Abstract
The effects of intervention for peer mediation and mother-child mediated learning experience (MLE) strategies on children's MLE strategies and cognitive modifiability (CM) was investigated on a sample of 100 mother–child dyads. CM was examined in domains of executive functions and analogical reasoning. The MLE interactions were analyzed by Observation for Mediated Interaction (OMI) scale. Children of high- and low-mediating mothers were assigned to experimental (n = 49) and control (n = 51) conditions. The experimental group received a peer-mediation program and the control groups received an alternative creativity program. The children (in Grade 3) were assigned as mediators of learners (in Grade 1) and taught them analogical reasoning problems. The peer interaction was videotaped and analyzed by the OMI. All children were given dynamic assessment after the interaction. Children in the experimental group showed higher MLE strategies and CM than did children in the control condition. Mediators of low-MLE mothers in the experimental group showed greater CM than did mediators in the control group. Structural equation modeling analysis showed that mediators’ cognitive modifiability was explained by proximal factors of treatment, mothers’ quality of mediation (QM) and mediators’ QM; learners’ cognitive modifiability was explained by mediators’ QM. The findings were discussed in relation to the MLE theory and earlier findings.
| Original language | English |
|---|---|
| Pages (from-to) | 302-323 |
| Number of pages | 22 |
| Journal | Contemporary Educational Psychology |
| Volume | 49 |
| Early online date | 16 Mar 2017 |
| DOIs | |
| State | Published - 1 Apr 2017 |
Bibliographical note
Publisher Copyright:© 2017 Elsevier Inc.
Keywords
- Cognitive modifiability
- Dynamic assessment
- Mediated learning strategies
- Peer-mediation
- Planning
- Self-regulation