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 literature on existing early cognitive enrichment programs and their effects with cognitive impaired children and children with special needs, the authors present the theoretical and programmatic features of Feuerstein’s 3-year basic program, along with a brief description of its different modules. The authors also provide a summary of all the available evidence of the program’s effectiveness, including the results of 3 evaluation studies of pilot projects in the United States. The article culminates in an appeal for rigorous research on the feasibility and effects of programs in mainstream education for early cognitive enrichment and prevention of learning problems, including research on the effects of Feuerstein’s Instrumental Enrichment–Basic (FIE-B) program.

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The current criterion for acceptance to universities in Israel is based on psychometric testing that presents a strong barrier for acceptance of students of Ethiopian origin (SEO) to the universities. Based on the sociocultural theories of Vygotsky and Feuerstein, we suggest an intervention aimed at integrating SEO, considered to be “culturally different,” in universities. The intervention includes a novel screening process (based on dynamic assessment [DA] and an interview), academic oriented metacognitive course, and supportive counseling. A group of SEO (n = 665) with low psychometric scores, applied for assistance in admission to university, in seven cohorts (2010-2016). A group of 174 (26%) candidates were selected for the project and enrolled for studies in university; 49.4% enrolled in prestigious departments (e.g., medicine). The findings showed that despite the significant lower psychometric scores of the SEO as compared with the national average, only 4.6% have withdrawn at the end of first year as compared with 10.8% of the national Jewish sample and 12.4% among SEO population. A higher percentage of SEO in the current sample enrolled in high prestige departments than SEO in the population. No significant differences were found between dropped-out and continuing students in the psychometric test. Prediction of three-years' grade point average (GPA) by psychometric scores were not significant (R2 = .03, p > .05) as compared to the prediction in SEO population (R2 = .10, p < .001). The findings support Vygotsky's and Feuerstein's approach that standardized tests of students with deprived cultural backgrounds do not reflect their learning potential and that the use short-term intervention may be an effective mechanism of preparing students for academic success.

There is increasing interest in identifying biological and imaging markers for the early detection of neurocognitive decline. In addition, non-pharmacological strategies including physical exercise and cognitive interventions may be beneficial for those developing cognitive impairment. The Feuerstein Instrumental Enrichment (FIE) Program is a cognitive intervention based on Structural Cognitive Modifiability and the Mediated Learning Experience (MLE) and aims to promote problem-solving strategies and metacognitive abilities. The FIE program uses a variety of instruments to enhance the cognitive capacity of the individual as a result of mediation. A specific version of the FIE program was developed for the cognitive enhancement of older adults, focusing on strengthening orientation skills, categorization skills, deductive reasoning and memory. We performed a prospective interventional pilot observational study on older subjects with MCI who participated in 30 mediated FIE sessions (two sessions weekly for 15 weeks). Of the 21 subjects who completed the study, there was a significant improvement in memory on the Neurotrax battery comparing pre- and post-intervention scores (pre: M=95.3, SD=12.2, post: M=101.2, SD=7.9, p&lt;.05). Complete sets of anatomical MRI data for voxel-based morphometry, taken at the beginning and the end of the study, were obtained from 16 participants (mean age 83.5 years). Voxel-based morphometry showed an unexpected increase in grey matter (GM) in the anterolateral occipital border and the middle cingulate cortex. These initial findings of our pilot study support the design of randomized trials to evaluate the effect of cognitive training using the FIE Program on brain volumes and cognitive function.