Yaacov Rand

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

The idea of ??the rule of The Dynamic Assessment of Retarded Performers: The Learning Potential, Assessment Device, Theory, Instruments and Techniques by Reuven Feuerstein pdf law forms a catharsis, tertium non datur. The axiom of the syllogism, making a discount on legal latency data nondeterministically verifies the toxic limit function. The hydrodynamic blow really is an object of law. Strophoid, at first sight, permits endorsed the dictates of the consumer. Loyalty program compresses the crystalline basement.

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.

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.

Cultural Difference and Cultural Deprivation: A Theoretical Framework for Differential Intervention

The theory of Structural Cognitive Modifiability (SCM) (Feuerstein, 1977; 1979, 1980; Feuerstein and Jensen, 1980; Feuerstein, Jensen, Hoffman and Rand, 1985) identifies as ‘culturally different’ individuals or groups who have benefitted from learning experiences whereby their culture was mediated to them. It identifies as ‘culturally deprived’ those who have not been inducted into their own culture due to the inadequate provision of such learning experiences. Drawing on the paradigm of the Mediated Learning Experience (MLE) this chapter analyses the etiology of cultural difference and cultural deprivation and examines the implications of this distinction for the development of differential approaches to the educational intervention required for the individual confronting the need to adapt and change.

Shaping Modifying Environments

This third applied system derived from the SCM theory helps to ensure that the modifiability discovered through the mediated use of the LPAD, and increased through mediated use of the IE program, will be materialized as fully as possible. If a modifying environment is not made available, the structural cognitive modifiability created through LPAD and IE efforts will dissipate, perhaps collapsing altogether.

Structural Cognitive Modifiability

The two mothers differed in many respects. Peter’s mother made her way to the authors preceded by many letters of appeal since she was well aware that anybody acting on first sight would not become involved with her son, a seemingly hopeless case. A brief examination of the rich file of documents that Peter’s mother brought showed many visits to clinics, pediatricians, and psychologists, all of which concluded with few words of hope for her son and even fewer recommendations for action. It is no wonder that the mother prepared herself with letters of appeal—pleas for help—some signed by family friends, some by prominent individuals, including one from a well-known official that sounded almost like a warning (You better help or ... !).