Cognitive modifiability of children with developmental disabilities: A multicentre study using Feuerstein's Instrumental Enrichment—Basic program

Kozulin, Alex; Lebeer, Jo; Madella-Noja, A.; González, Fernando Tellado; Jeffrey, Iain A.; Rosenthal, Norman E.; Koslowsky, Meni

doi:10.1016/j.ridd.2009.12.001

Cited by 51 publications

(62 citation statements)

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“…It is not the impartation of knowledge upon a student but, instead, the purposeful coaching of a student's interaction with a stimulus to bring about understanding and build cognitive capacity for learning. Research on Feuerstein's Instrumental Enrichment Basic (IE) cognitive training program suggests that fluid intelligence can be modified through these interactions (Kozulin et al, 2010). As is Feuerstein's program, the trainer‐delivered ThinkRx program is distinct from the computer‐based cognitive training programs that are ubiquitous in the extant literature.…”

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confidence: 99%

LearningRx Cognitive Training Effects in Children Ages 8–14: A Randomized Controlled Trial

Carpenter

Ledbetter

Moore

2016

Applied Cognitive Psychology

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SummaryIn a randomized controlled study, we examined the effects of a one‐on‐one cognitive training program on memory, visual and auditory processing, processing speed, reasoning, attention, and General Intellectual Ability (GIA) score for students ages 8–14. Participants were randomly assigned to either an experimental group to complete 60 h of cognitive training or to a wait‐list control group. The purpose of the study was to examine changes in multiple cognitive skills after completing cognitive training with ThinkRx, a LearningRx program. Results showed statistically significant differences between groups on all outcome measures except for attention. Implications, limitations, and suggestions for future research are examined. © 2016 The Authors Applied Cognitive Psychology Published by John Wiley & Sons Ltd.

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confidence: 99%

LearningRx Cognitive Training Effects in Children Ages 8–14: A Randomized Controlled Trial

Carpenter

Ledbetter

Moore

2016

Applied Cognitive Psychology

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“…La perspectiva de Feuerstein se ha formalizado en el Feuerstein Institute (http://www.icelp.info/), y el desarrollo conceptual y operativo de la propuesta se ha estudiado en diversas situaciones educativas (Kozulin et al, 2010); y los CM mencionados se sustentan en los principios de modificabilidad cognitiva estructural y en la teoría de EAM, lo cual fundamenta una metodología de trabajo que integra elementos como la evaluación dinámica de propensión del aprendizaje, el programa de enriquecimiento instrumental (PEI), con los cuales orienta la intervención en el proceso de aprendizaje (Feuerstein, 2015) cuyas etapas han sido cartografiadas en siete pasos que configuran el mapa cognitivo (MC) (Feuerstein, Rand, Hoffman, Egozi, y Shachar-Segev, 2003;Tébar, 2007).…”

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Presentación de un modelo de análisis de la conversación y experiencias de aprendizaje mediado en la interacción de sala de clase

et al. 2017

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Las evidencias de los últimos años indican que la calidad del diálogo docente-estudiante en el aula es importante en el logro de aprendizajes. Pero aún no se conocen, de modo suficiente, cuáles diálogos son más beneficiosos, ni qué tipo de modelo de análisis es el más pertinente. El objetivo de este artículo es ilustrar un modelo de análisis de la interacción didáctica en el aula que integre criterios de mediación de la teoría de experiencia de aprendizaje mediado (EAM) y las categorías del análisis de la conversación (AC), específicamente los conceptos de intervención e intercambio. Metodológicamente se trata de un estudio cualitativo de análisis de caso instrumental, que consistió en la filmación de tres clases consecutivas de una profesora de cuarto básico de escuela ubicada en sectores sociales vulnerables de la región Metropolitana de Santiago de Chile. El análisis del registro de observación se realizó con las categorías de la EAM y AC. Los resultados indican que los criterios de la EAM cobran precisión al vincular la acción comunicativa del profesorado con la acción comunicativa del estudiantado –trasladando el foco de observación de la intervención al intercambio–, y los intercambios ganan precisión para describir la acción intencionada del personal docente desde el currículo en relación con las acciones que median el aprendizaje autónomo de sus estudiantes. Se demuestra que hay intercambios en el aula que contienen criterios de la teoría EAM, y aportan a comprender la disposición a aprender en estudiantes que viven en contextos sociales vulnerables.

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“…In our view, DA relates to the psychological aspect of cognitive modifiability. Psychological literature is replete with studies that document the success of DA procedures in affecting enduring structural changes in clients' cognitive structures [31][32][33][34][35][36][37][38][39][40][41]. These practices have enabled clients to overcome problems which were related to genetics, severity of condition, and critical developmental periods.…”

Section: The Case For Exploring the Neurological Bases Of Cognitive Mmentioning

confidence: 99%

Dynamic Assessment: Mechanisms Underlying Cognitive Modifiability

Bahramlou¹

2017

Abnorm Behav Psycho

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Dynamic Assessment, as an umbrella term, covers a myriad of educational approaches that employ instructional interventions in the assessment process to assess a learner's current capabilities, to provide a prognosis of his development potential, to promote the realization of that potential, and ultimately to effect enduring structural changes in the learner's cognition such that the learner would eventually be capable of independent functioning, problem solving, and adaptation to the life circumstances to which he might be exposed. In this position paper, we adopt a three-tier conception of cognitive modifiability at psychological, systems, and cellular levels. At the psychological level, research has clearly demonstrated that cognitive modifiability is a fact of life and that cognition, and by implication, humans are malleable, open systems capable of change for the better or worse. Literature suggests that memory mechanisms of consolidation and reconsolidation at cellular and systems levels could be invoked to explain the cognitive modifiability at psychological level. Neuro-scientific evidence indicates that each time a consolidated memory is recalled and the neuronal ensemble holding that memory is exited, the relevant neurons enter a labile volatile state. Through protein synthesis, release of chemicals, and changes in Neuro-electric signals, these neurons could re-stabilize themselves and reconsolidate a reconstructed and thus, modified version of the original memory. In systems consolidation, molecularly consolidated memories of one brain system transfer to another brain system and undergo a second more time-consuming phase of consolidation there over a period of weeks to years. Reactivation of a memory in the target system temporarily turns it into an unstable trace and sends it to the source system, later to be reconsolidated to a target system memory again.

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Cognitive modifiability of children with developmental disabilities: A multicentre study using Feuerstein's Instrumental Enrichment—Basic program

Cited by 51 publications

References 9 publications

LearningRx Cognitive Training Effects in Children Ages 8–14: A Randomized Controlled Trial

LearningRx Cognitive Training Effects in Children Ages 8–14: A Randomized Controlled Trial

Presentación de un modelo de análisis de la conversación y experiencias de aprendizaje mediado en la interacción de sala de clase

Dynamic Assessment: Mechanisms Underlying Cognitive Modifiability

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