cognitive intervention. The results indicate that the cognitive processes of adult immigrants are modifiable, often no less than those of school-age children and that the participation in cognitive education program has an added value for students with relatively high preprogram performance as compared to LPAD alone.
Published in: Advances in Speech-Language Pathology, 9:323-331, 2007 By: S. Alony and A. Kozulin
Abstract: The goal of the present study was to explore the dynamic aspects
Published in: Transylvania Journal of Psychology: Special Issue on Inclusive and Cognitive Education, 2: 99-105, 2006. By: Alex Kozulin
Abstract: Today culturally different students constitute the largest group
Published in: Community Mental Health Journal, 46(4): 409-15, 2010. By: Dorit Redlich, Naomi Hadas-Lidor, Penina Weiss and Israel Amirav
Abstract: Hope is central in the recovery of the mentally ill, and family attitudes play an important role. Hope may be mediated by cognitive and communication processes. The “Keshet” program is aimed at enhancing communication of family members with the use of cognitive pathways. The present pilot study examines whether the program effectively increases hope in family members in regard to themselves versus their hope for their ill relative. Methods: Forty-nine family members who participated in the “Keshet” program for 6 months comprised the experimental group. The control group comprised of 22 family members who underwent no structural intervention. Hope was measured at baseline and after 6 months using the Hope Scale developed by Snyder. No difference in self-perception was detected in Hope Scores between groups. However, the experimental group displayed a significant increase in their hope toward the ill relative with a concomitant decrease in the gap between the hope of family members in relation to themselves versus their hope toward the ill person. “Keshet” significantly increased the hope of families concerning the ill person, while decreasing the gap between the hope of family members regarding themselves and the affected person. Thus, the program may contribute to the increase the families’ hope in the recovery journey of mentally ill family members.
Published in: School Psychology International, 33(1) 69-92, 2011. By: Jo Lebeer, Noemi Birta-Szekely, Karmen Demeter, Krisztina Bohacs, Adelina Araujo Candeias, Gunvor Sonnesyn, Petri Partanen
Abstract: This article reports the results of the European ‘DAFFODIL’’ (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning) Project on the question of how functional and learning assessment systems facilitate or inhibit participation of children with developmental difficulties in inclusive education. Questionnaires were sent to medical, psychological, educational professionals, and parents in Sweden, Portugal, Hungary, Belgium, Romania, Norway, and the Virgin Islands. Interviews and focus groups were organized. Results (95%) showed that static standardized psychometric tests of intellectual, behavioural, and language functioning were mainly used, with the WISC-III being the most frequent test applied. Less than 5% of the 166 professionals in our sample used formative assessment and contextual observation to reveal learning or developmental potential in a process-oriented way. Experts were generally not satisfied with current assessment practices. Reported weaknesses included lack of time, human resources, materials, cooperation, and follow-up. Assessment practice was mainly used to determine whether a child should be placed in a special needs programme, a special school, or an institutional setting, depending on whether a country has inclusive education practice or not. Parents were satisfied with static functional assessment when its purpose was to obtain disability benefits (financial, special education resources, recognition), but were unhappy with the negative outlook of reports. The main complaint of teachers and parents was about the poverty of recommendations on how to work with the child. Our conclusion is that the current practice of standardized psychometric testing seems to contribute to barriers to learning if it is used in a deterministic or predictive way. In this regard, dynamic and functional assessment methods that are qualitatively oriented seem promising in addressing the issues of learning and development in a different way. The methods also contribute to an understanding of the child’s needs in learning and development. However, interpretation and communication of assessment results in a way that emphasizes a more adequate and challenging educational intervention for the child seems to be central.
Published in: Learning and Individual Differences, 21, 176-181, 2011. By: M. Dolores Calero, M. Garcia-Martin, M. Belen and Auxiliadora Robles
Abstract: In recent years, models of giftedness have incorporated personal and social variables which influence IQ, rather than taking IQ into account exclusively. Among the various options presented in this context, authors have proposed dynamic assessment techniques as a method for revealing the potential capacity in different groups, independently of the IQ they present. The aim of the present study was to investigate, in two samples of Spanish children from the urban middle class previously identified as gifted and of normal intelligence, three basic assumptions common to studies in this line of research: (1) that there are significant differences in Learning Potential between gifted children and children with average IQ; (2) that the differences are apparent in diverse tasks, and (3) that Learning Potential significantly predicts the high/average status of the subjects. 127 children from 6 to 11 years old (64 high-IQs and 63 average-IQs) were evaluated using different dynamic tests. Significant intergroup differences were obtained and the tests were shown to have high predictive power.
Published in: Journal of Cognitive Education and Psychology, 8(1) pp.38-51, 2009. By: Elena Navarro and Maria Dolores Calero
Abstract: In recent years, research has provided extensive data concerning the use, utility, and appropriateness of dynamic assessment techniques as a way of determining cognitive plasticity in old adults. Current research in this area is focused on three
Published in: Journal of Cognitive Education and Psychology, 9 (3), 2010. By: Natalia Salas, Cecilia Assael, David Huepe, Teresa Pérez, Fernando González, Alejandra Morales, Rita Arévalo, Chetty Espinoza and Grimaldina Araya
Abstract: This study explores the effectiveness of the Instrumental Enrichment Basic program (IE-B) in enhancing
group received the IE-B program for seven months (for a total of 48 hours) and was compared to the control group
Published in: The Journal of Transdisciplinary Research in Southern Africa, 6(2), pp. 359-378, 2010. By: M. Kloppers and M. M. Grosser
Abstract: In this article the researchers report on the findings obtained from a sequential explanatory
Published in: Australian Journal of Learning Difficulties, 14(2), pp. 185-198, 2009. By: Joseph Seabi and Zaytoon Amod
Abstract: The present study explored the effects of a mediated intervention
Dissertation by Krisztina Bohács. Ph.D. Thesis. 2014. Graduate School of Educational Sciences, University of Szeged, Hungary.
Participants: Participants of our study (N=15) were randomly chosen individuals from all parts of Hungary from all socio-economic backgrounds. They had very different age (from 2;8 to 14;8). They had mild (n=5) to moderate (n=10) intellectual developmental disorder with very different etiology (genetic syndromes, cerebral paresis, perinatal brain injury and/or metabolic diseases) and presented
Intervention: FIE-Basic and MST (Mediated Self-talk) within the framework of Mediated Learning Experience as for way of interaction. The time of acceleration was 24 months in each cases. The intervention sessions were one-to-one with large intensity (7-15 sessions per week).
Methodology: The first part of the empirical research desribes the development of the individual cases (qualitative method of multiple embedded case studies), and the second part presents aggregated data and test-probes (descriptive statistics and test-statistics).
Main results: Raven Colored Matrices showed an increase in
Conclusions: The boundaries of human intellect can be enlarged in case of intellectual disability as well. It is possible to improve fluid intelligence of children with cognitive impairments, using a comprehensive program such as MLE, FIE-Basic and MST. If applied systematically with children with intellectual disabilities for a longer period of time (maybe even for 3-4 years) the applied systems are expected to lead to increased learning effectiveness, more effective basic cognitive processes and thinking skills, and to prepare children for school learning and a better adaptation to the challenges of everyday life.
Published in: Journal of Cognitive Education and Psychology, Volume 14, Number 2, 2015 By: Alex Kozulin
Abstract: Cognitive education is usually considered in terms of its
Published in: Transylvanian Journal of Psychology, June 2015 16 (1): 3-30
Abstract: This article presents the work carried out at the Feuerstein Institute in Jerusalem with people who have suffered Acquired Brain Injury (ABI). Over the last
By: VĚRA POKORNÁ, et al.
Abstract: This article reports the results of educational strategies
By: Lorenzo Tebar Belmonte
Abstract: This paper examines the intellectual legacy of Reuven Feuerstein (1921-2014) through an analysis of how his implied theories
By: Betegiorgis Mamo & Abiy Yigzaw Published: Science, Technology and Arts Research Journal, 4(1), 203-214, 2015
Abstract: The purpose of this study was to examine
Abstract: NG is an architect who suffered a left occipital-parietal hemorrhage cerebral vascular accident (CVA) in 2000, resulting in
By: Lebeer, Jo. Journal: NeuroRehabilitation
Abstract: The theory of Structural Cognitive Modifiability and Mediated Learning Experience of Reuven Feuerstein states that individuals with brain impairment, because of congenital or acquired origin, may substantially and structurally improve their cognitive functioning, by a systematic intervention based on a specific, criteria-based type of interaction (“mediated learning”). Three application systems are based on it: a dynamic interactive assessment of learning capacity and processes of learning, the LPAD (LearningPropensity Assessment Device); a cognitive intervention program called “Instrumental Enrichment Program”, which trains cognitive, metacognitive and executive functions; and a program, which is oriented at working in context, Shaping Modifying Environments. These programs have been applied in widely different target groups: from children and young adults with learning and developmental disabilities, at risk of school failure, or having failed at school, because of socio-economic disadvantage or congenital neurological impairment;disadvantaged youngsters and adults in vocational training, to elderly people at the beginning of a dementia process. Experience with cognitive rehabilitation of children and adults with acquired brain damage, has been relatively recent, first in the Feuerstein Institute’s Brain Injury Unit in Jerusalem, later in other centers in different parts of the world; therefore scientific data are scarce.
The purpose of this paper is to examine how the Feuerstein-approach fits into the goals and proposed approaches of cognitive rehabilitation, and to explore its relevance for assessment and intervention in individuals with congenital or acquired brain damage.
The methodology of the Feuerstein approach consists of four pillars: dynamic assessment, cognitive activation, mediated learning and shaping a modifying environment. The criteria of mediated learning experience are explained with specific reference to people with acquired brain injury. The procedure of learning propensity assessment device uses visuo-spatial and verbal tasks known from neuropsychological assessment (such as Rey’s complex figure drawing), as well as a in a pre-test – brief intervention – post-test format.
Cognitive activation is done in various ways: a paper-and-pencil relatively content-free program called “instrumental enrichment”, with transfer of learned principles into daily life situations, followed by metacognitive feedback. Four case histories of acquired brain damage are analyzed: a 19 year old man with extensive post-astrocytoma frontotemporal brain lesions; a 19 year old man with bilateral frontal and right temporal and parieto-occipital parenchymatous destruction after a traumatic brain injury; a 24 year old man with hemispherectomy for intractable epilepsy because of Sturge-Weber syndrome; and a 30-year old man with left porencephalic cyst after cerebral hemorrhage.
Structural cognitive improvement could be demonstrated in positive change scores in visuo-spatial memory, associative and verbal memory, abstract thinking, and organizing tasks, even more than 10 years post-TBI. In some cases a rise in IQ has been documented. Improvement in daily life functioning and academic skills (re)learning has also been seen.
Though impossible to claim scientific evidence, the case histories nevertheless suggest the importance of interactive assessment in designing intervention programs which have sufficient intensity, frequency, duration and consistency of mediation; furthermore, an essential ingredient is the ecological approach which requires working with the patient and the whole network around; a firm “belief system” or that modifiability is possible even with severe brain damage and many years after the injury; a cognitive, metacognitive and executive approach, and a quality of interaction according to criteria of mediated learning. They suggest that Feuerstein approach may offer interesting perspectives to cognitive rehabilitation. More extensive research is needed to provide a broader scientific evidence base.
Cognitive rehabilitation; Feuerstein’s theory of structural cognitive modifiability; acquired brain damage; dynamic assessment; ecological plasticity; mediated learning experience.