Glaucio Aranha
The modification of cognitive structures is a little-explored topic in discussions about teaching, especially in health education. Cognitive change in particular requires time, effort and well-defined strategies, and it is often accompanied by significant challenges, such as overcoming cognitive and emotional barriers. The belief that structures of thought are unchangeable has been gradually challenged by practical experiences showing the opposite. Cognitive modifiability, however, is a process with inherent risks, such as the possibility of mistakes, failure and the sense of strangeness in the face of the new.
More than a theoretical possibility, changing a person’s cognitive paradigms is an achievable reality, provided there is genuine willingness and continued effort from those involved. During this process, significant barriers often arise, which may be physical, sensory, mental, cultural or emotional. These barriers, which often seem insurmountable, can be overcome with the right approach. For example, sensory and physical limitations can be mitigated with assistive technologies, while cultural and emotional deprivation calls for more personalized interventions, such as psychological support and the inclusion of relevant cultural contexts in teaching and learning. Feuerstein, Feuerstein and Falik (2014) point out that even advanced age, often seen as an insurmountable barrier to learning, can be overcome with the correct application of cognitive modifiability strategies.
Mediation for Human Diversity: changing the structure of learning and behaviour
Mediation in the learning process, especially in contexts of human diversity, plays an important role in transforming cognitive and behavioural structure. The structural change promoted by this mediation is not superficial; on the contrary, it deeply affects learning and behaviour, making them sustainable and self-perpetuating. As Feuerstein, Feuerstein and Falik (2014) note, the expected change must be real, conscious and resilient to environmental changes. It must also be flexible enough to allow future adaptations, showing a permanent and positive transformation in the individual.
In this context of cognitive modifiability, intelligence cannot be seen as a fixed or unchangeable entity. On the contrary, it adapts and responds to the demands of the environment and to the individual’s emotional and cognitive needs. This means that intelligence should not be measured only in static terms but understood as a dynamic, adaptable process subject to change throughout life. New research supports this view by showing that sociocultural interaction is a powerful tool for promoting structural modifiability, especially when the learning process is effectively mediated.
In mediated learning, the mediator plays a central role by introducing a new element into the learning process. Acting as an intermediary between the learner and the stimulus, the mediator facilitates the understanding and internalization of new information, promoting the desired structural modifiability. For example, when a learner struggles with abstract concepts, the mediator can recontextualize the stimulus using concrete examples and familiar cultural references, making learning more accessible and meaningful. Feuerstein, Feuerstein and Falik (2014) stress that the mediator transforms raw experiences into structured knowledge, classifying, shaping and adapting the stimulus before presenting it to the learner.
A person’s direct interaction with a stimulus does not in itself guarantee a cognitive benefit. When that interaction is mediated, however, what might be perceived as chaotic or random becomes organized, making it easier to discover associations and encouraging reflection on the context of the stimuli. Mediation thus substantially increases the chances that the individual will gain real benefits from exposure to the stimulus, turning experience into meaningful learning.
Mediation is not a fixed process or limited to a single method; it is flexible and adapts to the learner’s needs and the mediator’s strategies. The mediator must therefore be ready to modify stimuli as needed, adjusting their approaches to ensure the learner is prepared to diversify future actions and reactions. This is also important for maintaining permanent cognitive modifiability. In addition, the learner needs to be emotionally motivated to seek meaning in their learning, which will enable them to face future transitions and challenges with resilience and adaptability.
Other aspects of mediation worth highlighting include the development of a sense of competence, the capacity for behavioural self-regulation and the need for individuation and psychological differentiation. These competences are essential for the mediated person to develop a deeper awareness of their capacity for cognitive change and to integrate and apply learning in different cultural and social contexts.
When deficiencies are identified in the cognitive functions needed for mediation, efforts must be directed at their modifiability. There are specific interventions that can improve focused perception, constancy and the ability to relate multiple sources of information. Deficiencies such as egocentric communication and impulsive responses can be addressed, facilitating change in the central phase of mental activity, where the most complex cognitive operations, such as problem-solving and planning, take place.
The Importance of Dynamic Cognitive Assessment
According to Feuerstein, Feuerstein and Falik (2014), cognitive assessment should not be static, because a static assessment cannot capture the individual’s real capacity for change. Dynamic assessment emerges as an innovative approach, allowing cognitive abilities to be observed before and after a mediating intervention. This approach can reveal what the individual knows at a given moment, but also what they can achieve through effective mediation. It shows the individual’s true cognitive potential and helps promote permanent, transformative structural changes in their capacity to learn and adapt.
Believing in cognitive modifiability is the first step toward successful mediated learning. This approach offers benefits demonstrated in many studies, such as correcting deficient cognitive functions, improving basic thinking operations and consolidating thinking habits. The mediated learning championed by Feuerstein proves especially effective in health education, where early intervention can prevent or mitigate learning difficulties, making it a powerful prevention strategy.
Feuerstein, R., Feuerstein, R. S., & Falik, L. H. (2014). Beyond Smarter: Mediated Learning and the Brain’s Capacity for Change. Teachers College Press.
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