Learning support strategies in psychological assessments

The purpose of this descriptive case was to explore how mediated learning strategies were used in two purposefully selected educational psychological assessments. A deductive content analysis was used to analyse data that were generated through the transcribed video recordings, clinical reports and case notes of the two case files. The study was guided by Feuerstein’s Mediated Learning Experience theory. Reciprocity and intent, meaning and transcendence which are essential mediational strategies were used in both case studies. The mediation strategies that were used in the assessments assisted with confirming a diagnosis and informed recommendations to the teachers and family for future intervention strategies. This study provides insight into how two learners responded when their learning and development was mediated or supported and how this informs their potential for learning.

本描述性案例的宗旨在于探讨在两个刻意挑选的教育心理评估中，中介学习策略的应用方式。本研究采用了演绎性内容分析法，以分析由两个案例文件的转录视频记录、临床报告和案例笔记所生成之数据。研究遵循了Feuerstein的中介学习经验理论。在两项案例研究中，均采用了互惠与意图、意义与超越等至关重要的中介策略。在评估中运用的中介策略有助于确认诊断，并为教师和家庭提供了未来干预策略的建议。本研究揭示了当学习与发展受到中介或支持时，两位学习者的反应及其对学习潜力的启示。