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Author : Reuven Feuerstein,Pnina S. Klein,Abraham J. Tannenbaum
Publisher : Freund Publishing House Ltd.
Page : 418 pages
File Size : 53,8 Mb
Release : 1991
Category : Education
ISBN : 9652940852
Author : Oon Seng Tan,Bee-Leng Chua,Isabella Yuen-Fun Wong
Publisher : Unknown
Page : 358 pages
File Size : 51,9 Mb
Release : 2019-10-28
Category : Cognitive learning
ISBN : 9814878316
Latest developments in the neuroscience and science of learning have affirmed the theoriesof the late cognitive psychologist Professor Reuven Feuerstein. The theory of MediatedLearning Experience (MLE) and Structural Cognitive Modifiability (SCM), which have theirgenesis in the 1950s continue to make advances in its implementation science.This book aims to provide a compilation of works that synthesises the most up-to-dateknowledge, research, and practice of MLE and its interventions which would guide theapplication of MLE with diverse learners of different stages of human development.Besides an emphasis on the culturally responsive use of the Feuerstein approach, thisbook also intends to offer substantive coverage of the application of MLE across differentcontexts and seeks to merge the current state of knowledge and chart research directionsfor researchers in the cognitive and social-emotional development of students' learning.
Author : International Center for Enhancement of Learning Potential
Publisher : Unknown
Page : 390 pages
File Size : 51,5 Mb
Release : 1991
Category : Children
ISBN : OCLC:27348460
Author : David Tzuriel
Publisher : Springer Nature
Page : 558 pages
File Size : 41,5 Mb
Release : 2021-09-07
Category : Education
ISBN : 9783030756925
This book portrays an extensive and intensive discussion of theories and research that refer to Vygotsky’s and Feuerstein’s theories of mediated learning and their effects on learning potential and cognitive modifiability. Most topics are discussed in relation to a broad spectrum of developmental and cognitive research that are under the conceptual umbrella of mediated learning and cognitive modifiability. Some topics such as neural plasticity, executive functions, mental rotation, and cognitive education are related to mediated learning, though indirectly, and therefore are included in this book. In many ways the book presents an extension of Vygotsky and Feuerstein’s theories and empirical validation in a variety of family, social and cultural contexts. The book includes a thorough analysis and summary of 50 years of research and methodology of the intimate relation between mediated learning interactions and cognitive modifiability and of dynamic assessment underlying measurement of cognitive modifiability. Special emphasis is given to Tzuriel’s dynamic assessment instruments developed during more than four decades. Tzuriel’s novel instruments are interwoven in the extensive research on parent-child interactions, siblings’ , teachers' and peers' mediation and in validation of dynamic assessment approach and cognitive education programs aimed at development of thinking skills and academic achievements.
Author : Rachel Rosen
Publisher : Xlibris Corporation
Page : 265 pages
File Size : 46,6 Mb
Release : 2019-01-30
Category : Body, Mind & Spirit
ISBN : 9781984561817
This book is a hands-on description of the application of the methods developed by Professor Reuven Feuerstein to remediate and elaborate the skills and functions of young children who are experiencing a variety of learning disabilities and delays, based on his theories of structural cognitive modifiability (SCM) and the application of mediated learning experience (MLE). The lead author is an experienced educational therapist who has worked with a variety of children, initially in the Feuerstein Institute (formerly the International Center for the Enhancement of Learning Potential [ICELP]) in Jerusalem, Israel. This experience under the supervision of Professor Feuerstein and his staff is the basis for the content of this book. Her case studies have been elaborated to illustrate examples of the creative potential in the application of the methodology incorporating mediated learning experience (MLE) into learning activities designed to be effective with a variety of learning dysfunctions. The chapter format highlights important insights in identifying difficulties and resolving them. This book describes how MLE can be used to formulate insightful and creative interventions that make a difference through the structural cognitive modifiability of very low-functioning children. After initial chapters establish the theoretical and conceptual foundations of the Feuerstein approach, the subsequent chapters present interventions provided for children presenting a variety of learning difficulties. The book will be appropriate for several potential audiences: (1) teachers and parents who interact with special-needs children and who are seeking effective interventions to improve educational performance, (2) clinicians seeking a broadening of their therapeutic repertoires, and (3) scholars who are familiar with or wishing to gain understanding of the implementation of structural cognitive modifiability (SCM) and mediated learning experience (MLE) that was formulated and elaborated by Professor Feuerstein.
Author : Mandia Mentis,Marilyn J. Dunn-Bernstein,Martene Mentis
Publisher : Corwin Press
Page : 273 pages
File Size : 45,8 Mb
Release : 2008
Category : Education
ISBN : 9781412950695
Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.
Author : Alice Seok-Hoon Seng,Lucy Kwee-Hoon Pou,Oon-Seng Tan
Publisher : Unknown
Page : 210 pages
File Size : 48,7 Mb
Release : 2003
Category : Child development
ISBN : 0071232176
Written by cognitive education, psychology and child development professors, professionals and practitioners with years of experience in research and development of MLE, this book presents MLE theory for anyone working with children.
Author : European Association for Research on Learning and Instruction
Publisher : Emerald Group Publishing
Page : 366 pages
File Size : 42,5 Mb
Release : 2000
Category : Education
ISBN : 0080436471
In this volume the authors examine the impact of Feuerstein's theory of Mediated Learning Experience (MLE) on our understanding of the learning, instruction and cognitive modifiability of children, adolescents and young adults. The book begins with a historical essay charting the origins of the theory in Feuerstein's work with holocaust survivors and immigrant children, to the current international acceptance and application of his ideas. The authors discuss key issues such as: the relationship between Feuerstein's theory and the changing agenda of psychological research; developments in the fields of learning potential assessment and their contribution to a more culturally equitable evaluation procedure; the influence of MLE theory on the enhancement of the learning potential of students. The discussion concludes with a consideration of the more problematic aspects of Feuerstein's work and an examination of alternative assessment methods.
Author : Norbert M. Seel
Publisher : Springer Science & Business Media
Page : 3643 pages
File Size : 41,9 Mb
Release : 2011-10-05
Category : Education
ISBN : 9781441914279
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
Author : David Tzuriel
Publisher : Springer Science & Business Media
Page : 241 pages
File Size : 42,8 Mb
Release : 2012-12-06
Category : Psychology
ISBN : 9781461512554
The past two decades have witnessed a proliferation of research dealing with dynamic-interactive assessment as an alternative to conventional psychometric measures. This book establishes dynamic assessment as a useful approach that complements standardized normative tests in portraying an accurate picture of cognitive functioning and offering a more adequate assessment of handicapped persons and persons with learning disabilities.
Author : Reuven Feuerstein
Publisher : Unknown
Page : 16 pages
File Size : 52,7 Mb
Release : 1996
Category : Electronic
ISBN : 9051872747
Author : Bee Leng Chua,Isabella Yuen Fun Wong
Publisher : Unknown
Page : 112 pages
File Size : 55,8 Mb
Release : 2016
Category : Mediated learning experience
ISBN : 9811107076
This Mediated Learning Experience(MLE) handbook presents the applications across various contexts of MLE, a theory based on the work of Reuven Feuerstein. This handbook is written to celebrate the official launch of Mediated Learning Laboratory in National Institute of Education on the 1st September 2016.
Author : Reuven Feuerstein,Refael Feuerstein,Louis H. Falik
Publisher : Teachers College Press
Page : 334 pages
File Size : 51,9 Mb
Release : 2015-04-25
Category : Education
ISBN : 9780807772201
Originally developed to help students overcome learning obstacles created by emotional trauma or neurobiological learning disabilities, Reuven Feuersteins work is now used in major cities around the world to support improved thinking and learning by all students. This book is the most up-to-date summary of his thinking and includes accessible descriptions of his tools and methods for cognitive modifiablilty and mediated learning. With dramatic case studies throughout the text, Feuerstein and his co-authors define intelligence as a dynamic force that drives the human organism to change the structure of thinking in order to answer the needs it encounters. They describe in detail the specific skills of the three stages of thinking: input or observation and data-gathering stage; development or processing stage; and output stage, including analysis, synthesis, and communication. They show how student thinking can stall in multiple ways at any of these stages and how intentional mediation can help students restructure their thinking and improve their ability to learn. Similarly to cognitive mediated learning, the authors address mediation of social and emotional skills that impact learning.
Author : Mandia Mentis,Marilyn J. Dunn-Bernstein,Martene Mentis
Publisher : Corwin Press
Page : 273 pages
File Size : 48,8 Mb
Release : 2008
Category : Education
ISBN : 9781412950701
Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.
Author : Carol Schneider Lidz
Publisher : Guilford Press
Page : 228 pages
File Size : 46,7 Mb
Release : 1991-07-12
Category : Psychology
ISBN : 0898622425
Dynamic assessment is a recently developed, interactive approach to psychoeducational assessment that follows a test-intervene-retest format, focuses on learning processes and modifiability, and provides the possibility of direct linkage between assessment and intervention. The second book on the topic by Dr. Lidz, this volume is a hands-on guide that is designed specifically for practitioners who engage in diagnostic assessment related to the functioning of children in school. It reviews and critiques current models of dynamic assessment and presents the research available on these existing models. But primarily, this is a text to help practitioners carry out an actual dynamic assessment procedure. The book includes two comprehensive manuals, each providing theoretical background, descriptions of procedures, forms, and reviews of available research. The first manual describes the Mediated Learning Experience Rating Scale. This scale adapts Feuerstein's concept of MLE, postulated to describe adult activities within an adult-child interaction that facilitate the child's cognitive development. The scale is useful for assessment and consultation with both parents and teachers and, in addition, it also describes the behavior of the assessor during the course of dynamic assessment. The second manual describes the author's model for dynamic assessment. This model rests on a theory of neuropsychological foundations of mental processing as developed by Luria and elaborated by Naglieri and Das. The model preserves the test-intervene-retest format, focuses on learner modifiability and, most significantly, links the assessment with educational interventions. Detailing the implementation of an actual dynamic assessment procedure that is linked with educational interventions, this book is a valuable guide for diagnostic assessors from a wide variety of backgrounds including school, clinical, and counseling psychology, as well as special and regular education and speech and language pathology. PRACTITIONER'S GUIDE TO DYNAMIC ASSESSMENT also serves as a text for advanced graduate courses in assessment.