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Beyond Smarter: Mediated Learning and the Brain’s Capacity by Reuven Feuerstein

By Reuven Feuerstein

Originally built to aid scholars triumph over studying hindrances created through emotional trauma or neurobiological studying disabilities, Reuven Feuerstein's paintings is now utilized in significant towns all over the world to aid impoved pondering and studying via all students.

This booklet is the main up to date precis of his considering and contains available descriptions of his instruments and strategies for cognitive modifiability and mediated studying. With dramatic case experiences all through, Feuerstein and his co-authors outline intelligence as a dynamic strength that drives the human organism to alter the constitution of pondering which will resolution the desires it encounters. They describe intimately the categorical talents of the 3 phases of considering: enter or oberservation and data-gathering level; improvement or processing degree; and output level together with research, synthesis, and communication.

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Extra resources for Beyond Smarter: Mediated Learning and the Brain’s Capacity for Change

Sample text

She was not only unable to speak, but also lacked the ability to produce sounds other than a high-pitched wail that did not appear to be related to any overt experience to stimuli to which she was exposed. And it was impossible to teach her to put out her tongue. She suffered from apraxia—a disorder marked by the inability to perform certain physical movements like copying. She also suffered from aboulia—the inability to bring herself to initiate actions. That is, she had to receive strength from an external source in order to perform any kind of action.

Therefore, every action of his is as if he is doing it for the first time. He is behaving as if every moving object is there in order to be touched, pushed, and kicked, but not beyond that. ” Experience there most certainly was, but did learning also occur? It would seem not. Allan’s mother hoped, just as many parents and educators hope, that her son’s direct interaction with the exhibits in the museum would cause him to learn operating principles and characteristics of the phenomena exposed to him.

1. The human mediator does not continually or constantly impose on the person being mediated and the world. He or she does not cover all the territory between them but leaves the mediatee a big area of direct exposure to stimuli. But in the area in which the mediating agent engages, the mediator is active in a number of ways. An example is the significant modification of the stimulus and a focused exposure to the mediatee in a systematic, intentional, and controlled manner. Thereby, the mediator imparts to the mediatee the components that will be responsible for his or her ability to understand phenomena, to look among them for associations and connections, and thereby to derive benefit from them and be modified.

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