The Learning Potential Assessment Device

Abstract

In this chapter, and subsequent ones, we will deal with the applied systems derived from the theory of structural cognitive modifiability, the theory of mediated learning experience, and the active modification approach. In the first part of the book we attempted to answer two major questions that stem from the issue of cognitive redevelopment and the enhancement of intelligent behavior. The first question was: “Is modification important in the cognitive area?” In answering, we described the essential role of cognition in the adaptation of the individual, particularly its meaning for the person whose retarded performance limits him to a marginal place in society. Indeed, we contended that cognitive processes are a vital part of the individual’s personality and overall competence. The second question was: “Is cognitive modification possible?” In answering, we showed, both by individual case histories and through group studies, that not only is structural cognitive modifiability possible, it is a unique characteristic of human beings. Therefore, it needs to be kept foremost in thought when choosing educational interventions. This led us to advocate an active-modificational approach, rather than a passive-acceptant approach, using all means feasible to modify the individual’s cognitive functioning.