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