Archives: Research Abstracts

  • Mediation and thinking development in Schools

    Emerald Publishing, 2019 Abstract The benefits of mediation upon the development of children is an area that is yet to be fully explored. Mediation promotes learning through learner interactions with the environment and puts emphasis on the idea that society is responsible for all children’s development. This book offers a unique practical model of effective… Read more

  • Teaching and Learning to Teachwith Recursive Mediated Learning Experiences

    Journal of the European Teacher Education Network, 9, 159-168, 2014 Abstract Data points continue to underscore an alarming crisis in U.S. public education especially for poor children, nonwhites and English Language Learners as well as persistent, pervasive demographic dissonance between future teachers and learners. Given this crisis and dissonance, those charged with preparing the next… Read more

  • The mediated learning experience (MLE) theory in meaningful language instruction

    International Journal on New Trends in Education and Their Implications, 10(2), 2019 Abstract According to Feuerstein Method, people can improve their learning, thinking and analyzing skills. In addition, meaningful instruction for all children is the mediated relationship. It is a fact that everyone has the immeasurable ability to enhance their learning aptitude and heighten their… Read more

  • Cognitive enhancement and rehabilitation for the elder population: application of the Feuerstein Instrumental Enrichment Program for the Elderly.

    Published in: Life Span and Disability XV, 2 (2012), 21-33 Abstract: The rapidly expanding proportion of elderly individuals in the population demands systematic efforts to maintain quality of life, prevent mental deterioration, and restore lost or declining mental functions. The Feuerstein Instrumental Enrichment (FIE) Program for the Elderly is proposed as an effective way of meeting… Read more

  • Feuerstein’s Program for the Facilitation of Cognitive Development in Young Children.

    Published in: Journal of Cognitive Education and Psychology, 10 (3), pp. 224-237, 2011 Abstract: The authors make the case for the inclusion of cognitive enrichment programs in early mainstream education that should be designed to eliminate the early discrepancies in children’s cognitive abilities and prevent later learning disabilities and achievement gaps. Following a review of the… Read more

  • Helping minority students to succeed in a technological college: a ‘round trip’ from cognitive functions to curriculum and back.

    Published in: International Journal of Inclusive Education, 15:4, 421-432, 2011 Abstract: The present study investigated the effectiveness of a cognitive enrichment programme as a tool for enhancing the chances of immigrant and minority students to be admitted to a technological college. Students received two weekly sessions (four hours) of Instrumental Enrichment (IE) during the second semester… Read more

  • Cognitive modifiability of children with developmental disabilities: A multicenter study using Feuerstein’s Instrumental Enrichment –Basic program.

    Published in: Research in Developmental Disabilities, 31:551-559, 2010. Abstract: 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 program is aimed at enhancing domain-general cognitive functioning in a number of… Read more

  • Cognitive modifiability of new immigrant adults.

    Published in: Mind, Culture, and Activity, 16:117-129, 2009. Abstract: The first research question of this study concerns the plasticity of cognitive processes of adult learners confronted with the task of adapting to a new language and an unfamiliar system of formal education. The second question inquires into the relative contribution of two different forms of cognitive… Read more

  • Dynamic assessment of receptive language in children with Down syndrome.

    Published in: Advances in Speech-Language Pathology, 9:323-331, 2007 Abstract: The goal of the present study was to explore the dynamic aspects of receptive language development of young children with Down syndrome (DS). By its very nature typical dynamic assessment (DA) of cognitive functions focuses on ‘‘fluid’’ intelligence that is more amenable to change, than verbal knowledge that is ‘‘crystallized’’. We believe,… Read more

  • Integration of culturally different students in mainstream classes.

    Published in: Transylvania Journal of Psychology: Special Issue on Inclusive and Cognitive Education, 2: 99-105, 2006. Abstract: Today culturally different students constitute the largest group in need of special attention to their integration in mainstream classes. The lack of congruence between their previous learning experience and the demands of the new educational system places many immigrant children at risk of school failure.… Read more