| Description |
1 online resource (557 pages) |
| Series |
Social interaction in learning and development |
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Social interaction in learning and development
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| Contents |
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 |
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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 |
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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 |
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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) |
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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 |
| 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 |
| Notes |
6 Tzuriel's Dynamic Assessment Instruments for Young Children |
| Bibliography |
Includes bibliographical references |
| Notes |
Online resource; title from PDF title page (SpringerLink, viewed September 23, 2021) |
| Subject |
Mediated learning experience.
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Mediated learning experience
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Aprenentatge cognitiu.
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| Genre/Form |
Llibres electrònics.
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| Form |
Electronic book
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| ISBN |
9783030756925 |
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3030756920 |
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