DOCSLIB.ORG

Mediated Learning Experience Criteria and Categories of Interaction

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mediated Learning Experience Criteria and Categories of Interaction APPENDIX A Mediated Learning Experience Criteria and Categories of Interaction This appendix is a brief blueprint of the encoding of MLE interactions accord­ ing to their mediative meaning. It represents for didactical purposes a short­ ened version of suggested categories. As such, it is not to be considered as either exhaustive or definitive. I. CRITERIA OF MEDIATED LEARNING INTERACTIONS 1. Intentionality and reciprocity 2. Transcendence 3. Mediation of meaning 4. Mediation of feelings of competence 5. Mediated regulation and control of behavior 6. Mediated sharing behavior 7. Mediation of individuation and psychological differentiation 8. Mediation of goal seeking, goal setting, goal planning, and achieving behavior 9. Mediation of challenge: The search for novelty and complexity 10. Mediation of an awareness of the human being as a changing entity 11. Mediation of an optimistic alternative II. CATEGORIZATION OF MEDIATED INTERACTIONS 1. Mediated focusing 2. Mediated selection of stimuli 3. Mediated scheduling 4. Provoking (requesting) mediation 5. Mediation of positive anticipation 6. Mediated act substitute Based on Feuerstein, R., Rand, Y., Hoffman, M., & Miller, R. (1980). Instrumental Enrichment (Chap. 2). Baltimore: University Park Press. 263 264 APPENDIX A 7. Mediated imitation 8. Mediated repetition 9. Mediated reinforcement and reward 10. Mediated verbal stimulation 11. Mediated inhibition and control 12. Mediated provision of stimuli 13. Mediated recall short-term 14. Mediated recall long-term 15. Mediated transmission of past 16. Mediated representation of future 17. Mediated identification and description-verbal 18. Mediated identification and description-nonverbal 19. Positive verbal response to mediation 20. Positive nonverbal response to mediation 21. Mediated assuming responsibility 22. Mediated shared responsibility 23. Mediation of cause-and-effect relationship 24. Mediated response-verbal 25. Mediated response-motor 26. Mediated discrimination and sequencing 27. Mediation of spatial orientation 28. Mediation of temporal orientation 29. Mediation of comparative behavior 30. Mediated fostering a sense of completion 31. Mediation of directing attention 32. Mediated association and application 33. Mediated critical interpretation 34. Mediated deductive reasoning 35. Mediated inductive reasoning 36. Mediation of developing inferential thinking 37. Mediation of problem-solving strategies 38. Mediated transmission of values 39. Mediation of need of precision on input levels 40. Mediation of need of precision on output levels 41. Mediation of need for logical evidence on input levels 42. Mediation of need for logical evidence on output levels 43. Mediation of systematic exploration 44. Mediated confrontation of reality 45. Mediated organization of stimuli 46. Mediation of cognitive operation-verbal 47. Mediation of cognitive operation-motor 48. Mediation of perception of feelings-verbal 49. Mediation of perception of feelings-nonverbal 50. Mediation of reciprocity APPENDIX B Deficient Cognitive Functions Inadequate mediated learning experience leads to cognitive functions that are undeveloped, poorly developed, arrested, impaired, or seldom and ineffi­ ciently used. The locus of such deficiencies may be peripheral (in the gather­ ing and communication of information) or central (in the elaboration of infor­ mation), and often reflects attitudinal and motivational deficiencies, lack of learning sets, and lack of internal needs rather than structural incapacity. Evidence of the reversibility of the phenomenon has been provided by clinical and experimental work, especially through dynamic assessment. Clinical use of the learning potential assessment device (LP AD) has also enabled us to establish a partial inventory of deficient cognitive functions, which we have categorized into input, elaboration, and output phases of the mental act. The severity of the impairment at one phase may affect the ability to function at another, but not necessarily. For example, deficiencies at the input phase may also affect the ability to function at phases of elaboration and/or output. There may be highly original, creative, and correct elaboration that nev­ ertheless yields wrong responses because it is based on inappropriate data at the input phase, or because it cannot be adequately expressed at the output phase. Impaired cognitive functions that are found at the input phase include impairments in the quantity and quality of data gathered by a person con­ fronted with a given problem, object, or experience. They include the following: 1. Blurred and sweeping perception. 2. Unplanned, impulsive, and unsystematic exploratory behavior. 3. Lack of or impaired receptive verbal tools that affect discrimination (e.g., objects, events, and relationships are not appropriately labeled). 4. Lack of or impaired spatial orientation and lack of stable systems of reference by which to establish topological and Euclidian organization of space. 5. Lack of or impaired temporal concepts. 6. Lack of or impaired conservation of constancies (e.g., size, shape, 265 266 APPENDIX B quantity, color, orientation) across variations in one or more dimensions. 7. Lack of or deficient need for precision and accuracy in data gathering. 8. Lack of capacity for considering two or more sources of information at once. This is reflected in dealing with data in a piecemeal fashion rather than as a unit of facts that are organized. Impaired cognitive functions found at the elaboration phase include those factors that impede the efficient use of available data and existing cues. They are as follows: 1. Inadequacy in the perception of the existence of a problem and its definition. 2. Inability to select relevant, as opposed to irrelevant, cues in defining a problem. 3. Lack of spontaneous comparative behavior or the limitation of its application to a restricted need system. 4. Narrowness of the mental field. 5. Episodic grasp of reality. 6. Lack of need for the eduction or establishment of relationships. 7. Lack of need for, and/or exercise of, summative behavior. 8. Lack of or impaired need for pursuing logical evidence. 9. Lack of or impaired inferential hypothetical ("if") thinking. 10. Lack of or imparied strategies for hypothesis testing. 11. Lack of or impaired planning behavior. 12. Lack of or impaired interiorization. 13. Nonelaboration of certain cognitive categories because the verbal concepts are not a part of the individual verbal inventory on a recep­ tive level, or because they are not mobilized at the expressive level. Impaired functions found at the output phase include those factors that lead to inadequate communication of insights, answers, and solutions. It should be noted that even adequately perceived data and appropriate elab­ oration can be expressed as an incorrect or haphazard solution if difficulties exist at this phase. Deficiencies include the following: 1. Egocentric communication modalities. 2. Difficulty in projecting virtual relationships. 3. Blocking. 4. Trial-and-error responses. 5. Lack of or impaired verbal or other tools for communicating ade­ quately elaborated responses. 6. Lack of or impaired need for precision and accuracy in the commu­ nication of one's responses. DEFICIENT COGNITIVE FUNCTIONS 267 7. Deficiency of visual transport. 8. Impulsive, random, unplanned behavior. The deficient cognitive functions playa critical role in the process orien­ tation of dynamic assessment and educational intervention. The LPAD exam­ iner, as well as the educator, must be thoroughly familiar with them in all of their manifestations to pinpoint the source of subjects' difficulties. APPENDIX C Cognitive Map Another important way to conceptualize the relationship between the charac­ teristics of a task and its performance by a subject is the cognitive map. This conceptual model is not a map in the topographical sense but a tool by which to locate specific problem areas and to produce changes in corresponding dimensions. The cognitive map describes the mental act in terms of seven parameters that permit us to analyze and interpret a subject's performance. The manipulation of these parameters becomes highly important in the exam­ iner-subject interaction and in the formation and validation of hypotheses regarding the loci of a subject'S difficulties. The seven parameters are as follows. 1. The universe of content around which the mental act is centered. The compe­ tence with which subjects deal with a specific body of content is directly related to each subject's experiential, cultural, and educational background. Certain content may be quite unfamiliar to a subject and thus may require such an intensive investment for its mastery that it is no longer useful for providing information about the cognitive functions and operations it in­ volves, the real target of the assessment. Manipulation of the content in both assessment and intervention will become a source of insight for change. 2. The modality or language in which the mental act is expressed. The modality, which may be verbal, pictOrial, numerical, figural, symbolic, graphic, or any combination of these and other codes, will affect subjects' performance. The parameter of modality is important owing to the fact that the elaborative capacities revealed by subjects on any single modality may not reflect reliably their capacity if the task were presented in another modality. For example, a subject may be able to complete a mathematical operation successfully when the problem is presented
Load more

Recommended publications
  • Xxi 84 2014 E D I Ç Ã O 8 4 4 8 O Ã Ç I D ANO XXI - E ANO XXI - Julho 2014 - Nº84
    ANO edição julho xXI 84 2014 ANO XXI ANO ANO XXI - Julho 2014 - nº84 - e d i ç ã o 8 4 julho 2014 julho CAPA Imagem estilizada do quadro ANO edição julho xXI 84 2014 “A Sinagoga”, óleo sobre tela, Marc Chagall, 1917 TESTE-CAPA84c(provaprelo).indd 1 26-Jun-14 7:15:33 AM Carta ao leitor Tishá b´Av, o nono dia do mês hebraico de Menachem finanças, medicina também estão fora de proporção com Av, é o dia mais triste do calendário judaico – a data em seu pequeno número. Têm feito uma luta maravilhosa no que foram destruídos ambos os Templos de Jerusalém. mundo, em todas as épocas; e o têm feito com as mãos Desde a queda do Segundo Templo, vários eventos atadas nas costas (...)”. trágicos – tanto para o Povo Judeu como para o restante da humanidade – ocorreram nessa data. As palavras de Mark Twain reverberaram ao longo dos séculos. O que ele escreveu a respeito do Povo Judeu O nono dia de Av e as Três Semanas de Luto que o vale especialmente para a geração que sobreviveu ao precedem são dias de autorreflexão, em que devemos fazer Holocausto, reconstituiu um Estado Judeu na Terra de um exame de consciência, tanto individual como coletivo. Israel e fez com que o judaísmo voltasse a florescer. Contudo, o judaísmo não vê com bons olhos a tristeza. “Somos a geração de Jó e de Jerusalém”, escreveu Elie Diz um ensinamento judaico que tudo que ocorre na vida Wiesel. De fato, a geração do Holocausto sofreu mais é para o bem e que devemos nos esforçar para enxergar a do que qualquer outra.
    [Show full text]
  • Concentrated Reinforcement Lessons (Corel) Madeleine J
    Concentrated Reinforcement Lessons (CoReL) Madeleine J. Long The American Association for the Advancement of Science CoReL was created by Reuven Feuerstein to prepare under-schooled Ethiopian immigrant students for successful integration into Israeli mainstream classrooms. Feuerstein is a leading cognitive psychologist, apprentice of Karl Jaspers, Carl Jung, Andrey Rey and Jean Piaget, and supporter of Lev Vygotsky’s work. He based CoReL on the tradition of socio-psychological theory and research on the differential effects of culture and cultural deprivation (devaluation of a minority culture) on the development of children’s learning abilities and cognitive functions. The concept for CoReL was developed within the context of two decades of experiences with under-schooled immigrant children from North Africa and the former Soviet Union. The Israeli experience made obvious an interesting—and hopeful—juxtaposition of factors. On the one hand, it was clear that without special attention and preparation these groups would perform poorly on language and academic skills tests. On the other hand, the same groups would often show unexpected strength in specific tests of cognitive abilities, and would almost always show normal learning propensities. CoReL was created in Israel to provide the conditions for a rapid integration of culturally- different immigrant students from Ethiopia into the regular educational system. CoReL was expected to make it possible for culturally different students, who are often unable to reveal their true learning potential in standard psycho-educational assessments, to demonstrate their abilities, and thus avoid being misjudged and tracked into inappropriate educational environments. CoReL operated through a process of: o Identifying the learning abilities of the new immigrant children and building an intervention system for their successful transition into the mainstream.
    [Show full text]
  • There Is No Point of No Return
    ב“ה An inspiring story for your Shabbos table ערב יום כפור, ט‘ תשרי, תשע״ח HERE’S Erev Yom Kippur, September 29, 2017 my STORY THERE IS NO POINT Generously OF NO RETURN sponsored by the PROFESSOR REUVEN FEUERSTEIN help them change because they are human beings who have a divine spirit in them.” At the time I advanced this theory — that human beings are modifiable, that they are not necessarily limited by their genetics — it was considered heresy. People simply did not believe that the brain could change, although now it is an accepted fact that there is no part of the body as flexible and changeable as the brain. The Rebbe knew about my work and totally supported it. He frequently sent children to me – some with developmental problems, some with Down syndrome, and some who were epileptic. Wherever I went, people were coming up to me, saying, “The Rebbe wants you to see our child.” As well, I received letters from the Rebbe about particular children whom he wanted me to see. Each time he sent me a referral it was accompanied by his blessing, “Zayt matzliach — May you be successful.” With that blessing, I got a feeling of empowerment — that, no matter how very difficult the case, I could help this s a psychologist working in Israel during the 1940s, particular child. I saw that he believed that even people I worked with Holocaust survivors, many of them with genetic disorders could be turned into functioning children, who were absolutely traumatized. For individuals who could be brought close to Judaism, who A could study Torah.
    [Show full text]
  • El Desarrollo Del Potencial De Aprendizaje Entrevista a Reuven Feuerstein
    Para citar este artículo, le recomendamos el siguiente formato: Noguez, S. (2002). El desarrollo potencial de aprendizaje. Entrevista a Reuven Feuerstein. Revista Electrónica de Investigación Educativa, 4 (2). Consultado el día de mes de año en: http://redie.uabc.mx/vol4no2/contenido-noguez.html Revista Electrónica de Investigación Educativa Vol. 4, No. 2, 2002 El desarrollo del potencial de aprendizaje Entrevista a Reuven Feuerstein The Development of the Potential of Learning An Interview with Reuven Feuerstein Sergio Noguez Casados [email protected] Dirección de Formación Valoral Universidad Iberoamericana, Santa Fe Edificio J, Tercer piso Prolongación Paseo de la Reforma 880 Lomas de Santa Fe, 01210 México, D. F., México Resumen A través de las respuestas que el Dr. Reuven Feuerstein nos ofrece en esta entrevista, podemos tener una primera aproximación al trabajo que él ha venido realizando desde hace más de 40 años. Su línea de trabajo se inscribe en la psicología cognitiva estructural con un interesante apoyo en nuevos usos de herramientas típicas de la psicometría, aunque, con énfasis en el desarrollo de habilidades del pensamiento, y no en medir o señalar coeficientes de inteligencia. El Dr. Feuerstein nos brinda un balance actual de sus campos de trabajo más importantes, los cuales tienen aplicación en diferentes ámbitos de la educación, desde preescolar hasta entrenamiento de pilotos de alta tecnología. Noguez Casados: El desarrollo del potencial de... Palabras clave: Modificabilidad cognitiva, operaciones mentales, funciones cognitivas deficientes, mediación del aprendizaje, mapa cognitivo, aprendizaje mediado. Abstract Dr Reuven Feurstein’s answers to this interview provide a first approximation to the work he has been doing for the last 40 years.
    [Show full text]
  • A Meta-Analysis of Feuerstein's Instrumental Enrichment
    A META-ANALYSIS OF FEUERSTEIN'S INSTRUMENTAL ENRICHMENT BY JANET LILLIAN SHIELL B.Ed. (Secondary), The University of British Columbia, 1976 M.Ed. (Counselling Psychology), The University of British Columbia, 1984 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMEN15FOR THE DEGREE OF DOCTOR OF PHILOSOPHY In THE FACULTY OF GRADUATE STUDIES Centre for the Study of Curriculum and Instruction We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA April 2002 © Janet Lillian Shiell, 2002 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of The University of Vancouver, Canada DE-6 (2/88) Abstract The purpose of this study was to examine the effectiveness of Instrumental Enrichment, an educational program developed by Reuven Feuerstein, which attempts to improve an individual's ability to reason. A meta-analysis was performed on studies that had been conducted between the years 1979 to 1996. Thirty-six studies were analyzed according to their results from measurements in the cognitive/visual-perceptual, academic achievement and affective domains. The results from the meta-analysis were mixed. There were significant combined effect sizes of 0.24 for non-verbal ability, 1.41 for verbal ability, and 0.60 for one combination of full-scale ability.
    [Show full text]
  • Answers of Feuerstein
    Revista Electrónica de Investigación Educativa Vol. 4, No. 2, 2002 The Development of the Potential of Learning An Interview with Reuven Feuerstein Sergio Noguez Casados [email protected] Dirección de Formación Valoral Universidad Iberoamericana, Santa Fe Edificio J, Tercer piso Prolongación Paseo de la Reforma 880 Lomas de Santa Fe, 01210 México, D. F., México Abstract Dr Reuven Feurstein’s answers to this interview provide a first approximation to the work he has been doing for the last 40 years. It belongs to the area of structural cognitive psychology, with an interesting new use of the typical tools of psychometry focused on the development of thinking skills, not on IQ testing. Dr. Feuerstein offers a current balance of the most important fields he has been working on, which can be applied to different educational settings, from preschool to the training of High-Tech pilots. Key words: Cognitive modifiability, mental operations, deficient cognitive functions, mediated learning, cognitive map. Reuven Feuerstein was born in 1921 in Botosan, Romania, one of nine children in the family of a scholar in Jewish Studies. He immigrated to Israel in 1944. He is married to Berta Guggenheim Feuerstein and has four children. He and his family currently reside in Jerusalem, Israel. Feuerstein attended Teachers College in Bucharest (1940-41) and Onesco College in Bucharest (1942-44) but had to save his life by fleeing before obtaining a degree in psychology,. From 1944-45 he attended the Teacher Training Seminary in Jerusalem. He resumed Noguez Casados: The development of the potential… his education in 1949 in Switzerland where he attended lectures given by Carl Jaspers, Carl Jung, and L.
    [Show full text]
  • Cover Story - the Transformer
    6/29/2010 Cover Story - The Transformer Reuven Feuerstein is the quintessential believer in the power of the human spirit. Just ask 16-year-old Alex, the English boy who had half his brain surgically removed and who experts said would, at best, attain the mental level of an idiot. Alex Oliver is not Jewish, but for the past year he has lived in Jerusalem, at Professor Feuerstein's Center for Learning Potential, where his progress has defied his dismal diagnosis by the British medical community. Alex was born with a disorder of the blood vessels in his brain, leading to epileptic seizures. From infancy to age seven, Alex's fits were kept in check by daily doses of powerful drugs, yet he hadn't learned to speak. One day his brother accidentally took Alex's medication and lost the ability to talk. Alex's brother didn't say a word for five days, behaving much like a severely mentally handicapped child. At that point, Alex's mother, Helena, realized how Alex's medication had handicapped him, and understood that if she ever wanted him to have a shot at a normal life, he had to get off the medication. Undaunted by pessimistic medical predictions, Mrs. Oliver collected a team of neurologists and a neurosurgeon to remove the damaged left half of Alex's brain; they hoped this would enable the right brain to begin functioning properly. The operation was a surgical success; when the drugs were halted, Alex even began to speak. But after years in a special school, Alex was still unable to read, write or do arithmetic.
    [Show full text]
  • Answers of Feuerstein
    Revista Electrónica de Investigación Educativa Vol. 4, No. 2, 2002 El desarrollo del potencial de aprendizaje Entrevista a Reuven Feuerstein The Development of the Potential of Learning An Interview with Reuven Feuerstein Sergio Noguez Casados [email protected] Dirección de Formación Valoral Universidad Iberoamericana, Santa Fe Edificio J, Tercer piso Prolongación Paseo de la Reforma 880 Lomas de Santa Fe, 01210 México, D. F., México Resumen A través de las respuestas que el Dr. Reuven Feuerstein nos ofrece en esta entrevista, podemos tener una primera aproximación al trabajo que él ha venido realizando desde hace más de 40 años. Su línea de trabajo se inscribe en la psicología cognitiva estructural con un interesante apoyo en nuevos usos de herramientas típicas de la psicometría, aunque, con énfasis en el desarrollo de habilidades del pensamiento, y no en medir o señalar coeficientes de inteligencia. El Dr. Feuerstein nos brinda un balance actual de sus campos de trabajo más importantes, los cuales tienen aplicación en diferentes ámbitos de la educación, desde preescolar hasta entrenamiento de pilotos de alta tecnología. Palabras clave: Modificabilidad cognitiva, operaciones mentales, funciones cognitivas deficientes, mediación del aprendizaje, mapa cognitivo, aprendizaje mediado. Abstract Dr Reuven Feurstein’s answers to this interview provide a first approximation to the work he has been doing for the last 40 years. It belongs to the area of structural cognitive psychology, with an interesting new use of the typical tools of psychometry focused on the development of thinking skills, not on IQ testing. Noguez Casados: El desarrollo del potencial de... Dr. Feuerstein offers a current balance of the most important fields he has been working on, which can be applied to different educational settings, from preschool to the training of High-Tech pilots.
    [Show full text]
  • Laudatio by Professor Stefan Szamosközi, Ph.D. Vice-Rector at Universitatea Babe Ş-Bolyai
    Laudatio by Professor Stefan Szamosközi, Ph.D. Vice-rector at Universitatea Babe ş-Bolyai Distinguished professor of Bar Bar-Ilan University School of Education (Ramat Gan, Israel), doctor honoris causa of Charles University in Prague, of University of Turin, Italy, and honored member of Universidad Diego Portales, Chile, the Director of the Hadassah-Wizo-Canada Research Institute, in Jerusalem, and the International Center for Learning Potentail, a source of inspiration for thousands of teachers and psychologists, Professor Reuven Feuerstein devoted all his life to the development of the theory and the practice of Cognitive Structural Modifiability. He is teaching children, teachers, parents, trainers, councilors and psychologists that Intelligence is modifiable all along lifespan, and that a good culture of teaching can shape and scaffold understanding, problem solving, concentration, originality and many other highly valued cognitive abilities. Professor Reuven Feuerstein was born in Boto şani (Romania) in 1921, the fifth of nine children. He went to school in the Yeshiva in Kishinev in Bessarabia (now Moldavia). In 1939-1941 he studied in Bucharest (Romania) at the Teachers College of the Jewish community, being appointed co-director, in 1941-44 of the Scoala Mixt ă No. 8, “Ap ărătorii Patriei”, where he continued teaching and caring for children in spite of the dramatic conditions of war and antisemitism. He left the country and arrived in Palestine in 1944. During 1944-45 he studied in the Teacher Training Seminar in Jerusalem, afterwards working as teacher and counselor to children and youth who survived from the concentration camps after the Shoah (1945 – 1948). Professor Feuerstein completed his undergraduate studies in 1950 at the University of Geneva (Switzerland) with Prof.
    [Show full text]