Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach Throughout the Lifespan (June 20) DOI:10.3233/PRM-230051 Abstract A case report of a six-year and five-month-old female admitted with typical symptoms of Rubinstein-Taybi syndrome is presented. Clinical and rehabilitation settings where she acquired her reading, writing, and communication skills are described. Because of her cognitive disabilities, a multidisciplinary Read more

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

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

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

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

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

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

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

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

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

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

Published in: Community Mental Health Journal, 46(4): 409-15, 2010. Abstract: Hope is central in the recovery of the mentally ill, and family attitudes play an important role. Hope may be mediated by cognitive and communication processes. The “Keshet” program is aimed at enhancing communication of family members with the use of cognitive pathways. The present pilot Read more

Published in: School Psychology International, 33(1) 69-92, 2011. Abstract: This article reports the results of the European ‘DAFFODIL’’ (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning) Project on the question of how functional and learning assessment systems facilitate or inhibit participation of children with developmental difficulties in inclusive education. Questionnaires were sent to Read more

Published in: Learning and Individual Differences, 21, 176-181, 2011. Abstract: In recent years, models of giftedness have incorporated personal and social variables which influence IQ, rather than taking IQ into account exclusively. Among the various options presented in this context, authors have proposed dynamic assessment techniques as a method for revealing the potential capacity in Read more

Published in: Journal of Cognitive Education and Psychology, 8(1) pp.38-51, 2009. Abstract: In recent years, research has provided extensive data concerning the use, utility, and appropriateness of dynamic assessment techniques as a way of determining cognitive plasticity in old adults. Current research in this area is focused on three principle lines of investigation: (a) determining neurological correlates of Read more

Published in: Journal of Cognitive Education and Psychology, 9 (3), 2010. Abstract: This study explores the effectiveness of the Instrumental Enrichment Basic program (IE-B) in enhancing cognitive and affective functions of young children. The IE-B is a cognitive intervention program based on Feuerstein’s theories of structural cognitive modifiability (SCM) and mediated learning experience (MLE). Thirty 3- to 4-year-old children were assigned to experimental and Read more

Published in: The Journal of Transdisciplinary Research in Southern Africa, 6(2), pp. 359-378, 2010. Abstract: In this article the researchers report on the findings obtained from a sequential explanatory mixed method study through testing and narratives in order to determine the extent to which 24 prospective Mathematics educators at a South African university enrolled for a BEd-degree possess Read more

Published in: Australian Journal of Learning Difficulties, 14(2), pp. 185-198, 2009. Abstract: The present study explored the effects of a mediated intervention programme on a sample of Grade 5 learners, in a remedial school. The participants (n = 20) were systematically sampled and they constituted two groups; namely, Individual Mediation (n = 10) and Group Mediation (n = 10). It was hypothesised that participants exposed Read more

Participants: Participants of our study (N=15) were randomly chosen individuals from all parts of Hungary from all socio-economic backgrounds. They had very different age (from 2;8 to 14;8). They had mild (n=5) to moderate (n=10) intellectual developmental disorder with very different etiology (genetic syndromes, cerebral paresis, perinatal brain injury and/or metabolic diseases) and presented heterogenious comorbid phenomena Read more

Published in: Journal of Cognitive Education and Psychology, Volume 14, Number 2, 2015 Abstract: Cognitive education is usually considered in terms of its impact on students’ problem-solving skills and their acquisition of disciplinary knowledge. Little is known about the impact of cognitive training on the cognitive skills of teachers themselves. In this pilot study, 80 South African high school teachers participated in the cognitive education Read more

Published in: Transylvanian Journal of Psychology, June 2015 16 (1): 3-30 Abstract: This article presents the work carried out at the Feuerstein Institute in Jerusalem with people who have suffered Acquired Brain Injury (ABI). Over the last decade 105 people suffering from ABI have been treated: 61 people after a traumatic brain injury, 20 people after cerebrovascular accident, 11 after anoxic brain damage, Read more

Abstract: This article reports the results of educational strategies and methods based on Feuerstein´s Instrumental Enrichment Programme (FIE) in some schools and consultation centres of the Czech Republic. Beginning with the year 2000, when the first workshop in FIE was realized, about 780 psychologists, teachers, special educators and parents were educated in Reuven Feuerstein’s methodology through the ATC (Accredited Training Centre). It is very difficult to say, how Read more

Abstract: This paper examines the intellectual legacy of Reuven Feuerstein (1921-2014) through an analysis of how his implied theories and practices serve to align pedagogy with mediational teaching. It offers a closer examination of ten psychological and pedagogical aspects of mediation for the practice of education in the classroom, after outlining twelve characteristics of a mediating pedagogy. The principles of the cognitive map are explained to Read more

Abstract: The purpose of this study was to examine fidelity of peer mediation and its role in improving students’ oral English communication skills at Debre-Berhan University. A Communicative English Skills class was randomly selected as a study group. From this class, high- and medium together with low performing students in oral English communication skills were identified as peer Read more

Abstract: NG is an architect who suffered a left occipital-parietal hemorrhage cerebral vascular accident (CVA) in 2000, resulting in aphasia of Wernicke and conduction types. He was characterized with fluent paraphasic speech, decreased repetition, and impaired object naming. Comprehension was relatively preserved but reading and writing were severely compromised, as well as his auditory working memory. Despite a grim prognosis he underwent Read more

Abstract: 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 Read more