The “implicit-explicit” distinction is usually used to specify the nature of mental processing or of essential memory systems. The purpose of this paper is to call attention to this distinction, too often neglected, within the domain of semantic knowledge. In fact, taking account of the degree of explicitation of specific knowledge may enable us to account for both the best performances by experts within their domain and also the idiosyncratic difficulties some learners encounter during the acquisition and generalization of both specific and general knowledge. The importance of processes of explicitation of knowledge within developmental and individual differences perspectives is discussed.

The Peer Mediation with Young Children (PMYC) was investigated in computerized versus noncomputerized environments using process (e.g., mediation strategies) and performance variables (e.g., cognitive modifiability) as outcome measures. The sample consisted of 108 pupils drawn from fourth- (tutors) and first-grade (tutored) classes randomly assigned to experimental (n = 27) and control (n = 27) dyads. Dyads in each group were randomly assigned to either computerized or noncomputerized learning environments. Experimental tutors received training in the PMYC program whereas control tutors received general preparation for peer tutoring. Following the PMYC program, each dyad was assigned to a collaborative learning situation in which the older child taught his/her partner a problem solving task. All children were tested on a set of cognitive measures before and after the PMYC program. The findings showed that the experimental tutors used significantly higher levels of mediation strategies and achieved higher cognitive modifiability than did the control children in both learning environments. Children tutored in the computerized environment achieved higher cognitive modifiability than children tutored in the noncomputerized environment. The findings are discussed in light of Vygotsky and Feuerstein’s theories and recent research on peer-assisted learning.

The question of why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts: the concept of multiplication with whole numbers and the concept of length.

Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated.

The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials, and with real things.

A large variability in the pupils’ ability to solve the problems was found depending on different factors identified by Feuerstein, e.g., self-confidence, looking for meaning, search of challenge, intention to finish the work, and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies, it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence, they may learn certain concepts at a later age, and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance.

The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.

Applications of cognitive education have taken place primarily in schools, but applications outside the classroom can be equally rewarding. “Clinical” applications have so far included: (a) cognitive and motivational redevelopment of individuals with mental retardation; (b) psychological treatment of individuals with severe psychiatric disorders; (c) clinical treatment of persons with delays in language development; (d) treatment of children with learning disabilities, including ADD and ADHD; (e) cognitive and social redevelopment of persons with psychological and character disorders; (f) cognitive, motivational, and social redevelopment of persons who have sustained traumatic brain injuries. The last two of these applications, in psychotherapy and in neuropsychology, are especially promising and are examined in some detail.

This master’s thesis (Berger, 2003) concerns a new learning potential test of analogical reasoning, the Hessels Analogical Reasoning Test (HART; Hessels, 2003) aimed at the assessment of pupils from 5 to 15 years of age in a group situation. A frequently emphasized problem of learning potential tests is the time needed for their administration. We intend to be able to assess a whole group of approximately 20 pupils in the context of their classroom, in a relatively short time of about 45 to 60 minutes.

The analogies are presented in two different formats: 2 rows x 3 lines with six response alternatives or 3x3 with eight response alternatives. The number of elements varies from one to three, as does the number of transformations. We created nine series of increasing complexity for a total of 70 items. The items were constructed by pairs, meaning that two items had the same number of elements, and the same number and kind of transformations applied. The complexity, that is, theoretical difficulty, was defined by the number of transformations and elements present in the analogy. For example, an item with one element and one transformation is easier than an item with three elements and two transformations. The procedure was divided into two phases. In the first phase, a collective introduction was offered using four example items aimed at familiarizing the pupils with the tasks and the different formats of the matrices. Immediately after, a pre-test combined with training (after each item an explanation was given about the transformations applied) was administered using the first set. The second phase was a static post-test administered a few days after the pre-test/training using the parallel forms of the pre-test/training items. For each degree, a series of items was defined, according to level of difficulty, varying between 12 (1^st grade) and 20 items (6_th grade) for each phase of the test.

We administered the HART to 117 pupils of a primary public school (mean age 8;11). In addition, these pupils took the Standard Progressive Matrices of Raven (SPM) and an arithmetical test in a static and collective administration. Teachers of each class completed a rating scale for each of his pupils about three noncognitive variables (participation in the lessons, application in schoolwork, and behavior in class) and two cognitive variables (school success in French and mathematics).

The results showed that the training caused great inter- and intraindividual variation, explained by the learning process taking place during this phase. Due to this variation, internal consistency was low for this phase. Thus, for subsequent analysis, we only considered the reliable results of the post-test. Of main interest were the correlations between the HART and the other variables measured. The noncognitive factors given by the teacher’s judgments showed lower correlations with the HART than with the SPM. For instance, the HART showed a correlation of .08 (ns) with pupil’s behavior, whereas the SPM showed a correlation of .21 (p<.05). This result means that the score offered by the HART is more independent of behavior in class. Moreover, the arithmetic test is more correlated with the learning test than with the SPM. Finally, a stepwise regression analysis demonstrated that the SPM predicted 14.2% (F_1,116=19.151; p<.01) of the variance of success in mathematics; the HART predicted an extra 4% (F_1,115=5.557; p<.05). For French, the stepwise regression analysis shows that the HART has a slightly superior predictive validity.

These first results show that the instrument can be used in a group situation and has promising properties. The research will be extended to different populations, with variations in the procedures and methods.

Nyborg (1993) opened his book with the statement: “Pedagogy usually reflects and mediates the culture within which it has been generated.” According to Nyborg, a main purpose of pedagogical activity is to mediate the culture to each new generation, which refers to the transmission of the content of a given culture to successive generations. Central in this regard is the mediation of knowledge and skills, including language skills, which serve as tools for the mediation of the knowledge and skills acquired by many preceding generations. One can infer from Nyborg’s theory of learning that the quality of mediation differs in the extent to which teachers or mediators are able “to provide optimum conditions of learning for persons who may differ widely in prerequisites for learning,” operationally and generally expressed.

Further, Nyborg’s notion of “intelligent teaching and corresponding learning,” referring more specifically to what should be taught and why, is also of interest from a mediational point of view. Intelligent teaching should be taken to mean teaching that contributes significantly to learning that transfers positively to future learning. Nyborg arguesd that such transfer may be in terms of knowledge and skills as well as emotional and motivational dispositions towards learning situations and towards oneself as a learner.

In order to facilitate these kinds of learning Nyborg recommended that children from the age of 5-6 are taught Basic Conceptual Systems, including basic concepts, to a verbalized, generalized and transferable level (e.g., color, shape, size, position, place, direction, number, pattern, substance, up to approximately 20 BCSs) by means of his Concept Teaching Model. According to this model, language skills are used in a unique way in order to help children to learn and organize their experiences into Basic Conceptual Systems (BCSs). This is done by repeated use of, for instance, the subordinate label “round” in close connection with the superordinate label “SHAPE” = Round SHAPE. In this way BCSs in many children are formed years ahead of what would have happened without this kind of verbal mediation. Among other things this model also challenges children to come up with inductive conclusions regarding what they have learned. In the next stage BCSs will serve as tools for performing analytic coding or multiple abstractions. In this way they function as pre-requisites for the learning of more complex concepts and conceptual systems, for the learning of school subjects and skills of different kinds, rendering a greater likelihood of positive transfer.

In this system one may find many examples of ways to direct children’s attention, by means of names for Basic Conceptual Systems, towards characterizing features when teaching the children about such different phenomena as the letter L and the solar system. Readers are given 7 points that will help observers to recognize or identify whether or not a teacher is mediating from Nyborg’s perspective.

The educational approach of Concept Teaching according to Nyborg may be characterized as “domain-general,” aiming at teaching both content and processes, with emphasis on generalization and transfer, focusing on inductive teaching/learning in the beginning changing to more deductive teaching/learning later on. L’ouvrage de Nyborg (1993) s’ouvre sur la réflexion suivante : « La pédagogie reflète et médiatise généralement la culture au sein de laquelle elle s’est développée. » Selon Nyborg, l’objectif principal de l’action pédagogique est de médiatiser la culture pour la nouvelle génération, c’est-à-dire de transmettre le contenu de la culture aux générations successives. De ce point de vue, la médiation des connaissances et des habiletés est centrale, y compris celle des habiletés langagières qui servent d’outils pour la médiation des connaissances et des habiletés acquises par les générations précédentes. On peut inférer de la théorie de l’apprentissage de Nyborg que la qualité de la médiation diffère selon la capacité des enseignants à « fournir des conditions d’apprentissage optimales à des apprenants dont les compétences varient fortement. » De plus, la notion proposée par Nyborg « d’enseignement intelligent et d’apprentissage correspondant » qui réfère à ce qui doit être enseigné et comment, présente également un intérêt du point de vue de la médiation. On doit concevoir cet enseignement intelligent comme un enseignement qui contribue significativement aux apprentissages futurs. Nyborg soutient que ce transfert peut être en terme de savoir, d’habiletés et de dispositions émotionnelles et motivationnelles.

Afin de faciliter ces types d’apprentissages Nyborg recommande d’enseigner aux enfants à partir de 5-6 ans les systèmes conceptuels de base - de leur niveau élémentaire - à celui de leur verbalisation consciente (couleur, forme, position, place, direction, nombre, substance etc, c’est-à-dire une vingtaine de systèmes conceptuels) au moyen du modèle d’enseignement de concept. Selon ce modèle, les habiletés langagières sont utilisées d’une manière spécifique pour aider les enfants à apprendre et à organiser leurs expériences en systèmes conceptuels de base. Cela est par exemple atteint par l’utilisation répétée de l’étiquette subordonnée « rond » en étroite relation avec l’étiquette « forme », c’est-à-dire en amenant l’enfant à les associer systématiquement (« c’est une forme ronde »). L’emploi de cette médiation verbale permet à certains enfants d’acquérir les systèmes conceptuels de base avec plusieurs années d’avance. Un autre aspect de cette méthode invite les enfants à faire des inférences à propos de ce qu’ils ont appris. A l’étape suivante, ces systèmes conceptuels de base peuvent servir d’outils pour le codage analytique et les abstractions multiples. Ils fonctionnement alors comme des pré requis pour les apprentissages de concepts et de systèmes conceptuels plus complexes et les différentes matières scolaires et renforce la probabilité de leur transfert.

Ce cadre offre de nombreuses manière de diriger l’attention des enfants à partir des noms des systèmes conceptuels de base jusqu’au caractéristiques distinctives en jeu dans les apprentissages comme par exemple celles de la lettre L ou du système solaire. Dans cet article on indique sept points qui permettent de savoir dans quelle mesure un enseignant met en oeuvre la médiation selon Nyborg.

L’approche de Nyborg est centrée sur les contenus et les processus généraux et insiste sur les processus de généralisation et de transfert, et il passe d’une approche inductive à une approche plus déductive de l’enseignement/apprentisage. Nyborg (1993) begann sein Buch mit der Feststellung: “Pädagogik reflektiert und vermittelt üblicherweise die Kultur innerhalb derer sie entwickelt wurde”. Nach Nyborg liegt ein wesentliches Ziel der pädagogischen Aktivität darin, jeder neuen Generation diese Kultur zu vermitteln. Hiermit gemeint ist die Übertragung des Inhaltes einer gegebenen Kultur auf die nachfolgenden Generationen. Zentral in dieser Auffassung ist die Vermittlung von Wissen und Fertigkeiten einschließlich von Sprachfertigkeiten, die als Werkzeuge für die Mediation von Wissen und Fertigkeiten, welche von vielen vorausgegangenen Generationen erworben worden sind, dienen. Generell und operational formuliert kann man aus Nyborgs Theorie des Lernens schließen, dass die Qualität der Mediation in dem Maße differiert, in dem Lehrer oder Mediatoren fähig sind, “optimale Konditionen des Lernens für Personen bereitzustellen, die in ihren Lernvoraussetzungen unterschiedlich sind”. Weiterhin ist Nyborgs Konzept des “intelligenten Lehrens und entsprechenden Lernens”, wo er sich spezifischer darauf bezieht, was gelehrt werden sollte und warum, auch von einem Mediationsstandpunkt aus von Interesse. Intelligentes Lehren sollte Lehren bedeuten, das in signifikanter Weise zu einem Lernen beiträgt, das auf künftiges Lernen einen positiven Transfer hat. Nyborg argumentiert, dass ein solcher Transfer in Begriffen von Wissen und Fertigkeiten wie auch von emotionalen und motivationalen Dispositionen bezüglich der Lernsituation und der Person des Lerners selbst verstanden werden kann.

Um diese Art von Lernen zu erleichtern, empfahl Nyborg, dass Kinder ab dem Alter von 5 – 6 Jahren Basale Konzeptuelle Systeme (BCSs) gelehrt werden, wobei mit Hilfe seines Konzeptlehrmodells ein verbalisiertes, generalisiertes und transferierbares Niveau (z. B. Farbe, Form, Größe, Position, Ort, Richtung, Anzahl, Muster, Substanz, bis zu annähernd 20 BCSs) erreicht werden soll. Nach diesem Modell werden Sprachfertigkeiten in besonderer Weise benutzt, um Kindern beim Lernen zu helfen und ihre Erfahrungen in das BCS zu organisieren. Dies geschieht beispielsweise durch die wiederholte Verwendung des untergeordneten Merkmals “rund” in enger Beziehung mit dem übergeordneten Merkmal “Form” (= runde Form). Auf diese Weise werden in vielen Kindern basale kognitive Systeme entwickelt, die jenen um Jahre voraus sind, die ohne diese Art verbaler Mediation entstanden wären. Unter anderem fordert dieses Modell die Kinder auch dazu heraus, induktive Schlussfolgerungen bezüglich dessen was sie gelernt haben, anzustellen. Auf der nächsten Stufe dienen BCSs dann als Werkzeuge für die Durchführung analytischer Kodierungen oder multipler Abstraktionen. In dieser Beziehung funktionieren sie als Prerequisiten des Lernens komplexer Konzepte und Systeme, des Erlernens von Schulfächern und Fertigkeiten von unterschiedlicher Art, und vermitteln so eine größere Wahrscheinlichkeit positiven Transfers.

In diesem System kann man viele Beispiele von Möglichkeiten finden, die Aufmerksamkeit der Kinder mittels verbaler Bezeichnungen für basale konzeptuelle Systeme auf charakterisierende Merkmale zu lenken, beispielsweise wenn die Kinder solche unterschiedlichen Phänomene wie den Buchstaben L oder das Solarsystem unterrichtet werden. Den Lesern werden 7 Punkte zur Verfügung gestellt, die dabei helfen herauszufinden, ob ein Lehrer Mediation aus der Nyborg’schen Perspektive betreibt oder nicht.

Der unterrichtliche Ansatz des Konzeptlehrens nach Nyborg kann als bezüglich der Domäne generell bezeichnet werden. Er zielt auf die Vermittlung sowohl von Inhalt als auch Prozessen ab, betont Generalisierung und Transfer, fokussiert zu Beginn auf induktives Lehren und Lernen und wechselt später auf einen eher deduktiven Lehr- und Lernansatz. Magne Nyborg (1927-1996), difunto profesor de la Universidad de Oslo (Noruega), llevó a cabo una amplia investigación sobre la educación y las dificultades de aprendizaje a lo largo de 30 años. Estuvo especialmente interesado en cómo mejorar la enseñanza con el fin de mejorar y optimizar el proceso de aprendizaje de todos los niños. En el curso de su cuidada investigación, elaboró un complejo y consistente marco teórico ecléctico acerca de la enseñanza y el aprendizaje. Ese marco teórico también incluye detalladas propuestas y prescripciones para el tratamiento educativo. Su contribución central fue la elaboración de su Modelo Conceptual de la Enseñanza, el cual es un modelo para la enseñanza de conceptos, organizado en un sistema conceptual a través de la observación y de la inferencia de definiciones. El título del capítulo de apertura del principal libro de Nyborg en Inglés (1993) es “La Pedagogía usualmente refleja y mediatiza la cultura con la cual ha sido generada”. Parece razonable inferir, a partir de los escritos de Nyborg, que la calidad de la mediación difiere en función de que un profesor o mediador “provea condiciones óptimas de aprendizaje para las personas que poseen muy diferentes prerrequisitos para dicho aprendizaje”, operacional y generalmente expresado. Además, la noción de Nyborg acerca de “la enseñanza y el aprendizaje inteligente”, la cual se refiere más específicamente a lo que debería ser enseñado y al por qué, es también de interés desde un punto de vita mediacional. La enseñanza inteligente debe ser entendida como el medio para enseñar lo que contribuye significativamente al aprendizaje, el cual se transfiere positivamente para aprendizajes futuros. Nyborg argumenta que dicha transferencia puede ser en términos de conocimiento, habilidades, y disposiciones emocionales y motivacionales. Con el fin de facilitar esos tipos de aprendizaje, Nyborg recomienda que a los niños, desde la edad de cinco años, se les enseñen Sistemas Básicos Conceptuales, incluyendo conceptos básicos para lograr un nivel verbalizado y consciente (por ejemplo: color, forma, tamaño, posición, dirección, número, patrones, sustancia, etc, hasta aproximadamente 20 SBC) por medio del Modelo de Enseñanza Conceptual previamente mencionado. En el siguiente estadio, esos Sistemas Básicos Conceptuales pueden servir como herramientas para mejorar la codificación analítica o para realizar múltiples abstracciones. En ese sentido, tales herramientas funcionan como prerrequisitos para el aprendizaje de conceptos más complejos y de sistemas conceptuales para el aprendizaje de contenidos escolares y de habilidades de diferentes tipos. Nyborg (1993) apriva il suo libro con la seguente affermazione: “Solitamente la pedagogia riflette e media la cultura all’interno della quale è stata generata.” Secondo Nyborg, uno degli scopi principali dell’attività pedagogica è mediare la cultura alle nuove generazioni, il che si riferisce alla trasmissione del contenuto di una cultura data alle generazioni successive. Centrale da questo punto di vista è la mediazione di conoscenze e abilità, incluse quelle relative al linguaggio che fungono da strumenti per mediare la conoscenza e le abilità acquisite dalle molte generazioni precedenti. Dalla teoria dell’apprendimento elaborata da Nyborg potremmo inferire che la qualità della mediazione differisce nella misura in cui insegnanti e mediatori sono in grado di “fornire ottime condizioni di apprendimento per persone che possono differire in misura significativa dal punto di vista dei prerequisiti dell’apprendimento”, espresse in termini sia generali sia operativi. Inoltre, anche il concetto di “insegnamento intelligente e apprendimento corrispondente”, che si riferisce in modo più specifico a che cosa dovrebbe essere insegnato e perché, riveste un certo interesse dal punto di vista della mediazione. Infatti per insegnamento intelligente si intende un insegnamento che contribuisce significativamente all’apprendimento e può essere trasferito ad apprendimenti futuri: a parere di Nyborg, tale transfer può essere considerato sia in termini di conoscenze e abilità sia in termini di disposizioni emotive e motivazionali verso le situazioni di apprendimento e verso noi stessi come soggetti che apprendono.

Per facilitare questi tipi di apprendimento, Nyborg suggerisce che dall’età dei 5-6 anni vengano insegnati ai bambini i Sistemi Concettuali di Base, inclusi i concetti elementari, a un livello verbale, generalizzato e trasferibile ( ad esempio, colore, forma, dimensione, posizione, luogo, direzione, numero, modello, sostanza, fino a una ventina circa di SCB) utilizzando il Concept Teaching Model. Secondo tale modello, le competenze linguistiche vengono impiegate in un modo particolare per aiutare i bambini ad apprendere e organizzare le esperienze in Sistemi Concettuali di Base. Questo scopo, ad esempio, viene ottenuto con un uso ripetuto della etichetta subordinata “rotonda” in stretta connessione con l’etichetta sovraordinata di “FORMA” = FORMA rotonda. Procedendo così, si ottiene la formazione dei SCB con anni di anticipo rispetto a quanto accade a bambini che non abbiano ricevuto questo tipo di mediazione verbale. Tra l’altro, il modello stimola la produzione da parte dei bambini di conclusioni induttive rispetto a quanto hanno imparato, mentre nella fase successiva i SCB saranno utilizzato come strumenti per effettuare codifiche analitiche e astrazioni multiple. I Sistemi Concettuali di Base potranno dunque funzionare come prerequisiti per l’apprendimento di concetti e sistemi concettuali più complessi, per la conoscenza di discipline scolastiche e l’acquisizione di altre competenze, offrendo maggiori probabilità di transfer positivo.

Il sistema mette a disposizione numerosi esempi di come i nomi dei diversi SCB possano essere impiegati per orientare l’attenzione del bambino verso gli aspetti che caratterizzano i diversi fenomeni, sia che l’oggetto del nostro lavoro sia la lettera L o il Sistema Solare. L’articolo propone al lettore 7 punti utili per valutare se l’insegnante stia mediando o meno, secondo l’approccio di Nyborg. A parere del suo autore, il Concept Teaching è un approccio educativo “domain-general”, orientato a insegnare sia il contenuto sia i processi, con attenzione particolare alla generalizzazione e al transfer. La focalizzazione iniziale sull’insegnamento/apprendimento induttivo lascia il posto nelle fasi successive a un approccio di carattere deduttivo.

The theory of Mediated Learning Experience (MLE) comprises a set of concepts that seek to describe and explain specific forms of adult-driven interventions, which are considered to account for both individual cognitive development and cultural transmission. MLE theory is based on the notion of Structural Cognitive Modifiability, which argues that development of the tools of human learning and problem solving, is a process which is amenable to modifiability, involving plasticity of the structures of the brain and functional adaptability which is life-long, transformative and self-perpetuating. By examining Feuerstein’s work on MLE from his earliest English language publications until the most recent and drawing on many lectures delivered by Feuerstein on MLE theory and practice, the author suggests that whilst the basic theoretical formulations have undergone little change over the past 50 years or so since the theory was first proposed, there has been an ever increasing diversity of practical applications of MLE, in order to test and apply MLE to a wide variety of target groups, some quite far from Feuerstein’s original clinical population.

The article is an expanded version of the author’s contribution to a symposium on Mediation from four perspectives, delivered at the biennial Conference of International Association of Cognitive Education and Psychology, Jyväskylä, Finland, June 2001. The author’s goal is to set out the constituent elements of MLE theory and briefly allude to its practical features, so that a comparison can be made between Feuerstein’s concepts and their applications and other forms of intervention which are described as mediational. La théorie de l’expérience d’apprentissage médiatisé (EAM) comporte un ensemble de concepts qui visent à décrire et à expliquer les spécificités des interventions dirigées par un adulte censées rendre compte du développement cognitif de l’individu et des transmissions culturelles. La théorie de l’EAM est fondée sur la notion de la modifiabilité cognitive structurale qui assume que : le développement des processus d’apprentissage et de résolution de problème est susceptible d’être modifié, les structures cérébrales sont plastiques, l’adaptabilité reste fonctionnelle tout au long de la vie, l’individu participe à sa transformation et à sa construction. De l’examen des réflexions de Feuerstein sur l’EAM à partir de ses publications en Anglais (des premières aux plus récentes) et du contenu de ses conférences sur la théorie et la pratique de l’EAM, il ressort que si ses formulations théoriques initiales ont peu changées au cours des quelques cinquante dernière années, en revanche, les applications pratiques se sont grandement diversifiées dans le souci de tester et d’appliquer l’EAM à un large éventail de populations, certaines très éloignées de la population cliniquement étudiée par Feuerstein.

Cet article constitue une version développée de la contribution de l’auteur à un symposium de la conférence de l’Association Internationale pour l’Education et la Psychologie Cognitive (Jyväskylä, Finlande, Juin 2001) sur la médiation considérée selon quatre perspectives. L’objectif de l’auteur est de présenter les éléments constitutifs de l’EAM et de signaler brièvement ses applications de manière à comparer les concepts et les applications de Feurestein aux autres formes d’intervention qui se décrivent comme médiationnelles. Die Theorie der vermittelten Lernerfahrung (MLE) umfasst einen Satz von Konzepten, die spezifische Formen von erwachsenengenerierten Interventionen beschreiben und erklären sollen. Es wird angenommen wird, dass diese sowohl individuelle kognitive Entwicklung als auch kulturelle Veränderung bewirken. Die MLE-Theorie basiert auf dem Konzept der Strukturellen Kognitiven Modifizierbarkeit. In dieser Theorie wird die Position vertreten, dass die Entwicklung von Instrumenten menschlichen Lernens und Problemlösen ein Prozess ist, der der Modifizierbarkeit zugänglich ist, wobei die Plastizität der Strukturen des Gehirns und funktionale Adaptibilität als lebenslanger, transformativer und sich selbst perpetuierender Prozess involviert sind. Basierend auf einer Überprüfung von Feuersteins Arbeit über MLE und beginnend mit seinen frühesten englischsprachigen Publikationen bis zu den neuesten Veröffentlichungen und unter Einbeziehung vieler Vorträge, die Feuerstein über die MLE-Theorie und -Praxis gehalten hat, kommt die Autorin zu der Auffassung, dass, wenngleich die basalen theoretischen Formulierungen in den letzten ca. 50 Jahren wenig Veränderung erfahren haben, es doch eine zunehmende Vielfalt von praktischen Anwendungen des Ansatzes gibt. Diese zielen auf die Überprüfung und Anwendung der MLE bei einer Vielzahl von Zielgruppen, von denen einige von Feuersteins ursprünglicher klinischer Population weit entfernt sind.

Der Artikel ist eine erweiterte Version des Beitrags, den die Autorin auf einem Symposium über Mediation aus vier verschiedenen Perspektiven anlässlich der zweijährigen Konferenz der International Association of Cognitive Education and Psychology, Jyväskyla, Finland, Juni 2001 gehalten hat. Das Ziel der Autorin ist es, die konstitutiven Elemente der MLE-Theorie herauszustellen und ihre praktischen Merkmale kurz anzusprechen, so dass ein Vergleich zwischen Feuersteins Konzepten und ihren Anwendungen sowie weiteren, als mediational beschriebenen Formen von Intervention angestellt werden kann. La teoría de la Experiencia del Aprendizaje Mediado (EAM) abarca un conjunto de conceptos que pretenden describir y explicar las formas específicas en que los adultos llevan a cabo intervenciones cuyo objetivo es describir el desarrollo cognitivo y la transmisión cultural. Dicha teoría está basada en la noción de Modificabilidad Estructural Cognitiva, la cual defiende que el desarrollo de herramientas para el aprendizaje humano y para la resolución de problemas es un proceso que es susceptible de ser modificado, dada la plasticidad de las estructuras cerebrales y la adaptabilidad funcional que se produce a lo largo de la vida, como asimismo debido a la autoperpetuación transformativa. Tomando como referencia los trabajos de Feuerstein sobre la EAM desde sus más tempranas publicaciones en lengua inglesa hasta las más recientes y utilizando muchas referencias de los trabajos de dicho autor sobre la teoría y la práctica acerca de la EAM, el autor sugiere que mientras que las formulaciones teóricas básicas han sufrido pocos cambios a lo largo de los últimos cincuenta años, sin embargo ha habido un notable incremento de los contextos prácticos en que se ha evaluado y aplicado dicha teoría, algunos de ellos bastante alejados de las poblaciones clínicas originales con las que trabajó Feuerstein.

El artículo es una versión ampliada de la contribución de su autor al Symposium sobre Mediación en la Conferencia Bianual de la Asociación Internacional de Educación Cognitiva y Psicología, celebrada en Jyväskylä en Junio de 2001. El propósito del autor es presentar los elementos constituyentes de la teoría de la EAM y, de forma breve, aludir a sus posibilidades prácticas, intentando hacer una comparación entre los conceptos elaborados por Feuerstein y sus aplicaciones, junto con otras formas de intervención que son consideradas como mediacionales. La teoria dell’Esperienza di Apprendimento Mediato (EAM) include una serie di concetti volti a descrivere e illustrare forme specifiche di interventi guidati dall’adulto considerati responsabili sia dello sviluppo cognitivo individuale sia della trasmissione culturale. La teoria dell’ EAM si fonda sul concetto di Modificabilità Cognitiva Strutturale, secondo la quale lo sviluppo degli strumenti dell’apprendimento e del problem-solving umani è un processo riconducibile alla modificabilità che, a sua volta, comporta la plasticità delle strutture del cervello e un’adattabilità funzionale osservabile per tutto l’arco della vita, soggetta a trasformazione e ad auto-perpetuazione. Esaminando il lavoro di Feuerstein sull’EAM dalle prime pubblicazioni in lingua inglese fino alle più recenti, e riferendosi alle numerose conferenze che l’autore ha tenuto sul tema della teoria e della pratica dell’EAM, l’articolo suggerisce che mentre le formulazioni teoriche non hanno subito cambiamenti di grande entità nell’ultima cinquantina d’anni – vale a dire dal momento in cui la teoria è stata per la prima volta avanzata – si è assistito a una proliferazione di applicazioni pratiche, volte a sperimentare ed applicare l’EAM a un’ampia gamma di gruppi target, alcuni dei quali piuttosto distanti dalle popolazioni cliniche a cui Feuerstein si era inizialmente rivolto.

L’articolo è una versione ampliata del contributo presentato dall’autore a un simposio sulla Mediazione da quattro diverse prospettive tenuto in occasione della Conferenza Biennale della IACEP a Jyvaskyla, Finlandia, nel Giugno 2001. Obiettivo dell’autore è presentare gli elementi costitutivi della teoria dell’EAM e fare brevi cenni agli aspetti pratici, così da poter operare un confronto tra i concetti di Feuerstein e le relative applicazioni e altre forme di intervento che si qualificano come orientate alla mediazione.

Innovative design of new products proceeds by way of cognitive processes of analysis, critical thinking, creativity, conceptualization, cognitive modeling, synthesis, prototyping, and evaluation. Design phases invariably consist of divergence, transformation, and convergence operations. Designing is a creative faculty of the mind, akin to the conceptual faculty of learning arts, sciences, and languages. The author dwells briefly on cognitive, graphical communication, morphological, philosophical, and psychological aspects of design, together with educational imperatives, and proposes that designing new products requires the same cognitive processes regardless of their size, shape, and complexity.

The author has drawn upon his own experience of designing a variety of things and has quoted references to design of household artifacts, office equipment, and industrial products. Reference is made to the ‘Design and Technology’ subject being taught at junior and senior secondary schools in Botswana and elsewhere. Examples are also drawn from some recent world-class designs. These establish the belief that human design cognition is the same for all products, small or large.

An accurate differential diagnosis of children adopted from foreign language situations that include challenging conditions (e.g., neglect) often rests upon accurate measurement of cognitive abilities in the context of low English proficiency, specifically, and may also include generally poor linguistic skills in the native language. In addition, because the goal of any adoption program is ultimately to generate effective intervention supports when needed and measurable progress in function as the child assimilates into his/her new home, it is essential that these programs be designed within the context of valid measurement. Given the particular confluence of low language ability and entrée into a culture that may have differing social interactive norms than the previous culture, one can imagine that identifying disabilities generally, but social-interactive based disabilities such as autism spectrum disorders specifically, could be problematic. Thus, assessment and treatment in these children is difficult and fraught with potential pitfalls. Moreover, recent advances in the measurement of cognitive abilities have out-paced changes in diagnostic classification and treatment methods, and it appears that applications to international adoption cases have lagged even further. This suggests that diagnosis should not be guided solely by available subtests on an intelligence battery or on clinical ascertainment instruments, because these could be confounded by language ability and cultural background. The purpose of this paper is to review measurement of cognitive abilities and diagnosis in international adoption situations and discuss methods for ensuring that diagnosis and treatment include consideration of potential pitfalls. In addition, potential confounds on clinical instruments are discussed.