Abstract
This study examines the relation between mediated learning experience (MLE) and cognitive modifiability among children who underwent cultural change. The case of Ethiopian immigrant children who had to adapt to Israeli society, tested by a dynamic assessment (DA) approach, was used. Our main hypothesis, based on L. S. Vygotsky’s (1978) zone of proximal development concept and R. Feuerstein’s (1991) MLE theory, was that these immigrants would reveal cultural difference but not cultural deprivation. A group of first-grade Ethiopian immigrants was compared with a group of Israeli-born children on the Colored Progressive Matrices (CPM), the Children’s Analogical Cognitive Modifiability test, and the Children’s Inferential Thinking Modifiability test. There were significant group differences on the CPM and on the Preteaching scores of both DA measures, indicating superiority of the Israeli-born comparison group. However, after a short but intensive teaching process, the Ethiopian group narrowed the gaps and performed at about the same level on Postteaching and Transfer tasks.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
