Feuerstein's theory of structural cognitive modifiability and Mediated Learning Experience¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Feuerstein's theory holds that human beings can be changed cognitively throughout life, and that intelligence reflects plasticity and flexibility of adaptation produced through Mediated Learning Experience. Mediation is distinct from mere exposure: specific conditions and ways of intervening must be brought into the learner's purview. The article states "It is mediation between teacher and learnerthatholdsthekeytosuch modifiability, he contends. But for the Israelipsychologist, mediation does not mean mere exposure."

Design Implications¶

Context¶

Requirements¶

• Learning requires particular ways and specific conditions of mediation brought into the learner's purview, not simple exposure to content.

Constraints¶

• The theory gives particular attention to MLE and the condition of cultural deprivation.

Target Learners¶

• Students including those from culturally deprived or disadvantaged backgrounds

Target Learning Objectives¶

• Modifying cognitive structures and producing flexible, adaptable intelligence

Claims¶

• Feuerstein argues learning through direct, unmediated experience cannot yield meaningful learning or full modifiability [+W]

Related Theories¶

• Feuerstein's mediated learning: human mediation as prerequisite for direct learning
• Feuerstein's Mediated Learning Experience (MLE) theory: a human mediator modifies the learner's interaction with stimuli to build cognitive modifiability
• Three universal MLE criteria: intentionality and reciprocity, mediation of meaning, and transcendence
• Feuerstein's Mediated Learning Experience theory with twelve criteria of mediation

Examples¶

• Instrumental Enrichment program
• Educators should act as mediators and facilitators of learning rather than content disseminators

Key Sources¶

• Presseisen, Barbara Z.; Sternberg, Robert J.; Fischer, Kurt W.; Knight, Catharine C.; Feuerstein, Reuven. (1990). Learning and Thinking Styles: Classroom Interaction. National Education Association. https://eric.ed.gov/?id=ED327322