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Relevant bibliographies by topics / Method of Feuerstein instrumental enrichment

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Academic literature on the topic 'Method of Feuerstein instrumental enrichment'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Method of Feuerstein instrumental enrichment"

1

Savell, Joel M., Paul T. Twohig, and Douglas L. Rachford. "Empirical Status of Feuerstein’s “Instrumental Enrichment” (FIE) Technique as a Method of Teaching Thinking Skills." Review of Educational Research 56, no. 4 (1986): 381–409. http://dx.doi.org/10.3102/00346543056004381.

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Lifshitz, Hefziba, and David Tzuriel. "Durability of Effects of Instrumental Enrichment in Adults with Intellectual Disabilities." Journal of Cognitive Education and Psychology 3, no. 3 (2004): 297–322. http://dx.doi.org/10.1891/194589504787382992.

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21 adults with intellectual disabilities were examined three years after participating in a cognitive intervention program in order to assess the durability of their cognitive achievements. The sample consisted of two age groups: 30-49 years (n=12) and 50-59 years (n=9). The primary intervention method was the Instrumental Enrichment Program. The effects of the intervention were examined by three types of thinking instruments: logical thinking (Reversal and Verbal Abstraction Tests), predictive thinking (Maze Tests), and insightful thinking (Postures and Children Tests). These tests were given

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Kozubík, Michal, Svetlana Síthová, Alena Kajanová, and Ivan Rác. "Is Feuerstein's Instrumental Enrichment (FIE) a good method for social inclusion of poor Slovak children in school? A study focused on social and educational levels." Kontakt 20, no. 1 (2018): e42-e47. http://dx.doi.org/10.1016/j.kontakt.2017.10.006.

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4

Yates, Shirley M. "Instrumental Enrichment: A Strategy for Modifying Cognitive Ability." Australasian Journal of Special Education 11, no. 1 (1987): 15–27. http://dx.doi.org/10.1017/s1030011200021679.

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In recent years much interest has been expressed about the possibilities of teaching thinking skills to special education populations. Instrumental Enrichment (IE) is a programme designed to achieve significant modification in cognitive abilities in retarded adolescents (Feuerstein, Rand, Hoffman & Miller, 1980). The purpose of this paper is to attempt to review the major concepts and philosophy underlying IE, and consider the available research that has been published by way of evaluation of the programme.

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Bailey, Francis, and Ken Pransky. "Investigating the classroom discourse of mediation in a Feuerstein instrumental enrichment programme." Classroom Discourse 1, no. 2 (2010): 121–41. http://dx.doi.org/10.1080/19463014.2010.514111.

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Sebestian, Sandiyao. "Implementation of Feuerstein Instrumental Enrichment Program in a Primary School in New Zealand." Journal of Cognitive Education and Psychology 19, no. 1 (2020): 84–86. http://dx.doi.org/10.1891/jcep-d-17-00020.

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The Feuerstein Instrumental Enrichment (FIE) program was implemented in a primary school in New Zealand for 10 years old students with average educational ability. Targeted goals were to examine if the FIE program helped students to be less impulsive, plan well, and better in solving problems. The program started with 17 students for the first two school terms and from this group 8 students continued with two more school terms (one year). Results of this field study suggest that the 8 students who continued the FIE program made good gains in the targeted goals. This is only an exploratory proj

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7

Burden, Robert. "Mediated Learning Theory." School Psychology International 8, no. 1 (1987): 59–62. http://dx.doi.org/10.1177/014303438700800108.

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The growing spread of interest in Feuerstein's theory of mediated learning as an essential prerequisite of adequate cognitive development and the developing worldwide enthusiasm amongst psychologists and special educators for the theory's two practical offspring, the learning potential assessment device (LPAD) and instrumental enrichment, was probably initiated by the publication of two key texts (Feuerstein, Rand and Hoffman, 1979; Feuerstein et al, 1980). Although the Israeli team of researchers and special educators had been developing and disseminating their ideas for some two decades prio

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8

Carl Haywood, H. "Long-Awaited Update. Review of Creating and Enhancing Cognitive Modifiability: The Feuerstein Instrumental Enrichment Program." Journal of Cognitive Education and Psychology 7, no. 1 (2008): 123–27. http://dx.doi.org/10.1891/194589508787381926.

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9

Mara, Daniel. "The Development of Students’ Metacognitive Competences. A Case Study." International Journal of Computers Communications & Control 5, no. 5 (2010): 792. http://dx.doi.org/10.15837/ijccc.2010.5.2239.

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In the information society metacognitive competencies are essential. Based on some activities from the Enrichment Instrumental Program elaborated by professor Reuven Feuerstein we have designed a program for developing the students capacities of selfcontrol, selfknowing and intelectual learning strategies. The case study presents the formation of students’ metacognitive competences at the "Lucian Blaga" University of Sibiu, "Hermann Oberth" Faculty of Enginereeing, Department of Computers Sciences. A Web based application has been developed in order to enable students to self-evaluate their me

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10

Feuerstein, Reuven, and Louis H. Falik. "Learning to Think, Thinking to Learn: A Comparative Analysis of Three Approaches to Instruction." Journal of Cognitive Education and Psychology 9, no. 1 (2010): 4–20. http://dx.doi.org/10.1891/1945-8959.9.1.4.

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The authors analyze two major approaches currently extant in curriculum and instruction in classroom application and propose a third approach. The analysis is based on a consideration of the contribution of cognitive development in the currently adopted approaches and their necessity in responding to the demands of modern technology and social change. A rationale is presented for emphasizing structural cognitive teaching as a separate and distinct curricular intervention. The Feuerstein Instrumental Enrichment (FIE) program is posed as an example of such intervention. The process of “bridging”

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