Adults

The concept of mediated learning is examined, focusing on the work of L. Vygotsky (1896-1934) and R. Feuerstein (born 1921). Mediated learning is the subtle social interaction between teacher and learner in the enrichment of the student's learning experience. Both theorists take a strong sociological approach to the development of intelligence and cognition; their socio-cultural psychology seeks to place Iklan beings in a larger biological context. Mediation for learning is an important key to survival and success. Feuerstein makes an important distinction between functions (a Vygotskian concept) that serve as prerequisites of cognition, and cognitive operations, which correspond more or less to the Piagetian notion of intellectual operations. Empirical studies were conducted to apply each theorist's view. The Vygotskian study examined the discovery of contradictions in pictured situations fo