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Mediated learning and cognitive modifiability [electronic resource] / David Tzuriel.

Tzuriel, David.
2021
LB1590.3
Available Online
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Title
Mediated learning and cognitive modifiability [electronic resource] / David Tzuriel.
Author
Tzuriel, David.
ISBN
9783030756925 (electronic bk.)
3030756920 (electronic bk.)
3030756912
9783030756918
DOI
https://doi.org/10.1007/978-3-030-75692-5
Published
Cham : Springer, 2021.
Language
English
Description
1 online resource (557 pages).
Item Number
10.1007/978-3-030-75692-5 doi
Call Number
LB1590.3
Dewey Decimal Classification
370.15
Summary
This book portrays an extensive and intensive discussion of theories and research that refer to Vygotskys and Feuersteins 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 Feuersteins 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 Tzuriels dynamic assessment instruments developed during more than four decades. Tzuriels 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.
Note
6 Tzuriel's Dynamic Assessment Instruments for Young Children.
Bibliography, etc. Note
Includes bibliographical references.
Access Note
Access limited to authorized users.
Source of Description
Online resource; title from PDF title page (SpringerLink, viewed September 23, 2021).
Series
Social interaction in learning and development.
Available in Other Form
Mediated Learning and Cognitive Modifiability.
Linked Resources
Online Access
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Intro
Series Editors' Note
Foreword
Contents
About the Author
Part I Theory
1 Environmental Effects on Neural Plasticity and Cognitive Modifiability
Introduction
Cognitive Modifiability Cognitive Plasticity and Neural Plasticity
Principles of Activating Neural Plasticity Potential
Summary
References
2 The Theory of Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE)
Introduction
Main Characteristics of the Structural Cognitive Modifiability (SCM) Theory
Mediated Learning Experience (MLE) Theory

Distal and Proximal Determinants of Cognitive Development
Level I and Level II of Proximal Factors of Cognitive Modifiability
The Role of Mediated Learning Experience Processes in Development of Cognitive Plasticity
Transactional View of Mediated Learning Experience and Emotional-Motivational Processes
The Mediated Learning Experience (MLE) Strategies
Deficient Cognitive Functions
Input Level
Elaboration Level
Output Level
Reliability of the Deficient Cognitive Functions
Comparison of the SCM-MLE Approach to Other Cognitive Developmental Models

Comparison of Feuerstein's and Vygotsky's Mediation Theories to Piaget's Developmental Theory
Comparison of Feuerstein's SCM-MLE Theory to Vygotsky's Sociocultural Theory
Methodological Aspects of Measuring Mediated Learning Experience Strategies
Non-Mediating Activation Behavior
Cultural Difference Versus Cultural Deprivation
Summary
References
3 The Socio-Cultural Theory of Vygotsky
Vygotsky's Basic Conceptualization
The Zone of Proximal Development (ZPD)
Implications of the ZPD for Cognitive Instruction
Implications of the ZPD for Cognitive Assessment

The "Graduated Prompt" Approach
The Learntest Approach
Summary
References
Part II Dynamic Assessment
4 Dynamic Assessment (DA) of Learning Potential
Definition of Dynamic Assessment
Historical and Social Background
Criticism of Standardized Static Tests
Dynamic Assessment and a Belief System
The Main Shifts of Dynamic Assessment (DA) from Standardized Testing
The Main Goals of Dynamic Assessment
Mediation Strategies Used in Dynamic Assessment
Some Conclusions from Dynamic Assessment Research
The Cognitive Abilities Profile (CAP)

Criticism on Dynamic Assessment
Why Dynamic Assessment Is Not Applied on a Larger Scale?
Dynamic Testing Versus Dynamic Assessment
Use of Dynamic Assessment in Domain-General versus Academic Domain Tasks
Summary
References
5 Dynamic Assessment of Young Children
The Need to Develop DA with Young Children
Lidz's Approach to DA of Young Children
Tzuriel's Approach to DA of Young Children
Practical Mediation Strategies with Preschool Children
Methodological Issues in Measurement of Cognitive Modifiability
Summary
References

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