Reuven Feuerstein

The dynamic assessment of retarded performers : the learning potential assessment device, theory, instruments, and techniques

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Mediated Learning Experience

Those who hear about the theory of mediated learning experience (MLE) often wonder if all interactions—adult-infant, teacher-pupil—are not of mediational value. They ask us what the theory of MLE offers that is new, and why one should ascribe special importance to it.

Can Evolving Techniques Better Measure Cognitive Change

The Learning Potential Assessment Device (LPAD) is presented as an approach to the production and measurement of cognitive change. The assessment of cognitive change requires a means of conceptualizing the initial and end states as well as the nature of the change. The LPAD model and cognitive map provide this means. Four changes from traditional psychometric approaches are necessary: shift from product to process orientation and modification of test structure, test situation, and interpretation of results. The components of the cognitive map (content, modality, operation, phase, level of complexity, and level of efficiency) provide the conceptual model for production and measurement of cognitive change. The paper presents 3 empirical studies illustrating how the LPAD may be applied in solving practical problems with important educational and social implications.

Cognitive Modifiability in Adolescence: Cognitive Structure and the Effects of Intervention

A theory of cognitive modifiability deals with the phenomenon of low cognitive performance, explains its etiology, and forms the basis for a remedial intervention — Instrumental Enrichment (IE) — that induces changes of a structural nature. In contrast to learning by direct exposure to the environment, Mediated Learning Experience (MLE) occurs when a mediator interposes him/herself between the learner and the environment and interprets the world to the learner. The direct, or proximal, etiology of low performance is lack of MLE. IE is intended as a phase-specific substitute for MLE, and its major goal is to enhance cognitive modifiability by sensitizing the learner to formal and informal sources of learning and experience. The IE intervention program is briefly outlined, and empirical support for its efficacy is presented.

The Learning Potential Assessment Device

In this chapter, and subsequent ones, we will deal with the applied systems derived from the theory of structural cognitive modifiability, the theory of mediated learning experience, and the active modification approach. In the first part of the book we attempted to answer two major questions that stem from the issue of cognitive redevelopment and the enhancement of intelligent behavior. The first question was: “Is modification important in the cognitive area?” In answering, we described the essential role of cognition in the adaptation of the individual, particularly its meaning for the person whose retarded performance limits him to a marginal place in society. Indeed, we contended that cognitive processes are a vital part of the individual’s personality and overall competence. The second question was: “Is cognitive modification possible?” In answering, we showed, both by individual case histories and through group studies, that not only is structural cognitive modifiability possible, it is a unique characteristic of human beings. Therefore, it needs to be kept foremost in thought when choosing educational interventions. This led us to advocate an active-modificational approach, rather than a passive-acceptant approach, using all means feasible to modify the individual’s cognitive functioning.

Rehabilitation of the face in patients with Down's syndrome.

Fifty patients with Downs syndrome underwent surgery for improvement of the facial stigmata. Partial glos-sectomy, lateral canthoplasty, and nose, cheek, and chin augmentation were the common procedures. With a follow-up of 18 to 24 months, the results were recorded by a multidisciplinary team with similar judgments on the glossectomy, the most satisfactory procedure, and some discrepancy on the other procedures, canthoplasty, and cheek augmentation. There were no infections or extrusion of prostheses, and a rather high incidence of bone resorption was noted in the mandibular area. The facial changes were satisfactory in the majority of the cases in both medical and nonmedical evaluation and improved self-confidence, especially in the older patients. The satisfactory results here presented advocate certain procedures for attenuation of the Downs syndrome stigmata and improvement of some functions by diminishing the size of the tongue.

Dynamic Group Assessment for Prescriptive Teaching: Differential Effects of Treatments

The concept of cognitive modifiability, its nature, antecedents, and applications for assessment and intervention, has been recently the focus of interest for many psychologists and educators. The interest in cognitive modifiability has been broadened mainly because of the comprehensive work of Feuerstein and his colleagues on assessment of learning potential and the development of the Learning Potential Assessment Device (LPAD) and the Instrumental Enrichment program for modification of the intellectual level of functioning (Feuerstein, Rand, Hoffman, 1979; Feuerstein, Rand, Hoffman & Miller, 1980; Feuerstein, Haywood, Rand, Hoffman, & Jensen, 1986). An important characteristic of the LPAD, which is the most extensive dynamic approach known in the literature, is the fact that both the assessment method and the systematic interventional program are intrinsically linked to the same theoretical framework.

Non-intellective Factors in Dynamic Assessment

The assessment of non-intellective factors in a test situation is of critical importance for the understanding of a child’s test performance as well as for explaining learning difficulties in school and in everyday activities. Elaborated theories have referred to the relationship between intellectual development and various aspects of motivation and personality (Harter, 1978, 1980; Hunt, 1965; McClelland, 1961; White, 1959). Many investigators have related cognitive development and scholastic achievement to intrinsic motivation (Haywood, 1971; Haywood and Burke, 1975), competence motivation (Harter, 1980), locus of control (Stipek and Weisz, 1981; Findley and Cooper, 1983), achievement motivation (Alschuler, 1973; McClelland, 1961) and anxiety (Kirkland, 1971). Surprisingly, however, research on the effects of various non-intellective factors on test performance is scarce especially in the area of dynamic assessment of cognitive performance.

Social perceptions of the effects of Down syndrome facial surgery: a school-based study of ratings by normal adolescents.

This study examines how 277 normal adolescents from five Israeli schools perceive the Down syndrome face before and after plastic surgery. A seven-point Likert scale was used to rate slides of normal and Down syndrome faces on four dimensions. Down syndrome patients were seen as less attractive, intelligent, good-hearted, and socially appealing than normal individuals. The slides were in nonapparent order and contained preoperative and 1-year postoperative views of eight plastic surgical patients. Paired t tests were used to examine operative changes, and all four dimensions showed overall postoperative improvement (p < 0.001), but case-to-case variation was considerable. A linear relationship was found between change in appearance ratings and change in intelligence ratings. Findings suggest that when improvements in facial appearance are realized, peer normal social perceptions of the Down syndrome child may be enhanced. The relationship between school placement, intellectual level, and surgical decision making is discussed.

Special Needs of Children with Learning Difficulties.

This article proposes an active modification approach to the phenomenon of learning difficulties and retarded performance. The major need for the child with learning difficulties is to achieve structural cognitive modifiability based on mediated learning experiences and effective cognitive functions. The second central need for the learner who has difficulties is to be assessed by dynamic, as opposed to psychometric, assessment techniques so that his difficulties in cognitive functions and mediated learning may be pinpointed. The determinants of difficulties are those pointed out and turned into targets of focused attack. The third central need is to shape an integrated intervention programme consisting of three major areas: (1) Instrumental Enrichment: an intervention programme for cognitive modifiability guided by Mediated Learning Experience; (2) appropriate teaching methods and curricula designed to respond to the particular needs of the child; (3) an environment which creates the need for structural ...