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