Effect of mediated learning intervention on cognitive task performance with a deaf population.

Abstract

Feuerstein's (1979) mediated learning theory was applied to a deaf population for investigating the cognitive modiliability of this population. The Learning Potential Assessment Device (LPAD) was employed in a pretest-posttest design for determining transfer of learning along cognitive and behavioral dimensions. Severely to profoundly deaf children (N = 45) with hearing parents and between the ages of 9 and 13 years were randomly assigned to three groups-an experimental and two comparison groups. The subjects in the experimental group received examiner mediation as designed by Feuerstein. In one control condition (elaborated), the examiner provided limited feedback to the subjects, and in the other control condition (standard), the subjects performed the tasks following traditional psychometric procedures. The experimental group performed significantly better than the comparison groups on five of the six LPAD tasks, supporting the applicability of Feuerstein's theory of mediated learning. The experimental group also demonstrated significant transfer of learning on other cognitive and behavioral measures.

The Development of Interactive-Dynamic Approaches to Assessment of Learning Potential

“…Research using the LPAD or other interactive assessment approaches has been focused primarily on modifiability of different groups with learning difficulties such as culturally deprived and/or educable mentally retarded (EMR) persons (Feuerstein et al, 1979;Luther & Wyatt, 1989; see also Tzuriel & Feuerstein, Chapter 7 in this volume) learning-disabled children (Samuels, Tzuriel, & MalloyMiller, 1989) learning-disabled adults (Barr & Samuels, 1988; see also Samuels, Lamb, & Oberholtzer, Chapter 11 in this volume) deaf children (Keane, 1983(Keane, , 1987Keane & Kretschmer, 1987), different minorities and ethnic groups such as Ethiopian Jewish immigrants and native Candians or Americans (Emerson, 1987;Gamlin, 1989;Kaniel & Tzuriel, 1990;Kaniel, Tzuriel, Feuerstein, Ben-Shachar, & Eitan, in press;Williams, 1990), intellectually handicapped children (Vye, Burns, Delclos, & Bransford, 1987), and penitentiary inmates (Waksman, Silverman, & Weber, 1983).…”

Cognitive Modifiability and Cognitive Performance of Deaf and Hearing Preschool Children

“…Several attempts have been made to apply dynamic assessment procedures with deaf children (Carlson 8c Dillon, 1978;Dillon, 1979Dillon, , 1980Hubert & Roller, 1984;Katz, 1984;Keane, 1987;Keane & Kretschmer, 1987;Keane, Tannenbaum, 8c Krapf, 1992;Koehler, 1977). Carlson and Dillon (1978) and Dillon (1979) gave Raven's Coloured Progressive Matrices Test (RCPM) and Piagetian-type cognitive tasks to deaf children, using a testing-the-limits procedure.…”

Cognitive Processing of Students with and without Hearing Loss

“…Evidence from Furth (1973) suggests that poor performance of the students with hearing loss in whatever level of cognitive tasks is principally due to experiential and linguistic deficit and must not be taken lightly. Moreover, a similar view advocated by Keane and Kretschmer (1987) points to environmental deprivation that disrupts the mediational learning process. These remarks also may apply to the performance deficits of the older group with hearing loss in simultaneous and successive tasks.…”