Theory Of Structural Cognitive Modifiability Research Articles

Feuersteinova metoda instrumentálního obohacování a její využití v praxi

This article presents the theoretical background of Reuven Feuerstein´s In­strumental Enrichment and its application. It discusses Feuerstein´s life, his theory of structural cognitive modifiability, and mediated learning experience. It shows the application of the program in three areas – education, social area, and healthcare. In the area of education, it discusses the application in students with ADHD, specific learning disabilities, social disadvantage, and a teacher´s deve­lopment. In the social area, it presents the application of the program in seniors, adults, and at the prison. In the area of healthcare, application in people with traumatic brain injury and Parkinson´s disease is presented.

Mediated Learning Experience: Questions to Enhance Cognitive Development of Young Children

Mediated learning experience (MLE) stresses that the quality of interaction between the child and the environment via a human mediator plays a pivotal role in the cognitive development of the individual. Feuerstein’s theory of structural cognitive modifiability posited that humans have the propensity to change the structure of their cognitive functioning. Therefore, teachers and practitioners can intervene early during early childhood to potentially enhance cognition functions of young children, which will prepare them for successful adaptation to the rapidly changing environment. This article rides on the theoretical underpinnings of Feuerstein’s theory of MLE to elaborate appropriate use of questions to enhance cognitive development during early childhood. Essentially, appropriate conditions foster the mediation of intentionality and reciprocity, meaning, and transcendence, the three parameters necessary for mediated interaction to take place and questions are used to mediate the parameters as we scaffold through teacher–student interactions.

Significance of the Feuerstein approach in neurocognitive rehabilitation

The theory of Structural Cognitive Modifiability and Mediated Learning Experience of Reuven Feuerstein states that individuals with brain impairment, because of congenital or acquired origin, may substantially and structurally improve their cognitive functioning, by a systematic intervention based on a specific, criteria-based type of interaction ("mediated learning"). Three application systems are based on it: a dynamic-interactive assessment of learning capacity and processes of learning, the LPAD (Learning Propensity Assessment Device); a cognitive intervention program called "Instrumental Enrichment Program", which trains cognitive, metacognitive and executive functions; and a program, which is oriented at working in context, Shaping Modifying Environments. These programs have been applied in widely different target groups: from children and young adults with learning and developmental disabilities, at risk of school failure, or having failed at school, because of socio-economic disadvantage or congenital neurological impairment; disadvantaged youngsters and adults in vocational training, to elderly people at the beginning of a dementia process. Experience with cognitive rehabilitation of children and adults with acquired brain damage, has been relatively recent, first in the Feuerstein Institute's Brain Injury Unit in Jerusalem, later in other centers in different parts of the world; therefore scientific data are scarce. The purpose of this paper is to examine how the Feuerstein-approach fits into the goals and proposed approaches of cognitive rehabilitation, and to explore its relevance for assessment and intervention in individuals with congenital or acquired brain damage. The methodology of the Feuerstein approach consists of four pillars: dynamic assessment, cognitive activation, mediated learning and shaping a modifying environment. The criteria of mediated learning experience are explained with specific reference to people with acquired brain injury. The procedure of learning propensity assessment device uses visuo-spatial and verbal tasks known from neuropsychological assessment (such as Rey's complex figure drawing), as well as a in a pre-test - brief intervention - post-test format. Cognitive activation is done in various ways: a paper-and-pencil relatively content-free program called "instrumental enrichment", with transfer of learned principles into daily life situations, followed by metacognitive feedback. Four case histories of acquired brain damage are analyzed: a 19 year old man with extensive post-astrocytoma frontotemporal brain lesions; a 19 year old man with bilateral frontal and right temporal and parieto-occipital parenchymatous destruction after a traumatic brain injury; a 24 year old man with hemispherectomy for intractable epilepsy because of Sturge-Weber syndrome; and a 30-year old man with left porencephalic cyst after cerebral hemorrhage. Structural cognitive improvement could be demonstrated in positive change scores in visuo-spatial memory, associative and verbal memory, abstract thinking, and organizing tasks, even more than 10 years post-TBI. In some cases a rise in IQ has been documented. Improvement in daily life functioning and academic skills (re)learning has also been seen. Though impossible to claim scientific evidence, the case histories nevertheless suggest the importance of interactive assessment in designing intervention programs which have sufficient intensity, frequency, duration and consistency of mediation; furthermore, an essential ingredient is the ecological approach which requires working with the patient and the whole network around; a firm "belief system" or that modifiability is possible even with severe brain damage and many years after the injury; a cognitive, metacognitive and executive approach, and a quality of interaction according to criteria of mediated learning. They suggest that Feuerstein approach may offer interesting perspectives to cognitive rehabilitation. More extensive research is needed to provide a broader scientific evidence base.

ESTRATÉGIAS PEDAGÓGICAS EMPREGADAS POR PROFESSORES DE EDUCAÇÃO ESPECIAL AOS SEUS ALUNOS COM DEFICIÊNCIA INTELECTUAL SEVERA: UM ESTUDO DESCRITIVO DA PRÁTICA DOCENTE

RESUMO Esta pesquisa aborda a temática da educação de indivíduos com deficiência intelectual severa a partir das estratégias pedagógicas utilizadas por professoras de Educação Especial. Justifica-se por abordar o processo educacional de uma população pouco investigada, além de unir dois eixos de discussão de forma inovadora: a Teoria da Modificabilidade Cognitiva Estrutural (MCE) de Reuven Feuerstein e a educação de alunos severamente prejudicados. Segundo essa Teoria, o professor atua como mediador, interpondo-se entre os estímulos do ambiente e o aluno. Seu objetivo pauta-se na descrição e análise da implementação do processo educacional de alunos com deficiência intelectual severa, enfocando as estratégias pedagógicas de professoras de Educação Especial na cidade de Araraquara. Os procedimentos iniciais indicam o estabelecimento dos perfis das professoras, seu mapeamento e localização. Definidos os participantes, a coleta dos dados se deu por meio de três instrumentos: entrevista semiestruturada realizada com as professoras e observação, registrada em protocolo e em diário de campo. Os dados foram analisados qualitativamente a fim de permitir a extração de detalhes do cotidiano observado. Os resultados apresentam uma descrição do trabalho das quatro professoras participantes, evidenciando suas opiniões sobre suas práticas, além de arrolar as estratégias pedagógicas utilizadas. Oferece-se como conclusão a identificação de estratégias pedagógicas que se relacionam com os critérios que regem a mediação. Isso mostra que é possível associar as idéias de Feuerstein às práticas pedagógicas voltadas aos alunos com deficiência intelectual severa, já que determinados procedimentos empregados demonstram trazer em seu cerne alguns preceitos essenciais à mediação.

Analysis of an educational software for language learning: insights from the Theory of Structural Cognitive Modifiability and Human-Computer Interaction

The aim of the study is to analyze a software for teaching English as a foreign language reporting (i) the interaction between the software and the learner; (ii) the cognitive/mental operations required to perform the tasks in software and (iii) the pedagogical strategies implemented by the software. Human-Computer Interaction (HCI) aspects of the software were also analyzed so as to evaluate its degree of interactiveness and usability (Ergolist, 2011). Results of the study suggest that the software is content-oriented and the ergonomic analysis revealed that the didactic resources applied by the software meet most usability criteria, requiring few modifications.

El currículo en la sociedad del conocimiento

This study analyzes the concept of a curriculum and its relationship to what is known as knowledge society, cultural reproduction and cognition. The theoretic concept of a curriculum is framed, and its main role underlined: to reproduce culture as the basis of cognition of individuals. The study analyzes the implications of a knowledge society as well as some of its characteristics in order to find a common ground between curriculum, culture and information society. Additionally, the study explores the principles and postulates of Reuven Feurenstein’s theory of structural cognitive modifiability (SCM) and its impact on the principles of limiting the concept of curriculum. It concludes that a subject’s culture is the practical ground on which to construct cognitive processes founded on information. Knowledge society must offer education the relevant context to which to adapt the curriculum in order to answer to today’s society and respond to the needs of students.

Cognitive modifiability of children with developmental disabilities: A multicentre study using Feuerstein's Instrumental Enrichment—Basic program

The study aimed at exploring the effectiveness of cognitive intervention with the new “Instrumental Enrichment Basic” program (IE-basic), based on Feuerstein's theory of structural cognitive modifiability that contends that a child's cognitive functioning can be significantly modified through mediated learning intervention. The IE-basic progam is aimed at enhancing domain-general cognitive functioning in a number of areas (systematic perception, self-regulation abilities, conceptual vocabulary, planning, decoding emotions and social relations) as well as transferring learnt principles to daily life domains. Participants were children with DCD, CP, intellectual impairment of genetic origin, autistic spectrum disorder, ADHD or other learning disorders, with a mental age of 5–7 years, from Canada, Chile, Belgium, Italy and Israel. Children in the experimental groups ( N = 104) received 27–90 h of the program during 30–45 weeks; the comparison groups ( N = 72) received general occupational and sensory–motor therapy. Analysis of the pre- to post-test gain scores demonstrated significant ( p < 0.05) advantage of experimental over comparison groups in three WISC-R subtests (“Similarities”, “Picture Completion”, “Picture Arrangement”) and Raven Coloured Matrices. Effect sizes ranged from 0.3 to 0.52. Results suggest that it is possible to improve cognitive functioning of children with developmental disability. No advantage was found for children with specific aetiology. Greater cognitive gains were demonstrated by children who received the program in an educational context where all teachers were committed to the principles of mediated learning.

Dynamic Assessment practice: some suggestions for ensuring follow up

This article examines tensions in Dynamic Assessment (DA) practice that relate ways in which its findings can be followed up and made accessible to school staff, by examining how process skill interventions can be implemented in the context of a content‐focussed curriculum. It briefly outlines some of the theoretical and methodological underpinnings of DA that arise from Feuerstein’s theory of structural cognitive modifiability. It then suggests ways in which links can be made between DA and Department for Education and Skills initiatives that emphasise the development of process skills as well as delivery of curriculum content. Finally, three conditions that are likely to ensure links between assessment and intervention are proposed: sharing common assessment and intervention goals; sharing a common curriculum context; and sharing a common language.

Development of a thinking programme for engineering students

The challenge of preparing engineering graduates for a fast‐changing work environment calls for the development of thinking programmes. A psychological basis was used to develop the tenets of the approach. The Cognitive Modifiability Intervention (CMI) was rationalized and conceived as a corollary of observations of learning scenarios and an application of the theory of Structural Cognitive Modifiability (SCM). The CMI curriculum encapsulates the following key areas: (1) belief system and affective‐motivational processes; (2) mediated learning experience; (3) cognitive functions; (4) instruments for intervention; and (5) bridging for transfer of learning. The CMI included four major clusters of cognitive domains, namely the Affective‐Motivation Domain (ADM), the Systematic‐Strategic Thinking (SST) cluster, the Analytical‐Inferential Thinking (AIT) cluster and the Divergent‐Creative Thinking (DICT) cluster. It is argued that understanding the cognitive needs of engineering students, an approach of dealing with the prerequisites of thinking through active modification, and coaching skills through staff development are essential to the development of a cognitive curriculum for engineering education.

The Process of Experiencing Mediated Learning as a Result of Peer Collaboration Between Young Adults With Severe Learning Difficulties

Mediated learning is an interpersonal experience in which the mediator’s role is to develop in the mediatee functions essential for learning. The mediator focuses on the mediatee while identifying, analyzing, formulating, and solving problems related to everyday life and formal education frameworks. This study was focused upon the mediators, their experience in mediated learning, and the development of mediational abilities and cognitive functions as a result of social goals.Mediation was carried out in pairs and in a group format. The group was composed of low-functioning young adults suffering from severe learning problems. They acted in pairs, using a peer mediating activity, and also worked in the group to replicate their actions as well as to study the theory of mediated learning, its procedure, and its activities. The tasks were taken from Feuerstein’s cognitive intervention program, Instrumental Enrichment.Such a framework allowed me to identify and capture different aspects of students’ cognitive functioning as well as their inter- and intrapersonal mediation. Each student had to play different roles, sometimes acting as mediator to another member of the group, and thus focusing on his/her difficulties and needs, and at other times being a mediatee and receiving mediation from another group member. In addition, each student participated in the whole group activity reflecting upon, analyzing, and evaluating his/her own and his/her peer’s actions as well as those of others in the group. All this promoted strong experience in mediated learning, in different distances and modalities. Three different instruments were developed as a means of data collection and analysis: the mediation circular profile, the structural hierarchy of deficient cognitive functions map, and the process analysis flow chart.The study unfolded as a microdevelopmental process with students starting at a very low level of cognitive functioning and mediational ability and gradually progressing toward quite sophisticated methods of interaction, mediation, and problem solving. In the course of such microevolution, each group member developed his/her own position and role within the group and in the group activities.The findings support the theory of Structural Cognitive Modifiability while showing that even low-functioning people, who usually play the role of mediatee, can be mediators. By mediating to other people, they improve their own cognitive functioning, abstract level of thinking, and social and communication skills.

Providing Mediated Learning Experiences Through Multidimensional Play Therapy

Multidimensional Play Therapy is an integrative, multidimensional metatheoretical approach to the use of play in working with clients’ different modalities, with specific focus on the provision of mediated learning experiences through play. It is an attempt to fill in the gap and act as a bridge to integrate different ideas and practices in the fields of cognitive education and play therapy. Specifically, Multidimensional Play Therapy expands the use of play therapy to include providing mediated learning experience, based on Feuerstein’s theory of structural cognitive modifiability and mediated learning experience. The use of play as mediation, proposed by Vygotsky, is integrated with Feuerstein’s systematic application of Vygotsky’s idea of a more competent human being (the play therapist) as mediator in the context of Multidimensional Play Therapy.

Durability of Effects of Instrumental Enrichment in Adults with Intellectual Disabilities

21 adults with intellectual disabilities were examined three years after participating in a cognitive intervention program in order to assess the durability of their cognitive achievements. The sample consisted of two age groups: 30-49 years (n=12) and 50-59 years (n=9). The primary intervention method was the Instrumental Enrichment Program. The effects of the intervention were examined by three types of thinking instruments: logical thinking (Reversal and Verbal Abstraction Tests), predictive thinking (Maze Tests), and insightful thinking (Postures and Children Tests). These tests were given five times: two times prior to the cognitive education program, spaced two months apart; two times after the cognitive education program, spaced two months apart; three years after the program. This repeated-measurement was used to compensate for the absence of a control group (an absence due to reality-based technical considerations). The original study yielded significant improvement from Time 2 to Time 3, and two months later (Time 4), showing a divergent effect for two types of thinking. The follow-up evaluation (Time 5) showed a drop in the cognitive functioning relative to Time 4, but not to Time 3, a finding that indicates a durability effect. The results support Feuerstein’s structural cognitive modifiability theory, according to which long-term individual changes are possible regardless of the individual’s age and cognitive functioning level.

The Effects of Intervention in Seriation from the “Bright Start” Program on the Development of Seriational-Mathematical Thinking of Israeli Kindergarteners of Ethiopian and Russian Origin

The author examined the effect of teaching the Pattern and Sequence (useriation) unit from the intervention program Bright Start on the development of seriational mathematical thinking in kindergartners of Israeli, Ethiopian, and Russian origin. In addition, the author examined the effect of the teaching of this unit on the capacity for cognitive change in this area within the study group of children. Bright Start is a plan for the development of thinking in early childhood. This program, developed by Haywood, Brooks, and Burns (1986, 1992), is based on four developmental theories:(a) Feuerstein’s theory of structural cognitive modifiability and mediated learning experience; (b) Piaget’s stages theory of cognitive development; (c) Vygotsky’s social-historical theory of cognitive development; Haywood’s transactional perspective on human abilities.This study was focused on one unit of the program, the unit dealing with the development of seriational thinking. The teaching of this unit, like the remaining units in the program, is based on the mediational teaching style. The main emphasis of the study was placed on the comparison of three groups of different origin in Israel; therefore, no control group was examined.40 kindergartners from a disadvantaged area in Israel’s central region were examined, of whom 9 were native Israelis, 11 were of Russian origin, and 20 were of Ethiopian origin. The chidren were given several tests before and after the program. The examination consisted of three stages. At the beginning of the school year, the children underwent three tests to assess their ability to solve problem tasks when creating series with different elements. Subsequently, the intervention plan was taught with the aim of fostering cognitive skills of planning, comparison, relating to several sources of information, and restraining impulsiveness. Towards the end of the year, the children were again examined, and they underwent the three tests that they had done in the beginning of the year, checking their ability to solve tasks when creating series with different elements. In addition, the extent of internalization of the various skills was examined, as well as the capacity to apply skills to the area of arithmetic.As stated, this study focused on children of Ethiopian and Russian origin in comparison to native Israeli children. The decision to focus on children of Ethiopian origin derived from gaps that emerged in the learning process of this population as a result of the cultural difference that characterizes it. The children of Russian origin were part of the kindergarten’s population. They too manifested gaps as a result of cultural and social changes occurring among immigrants from the former Soviet Union.The purpose of the study was to demonstrate that intervention in specific thinking processes—in this case seriation from Bright Start at kindergarten age—will result in greater effectiveness and a significant cognitive ability to change in this area, particularly in children of Ethiopian origin whose initial cognitive level was poor. The hypothesis was confirmed that the children of Ethiopian descent did indeed evince initial inferiority visa-vis the other two groups, but after the intervention program they improved their performance and narrowed the gaps in comparison to the other groups. It is noteworthy that, according to the theory, cognitive processes are not related to any particular content or culture, but are suited to everyone. These processes were found to be beneficial to all of the children, but the cognitive change in seriational thinking as a result of the intervention program was particularly conspicuous in children of Russian origin.The effect of the intervention program was expressed in the ability to apply acquired skills to unstudied areas. Internalization of cognitive skills was apparent, as was the improved ability to comprehend a series and the acquisition of mathematical skills in all of the kindergarten children.The findings of this study have didactic implications relating to the significance of teaching seriation to kindergarten children. In addition, the study indicates the need for early education programs adapted to the population of children of Ethiopian and Russian origin in Israel.

Cross cultural and Interdimensional Implications of Feuerstein's Construct of Mediated Learning Experience

The central construct of Feuerstein's theory of structural cognitive modifiability, Mediated Learning Experience (MLE), is an important basis on which to understand and promote functioning in the cognitive and emotional spheres, as well as in relation to one's own culture and that of others. The multidimensional nature of MLE serves to render it a significant mechanism in affording reconciliation and promoting integration among aspects of individuals and groups that may otherwise remain disparate, or in conflict. Thus, in this article, the cognitive, emotional and cultural dimensions of MLE are explicitly elaborated as a basis for demonstrating the role of the construct in enhancing cross cultural integration, and in affording a holistic and integrative approach to the education process. The article also proposes the notion of mediating/mediated cultures, as well as the idea of a cognitive approach to intercultural coexistence.

Giftedness and Intelligence Assessment in a Third World Country: Constraints and Alternatives

This paper considers two issues namely: the limitations of assessment procedures in current use with black clients and how these procedures can be adapted and used effectively through the dynamic approach. This article expounds upon the application of Learning Potential Assessment Device (LPAD) for the assessment of giftedness, intelligence and other cognitive abilities. The LPAD is based upon the Feuerstein's theory of structural cognitive modifiability.

Crosscultural Comparison of Effects of Instrumental Enrichment on Children in a South African Mining Town

Feuerstein's theory of Structural Cognitive Modifiability, its construct of Mediated Learning Experience, and its vehicle of thinking skills development, Instrumental Enrichment (IE), have been widely discussed and researched. This study assessed the effectiveness of IE for primary school pupils, combined with concurrent provision to their teachers of training in Mediated Learning Experience and of curriculum packages embodying IE concepts. The effectiveness of the programme for groups of African, 'Coloured', and white English-speaking and Afrikaans-speaking fifth grade pupils in the segregated schools of a South African mining town was assessed. The post-intervention improvements for all groups on cognitive measures were significant, with varying results on scholastic, creativity and self-concept measures. For the African group, the improvements were significantly greater than for the others, which was expected in terms of their educational deprivation under apartheid. The value of IE, and of this particular model of implementation, for children of various cultural groups, is discussed.

TASC: A Model for Curriculum Development

Much of the theoretical basis is derived from Vygotsky's theories i.e. that higher levels of human cognition are developed in the inter-personal context of cultural transmission. This has been amplified and systematized by Feuerstein and his colleagues, as the theory of structural cognitive modifiability. Also of relevance are many recent Information Processing theories of intelligence and cognitive development, in particular, Sternberg's Triarchic Theory of Intelligence and Borkowski's modification of Campione and Brown's theory of intelligence as comprising the architectural system (the biologically-genetically determined properties necessary for processing information) and the executive system (environmentally learned components that guide problem-solving—comprising knowledge-base, schemes or rules for thinking, control processes and meta-cognition). This paper amplifies the theoretical base, and then goes on to describe developments to date: the evolution from an intervention at Standard 8 level (Third Year of High School) aimed mainly at the meta-cognitive aspects of problem solving, into a broader programme for Standards 6–9 (First 4 Years of High school) which includes specific training in thinking skills and problem-solving together with curriculum development to include further training within the lessons of school subjects. The extended TASC programme, aims to develop in the pupils: certain attitudes towards learning (in all contexts, not only in school), e.g. an active approach to thinking and problem solving, avoidance of impulsivity, perseverence, development of internal locus control and positive self-image Basic Thinking Skills necessary for making sense of experience whether in or out of school, e.g. stable spatial and temporal elationships, ability to make comparisons and to categorize Tools for Effective Thinking and Problem-Solving Strategies Meta-cognition knowing how to and knowing when to use strateg ies. The extended TASC programme also aims to improve the effectiveness of teachers as facilitators of children's “learning to learn.” As far as the curriculum is concerned there are short and long term aims: The short term general aim is to modify existing syllabuses in order to maximise the achievement of the general aims for teachers and pupils. The long term aim is to reconstruct the curriculum and rewrite syllabuses in order to achieve the general aims for teachers and pupils.

Learning to Learn: Mediated Learning Experiences and Instrumental Enrichment

Instrumental Enrichment (IE), an intervention program for developing the prerequisites of thinking and learning, is derived from Feuerstein's theory of structural cognitive modifiability. A basic assumption of that theory is that an individual's level of cognitive functioning is directly linked to the quantity and quality of mediated learning experiences (MLE) he or she has received. The IE curriculum—the material and didactics of its presentation, seeks to overcome the deficiencies caused by insufficient or inadequate MLE and to enhance the individual's capacity to learn through direct exposure in formal and informal learning situations. The molar and molecular aspects of the various IE instruments are detailed and the nature of classroom implementation discussed. The efficacy of IE with various populations is briefly reviewed. Finally, there is a presentation of some implications of implementing an innovative intervention curriculum with an educational system.