Mediation Strategies and Cognitive Modifiability in Young Children as a Function of Peer Mediation with Young Children Program

The effects of a peer-mediation program and training in analogies versus math on mediation strategies, cognitive modifiability, and math were investigated with 78 tutor-tutee dyads. Experimental group tutors (EGT, n = 39) received the Peer-Mediation for Young Children program, whereas control group tutors (CGT, n = 39) received a substitute program. Grade 3 tutors taught kindergarten tutees analogies and math problems. Their interactions were videotaped and analyzed by the Observation of Mediation Interaction scale. Dynamic assessment measures were administered before and after the program. EGT showed higher levels of mediation strategies and cognitive modifiability than did CGT. EGT trained in teaching analogies showed higher mediation strategies and cognitive modifiability than did EGT trained in teaching math. EGT teaching math showed higher levels of mediation strategies than did EGT teaching analogies. EGT showed higher improvement in math than CGT. The findings are discussed in view of the mediated learning experience theory and transfer effects of intervention.