Mediated Learning Experience (MLE): Theoretical, Psychosocial and Learning ImplicationsReuven Feuerstein, Pnina S. Klein, Abraham J. Tannenbaum |
Contents
Chapter | 3 |
How are Learning Activities Initiated? An Epistemological View | 53 |
Chapter 3 | 71 |
Chapter 4 | 95 |
Chapter 5 | 121 |
Chapter 6 | 133 |
Mediated Learning Experience at University Level A Case Study | 157 |
Learning and Transfer Abilities | 179 |
Chapter 10 | 241 |
Chapter 12 | 271 |
Chapter 13 | 295 |
Unmasking and Unmaking Underachievement Among the Gifted | 315 |
Chapter 15 | 347 |
Chapter 16 | 365 |
Chapter 17 | 375 |
Chapter 9 | 213 |
Common terms and phrases
achievement activities adaptation adult autoplastic Bar Ilan University basic become Beta Israel capacity caregivers changes characteristics child cognitive development cognitive functions cognitive processes cognitive structure cognitivistic complex components concepts criteria culturally deprived declarative knowledge determined dimensions direct exposure Dweck dynamic assessment effects efficient emotional environment exposure to stimuli feeling of competence Feuerstein given goal Haywood human important Indian individual individual's infants Instrumental Enrichment intentionality and reciprocity interaction intervention intrinsic motivation knowledge lack learned helplessness learner LPAD mediated learning experience mediation of meaning mental metacognitive modality mother motivational-affective native Native American observed organism orientation overlearned parents performance personality problem procedural knowledge psychological differentiation Psychology Ramat Gan Rand regulation of behavior relationship response role Rumelhart schemata sharing behavior situations social solving specific strategies structural cognitive modifiability tasks teachers teaching theory of MLE thinking verbal