Mediated Learning Experience (MLE): Theoretical, Psychosocial and Learning Implications

The theory of Mediated Learning Experience addresses the question, What are the origins of differential cognitive development? This question involves examining the organism (the learner) and the environment(the context in which the learning experience occurs) and the two factors involved are either organic or environmental. Organic factors consist of heredity, maturation level, and others. Environmental factors are sensory stimulation, socio-economic status, and educational opportunities. This theory suggests that these two types of factors constitute only "distal" determinants of cognitive development (factors which cause the differential responses to the environment), while the Mediated Learning Experience (or lack of) constitutes "proximal" determinants. For MLE to occur, another human being (caregiver, parent, teacher, peer, etc.) interposes him or herself between the stimuli (or the learner's response) and the learner with the intention of mediating the stimuli or response to the learner. This intervention is termed mediation. The mediator (for a child, initially the mother or another nurturing parent figure) modifies a set of stimuli by effecting qualities of intensity, context, frequency, and order, and at the same time arouses the child's vigilance, awareness, and sensitivity. Inadequate MLE leads to cognitive functions that are undeveloped, poorly developed, arrested, impaired, or seldom and inefficiently used. Clinical experience with the LPAD and FIE has enabled the development of an inventory of deficient cognitive functions, which are categorized across the Input, Elaboration, and Output Phases of the mental act. Deficiencies of the mental act can impair one phase or all phases, but not all of the time.