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The Theory of Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE)

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Mediated Learning and Cognitive Modifiability

Part of the book series: Social Interaction in Learning and Development ((SILD))

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Abstract

Feuerstein’s Structural Cognitive Modifiability and Mediated Learning Experience theory (SCM-MLE, Feuerstein, in: Presseisen (ed) Learning and thinking styles: Classroom interaction, National Education Association, 1990; Feuerstein et al., The dynamic assessment of retarded performers: The learning potential assessment device—Theory instruments and techniques, University Park Press, 1979a; Feuerstein et al., in American Journal of Mental Deficiency 83:539–550, 1979; Feuerstein et al., in: Lidz (ed), Dynamic assessment, Guilford, 1987; Feuerstein et al., Don’t accept me as i am, Plenum, 1988; Feuerstein et al., The executive brain: Frontal lobes and the civilized mind, Oxford University Press, 2002) deals with the interaction between the individual and his/her social and cultural environment and its effects on intellectual development and cognitive modifiability. The basic assumption of the SCM theory is that human cognitive system is characterized by plasticity and modifiability.

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    Prof. David Tzuriel

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Tzuriel, D. (2021). The Theory of Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE). In: Mediated Learning and Cognitive Modifiability. Social Interaction in Learning and Development. Springer, Cham. https://doi.org/10.1007/978-3-030-75692-5_2

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