Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15492
Title: 
Cognitive modifiability, mediated learning experience and affective-motivational processes: A transactional approach to learning in a knowledge-based society
Authors: 
Issue Date: 
Sep-2000
Citation: 
Seng, S. H., & Wong, S. S. (2000). Cognitive modifiability, mediated learning experience and affective-motivational processes: A transactional approach to learning in a knowledge-based society. In J. Ee, Berinderjeet Kaur, N. H. Lee and B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 99-105). Singapore: Educational Research Association.
Abstract: 
The 21st century promises to make very different demands on our students and schools in a knowledge-based society. A slow but dynamic shift has been occurring in our Singapore educational system towards a learning nation and thinking school ethos. In the midst of this change, students will need to acquire a new set of skills. They will need to be able to use a variety of tools to search and sort vast amounts of information, generate new data, analyze them, interpret their meaning, and transform them into something new. Change of this magnitude demands that learning is no longer encapsulated by time, place and age but has become a pervasive activity and attitude that continues throughout life. The main objectives of this paper are to examine the relationships among cognitive modifiability, mediated learning experience and affective-motivational factors, and to suggest a transactional approach towards learning and instruction to face the challenging demands fronting our students and schools. Some prominent non-intellective dimensions related to mediation and cognitive processes will be described and examples that demonstrate various interactive relationships among motivational-affective factors, cognitive processes and mediated learning experience will be depicted . Important implications for clinical and educational intervention and for research in our knowledge-based society will be outlined.
Description: 
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
URI: 
Appears in Collections:Conference Papers

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