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  1. Cognitive Modifiability In Learning And Assessment: International Perspectives
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  3. Psychology and Behavioral Science International Journal (PBSIJ) | Juniper Publishers
  4. Tan Oon Seng and Alice Seok Hoon Seng

In all cases, the free play preceded the structured task in order to avoid possible effects due to the nature of the structured situation mentioned above. In the free-play condition, each adult was instructed to play with the child and was videotaped for 10 minutes.

Each dyad was presented with a choice of games with which to play i.


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All dyads were exposed to the same choice of games and no clear instructions were provided as to how to play with them. Choice of games by mother—child dyads was similar to the choice made by grandmother—child dyads. Isman and David Tzuriel guide the child throughout the task, without being given instructions as to how to help the child. The tasks were explained to mothers and separately to grandmothers , although no directions were given as to how to teach the child. During explanation, the child was playing in another corner of the room and was not exposed to the task explanation.

The problems are divided into two types: conceptual and perceptual analogies. We assume that a high resemblance may indicate transmission of the MLE processes. These correlations are presented in Table 1. Table 1. The independent variables were mediator mother vs. Table 2.

Cognitive Modifiability In Learning And Assessment: International Perspectives

As we can see in Table 2, grandmothers provided a higher level of mediation than mothers in intentionality and reciprocity i. On the other hand, mothers provided a higher level of mediation of regulation of behaviour i. No differences were found in mediation of feelings of competence or in behaviours of closeness in either situation.

This interaction is presented in Figure 1. Isman and David Tzuriel Figure 1. This resemblance may indicate whether or not mediation processes are passed on from one generation to another. In the current study, we presume that transmission explains the correlations found, although several alternative explanations must be acknowledged as well. Another possible explanation may be due to the fact that each dyad was viewed while interacting with the same child.

The second objective of this study was to determine the unique MLE strategies emphasized in each generation. Findings indicate that grandmothers tend to mediate intentionality i. On the other hand, mothers tend to mediate regulation of behaviour more frequently than grandmothers. These results may be interpreted in two different ways. For example, Seok-Hoon found that Singapore mothers believed it was most important to participate in academically related activities with their children and offer them guidance. Glazer , who conducted a study on Israeli parents and grandparents, found that on the whole, grandparents do not wish for their grandchildren to succeed more than their peers but instead regard their feelings of happiness and normality to be of greater importance.

Grandmothers prefer to provide more mediation of meaning and transcendence, and less regulation of behaviour. Grandmothers intuitively know what the child needs in order to learn effectively; therefore, they provide the needed mediation and choose to elaborate mediation of meaning and transcendence. This possibility is supported by the fact that grandmothers offer similar levels of mediation to both boys and girls, whereas mothers provide boys with a higher level of mediation. Furthermore, mothers of families of many children mediate to a greater extent than mothers of fewer children Isman, The third objective of this study was to determine whether or not the level of MLE strategies depends on the conditions free play vs.

On the other hand, mothers interact with their children both during free-play and structured situations. These factors were found more frequently during free play. There is less need for regulation of behaviour and the interaction allows less tension and more behaviours of closeness. Isman and David Tzuriel conditions than during free play. They argue that the higher level of mediation of transcendence found under the structured conditions is due to the high level of responsibility of the mediator to help the child reach the goal.

Both Tzuriel and Weiss and Tzuriel and Ernst videotaped the interactions in kindergarten or school, both of which represent formal institutions of education. The surroundings in which the interaction took place, therefore, may have affected the level of MLE strategies provided. In addition, the children in this study were aged 5—6 in kindergarten. Hence, differences in the levels of mediation of transcendence found in each study may be explained by the developmental differences between the participants in each study.

Most of the families willing to take part in this study were of medium SES or higher, whereas the families who took part in prior studies were of lower SES levels. The higher the SES of the mother, the higher her use of intentionality and reciprocity, meaning, transcendence, and feelings of competence.

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In conclusion, we suggest that the issue of how mediation varies as a function of SES, education, and cultural background in an intergenerational perspective is an important one that should be explored in further cross-cultural studies. References Battistelli, P. Smith Ed. London: Routledge.

Cognitive Modifiability in Learning and Assessment: International Perspectives

Berk, L. Maternal interaction, private speech, and task performance in preschool children. Early Childhood Research Quarterly, 10, — Bornstein, M. How infant and mother jointly contribute to developing cognitive competence in the child. Proceedings of the National Academy of Science, 82, — Between caretakers and their young: Two models of interaction and their consequences for cognitive growth. Bruner Eds. Hillsdale, NJ: Erlbaum. Cross-cultural developmental comparisons. Developmental Review, 9, — Mediated learning experience Bornstein, M. Mother and infant activity and interaction in Japan and the United States: I.

A comparative macro analysis of naturalistic exchanges. International Journal of Behavioral Development, 13, — Cherlin, A. The new American grandparent. New York: Basic. Clarke-Stewart, K. Interactions between mothers and their young children: Characteristics and consequences. Developmental psychology in the real world: A paradigm of parent education. Kessel, M. Sameroff Eds. Eisenberg, A. Sex Roles, 19, — Feuerstein, R. Mediated learning experience: A theoretical review. Feuerstein, P. Tannenbaum Eds. Mediated learning experience MLE theoretical, psychosocial and learning implications.

London: Freund Publishing House. The dynamic assessment of retarded performers. Baltimore: University Park Press. Instrumental enrichment. New York: Plenum Press. Gallimore, R.


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Teaching mind in society: Teaching, schooling, and literate discourse. Moll Ed. New York: Cambridge University Press. Goncu, A. American Educational Research Journal, 35, — Glazer, Z. The nature of the mediational interaction between grandparents and grandchildren.

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    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. Part 1. Propelling the change, preserving continuity: a portrait of Reuven Feuerstein R.

    Science, pedagogy and ethics in Feuerstein's theory and applications C. Mediating environments: creating conditions for intellectual growth A. Feuerstein's unique contribution to educational and school psychology R. Group and individual differences in intelligence: what can and should we do about them? Rand, A. Reflective teaching and its relation to modes of existence in practical teaching experience R. Reichenberg, Y. Questioning as a form of mediation S. Part 2. Dynamic cognitive assessment and the instrumental enrichment program R.