Relevant bibliographies by topics / The Feuerstein Instrumental Enrichment

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Academic literature on the topic 'The Feuerstein Instrumental Enrichment'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "The Feuerstein Instrumental Enrichment"

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Yates, Shirley M. "Instrumental Enrichment: A Strategy for Modifying Cognitive Ability." Australasian Journal of Special Education 11, no. 1 (May 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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Burden, Robert. "Mediated Learning Theory." School Psychology International 8, no. 1 (January 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 prior to these publications, it is only during the 1980s that mediated learning has really struck a responsive chord amongst those who continue to believe that all children can be taught to be more effective learners, that there is a key to remediating cognitive defects and that psychology has a part to play in helping schools to achieve this.
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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 (November 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 (March 16, 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 project with a small sample of students and not a formal research study.
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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 (January 2008): 123–27. http://dx.doi.org/10.1891/194589508787381926.

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Mara, Daniel. "The Development of Students’ Metacognitive Competences. A Case Study." International Journal of Computers Communications & Control 5, no. 5 (December 1, 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 metacognitive competencies and to acquire self-regulatory abilities.
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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 (February 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” that is an integral part of the FIE program is proposed as an effective vehicle for the development and transfer of thought processes acquired and their application to diverse content and learning situations.
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Amirudin, Mochammad, and Ijtihadi Kamilia Amalina. "Pemetaan Fungsi Kognitif Siswa SMP DENGAN Menggunakan Feuerstein’s Instrumental Enrichment." Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) 2, no. 1 (April 4, 2019): 30. http://dx.doi.org/10.26740/jrpipm.v2n1.p030-039.

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Berpikir merupakan kegiatan yang paling utama ketika melakukan suatu hal. Berpikir selalu melibatkan kognitif. Penggunaan kognitif secara maksimal tentu melibatkan kehadiran dari fungsi kognitif. Kehadiran fungsi kognitif seseorang dalam menyelesaikan permasalahan matematika mengakibatkan berkembangnya fungsi kognitif seseorang tersebut. Penelitian ini merupakan penelitian deskriptif yang bertujuan untuk mendeskripsikan hasil pemetaan fungsi kognitif dan kemampuan matematika siswa. Subjek penelitian ini adalah siswa SMP kelas VIII sebanyak 32 siswa (15 laki-laki dan 17 perempuan). Data dikumpulkan dengan menggunakan metode tes dan wawancara. Instrumen yang digunakan dalam penelitian ini adalah instrument tes Feuersteins’s Instrumental Enrichment (FIE) (pengorganisasian titik, pengelompokan, dan progress numeral) dan instrumen tes matematika. Hasil penelitian menunjukkan bahwa peta fungsi kognitif dan kemampuan matematika siswa dengan menggunakan FIE jenis Pengorganisasian Titik menunjukkan bahwa, sebanyak 32 subjek terbagi menjadi sebesar 18,75% termasuk dalam kemampuan matematika tinggi, sebesar 71,875% termasuk dalam kemampuan matematika sedang, dan sebesar 9,375% termasuk dalam kemampuan matematika rendah. Untuk Jenis Pengelompokan menunjukkan bahwa masingmasing sebesar 6,25% pada fungsi kognitif yang pertama dan kedua, termasuk dalam kemampuan matematika rendah. pada fungsi kognitif yang ketiga terdapat 6,25% termasuk dalam kemampuan matematika tinggi, 3,125% termasuk dalam kemampuan matematika sedang, dan 78,125% termasuk dalam kemampuan matematika rendah. Sedangkan pada jenis Numerical Progression menunjukkan bahwa pada fungsi kognitif yang pertama sebesar 18,75% termasuk dalam kemampuan matematika rendah. sedangkan pada fungsi kognitif yang kedua sebesar 59,375% termasuk dalam kemampuan matematika tinggi, sebesar 3,125% termasuk dalam kemampuan matematika sedang, dan sebesar 18,75% termasuk dalam kemampuan matematika rendah
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Burden, Robert. "Feuerstein’s Instrumental Enrichment Programme: Important issues in research and evaluation." European Journal of Psychology of Education 2, no. 1 (March 1987): 3–16. http://dx.doi.org/10.1007/bf03172703.

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Ben-Hur, Meir, and Rafi Feuerstein. "Feuerstein’s New Program for the Facilitation of Cognitive Development in Young Children." Journal of Cognitive Education and Psychology 10, no. 3 (2011): 224–37. http://dx.doi.org/10.1891/1945-8959.10.3.224.

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The authors make the case for the inclusion of cognitive enrichment programs in early mainstream education that should be designed to eliminate the early discrepancies in children’s cognitive abilities and prevent later learning disabilities and achievement gaps. Following a review of the literature on existing early cognitive enrichment programs and their effects with cognitive impaired children and children with special needs, the authors present the theoretical and programmatic features of Feuerstein’s 3-year basic program, along with a brief description of its different modules. The authors also provide a summary of all the available evidence of the program’s effectiveness, including the results of 3 evaluation studies of pilot projects in the United States. The article culminates in an appeal for rigorous research on the feasibility and effects of programs in mainstream education for early cognitive enrichment and prevention of learning problems, including research on the effects of Feuerstein’s Instrumental Enrichment–Basic (FIE-B) program.
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Dissertations / Theses on the topic "The Feuerstein Instrumental Enrichment"

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Kloppers, Magdalena Maria. "Die invloed van Feuerstein se instrumentele verrykingsprogram op die ontwikkeling van denkvaardighede by onderwysstudente / Magdalena Maria Kloppers." Thesis, North-West University, 2009. http://hdl.handle.net/10394/2865.

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This study was undertaken in an attempt to establish the cognitive development of student teachers and to determine the impact of Feuerstein's Instrumental Enrichment programme on the development and/or improvement of the cognitive skills of student teachers. A literature study was undertaken to highlight the importance and nature of thinking abilities necessary for learning, as well as the role of Feuerstein's Instrumental Enrichment programme in this regard. Explanatory mixed method research by means of testing, as well as a narrative analysis was employed. An empirical study with a pre-experimental research design in which intervention research was incorporated was conducted over a period of twelve weeks with twenty four second-year student teachers majoring in Mathematics. The students were randomly assigned to two groups. A pretest with the DAT-L test was administered to both groups to determine the extent of their thinking skills development. After the pre-test group 1 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks in an attempt to develop and/or improve thinking skills. After the intervention program group 1 was tested again with the DAT-L test in order to determine if the intervention programme had developed and/or improved thinking skills or not. After this, group 2 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks. After the six week period both groups were tested again with the DAT-L test to determine the impact of the intervention programme on the thinking skills of group 2 and to establish what happened to the thinking skills of group 1 during the period in which they were not exposed to the intervention. In support of the data gained through the test results, participants were requested to write up their perceptions of and experiences related to the Feuerstein Instrumental Enrichment programme in a narrative. The narratives were analysed and the results were utilized to support the data obtained with the quantitative study. Results indicated that room exists for improving the thinking skills of student teachers and that Feuerstein's Instrumental Enrichment programme possesses the latent potential to improve and develop thinking skills. The study is concluded with recommendations on how to develop and improve thinking skills.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.
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Williams, Leonard Francis. "The aesthetic basis of cognition : a single case-study investigation of some aspects of Feuerstein's Instrumental Enrichment." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296271.

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Herbert, Jean-Marie. "Effet du PEI (Programme d'Enrichissement Instrumental de Feuerstein) sur la capacité de la mémoire de travail estimée à partir des activités de lecture." Lille 3, 1999. http://www.theses.fr/1999LIL30007.

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Batista, Janete Jakatanvisky Alves. "Os efeitos da metodologia de Feuerstein no desempenho de trabalhadores do setor de serviços : um estudo de caso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2000. http://hdl.handle.net/10183/3617.

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Este trabalho tem por objetivo avaliar os resultados do método PEI – Programa de Enriquecimento Instrumental – desenvolvido por Reuven Feuerstein, em trabalhadores de baixa escolaridade e qualificação de uma empresa de serviços. A fim de compreender as demandas das empresas modernas em relação aos seus trabalhadores, buscou-se na literatura o referencial teórico das escolas de administração que acompanham a crescente complexidade do ambiente empresarial moderno. A tendência à descentralização, principalmente na área de serviços, tem exigido o desenvolvimento da capacidade cognitiva e criativa de seus colaboradores. Considerando que o processo evolucionário, mesmo coletivamente, é resultado de uma aprendizagem individual, buscou-se no trabalho do educador Reuven Feuerstein um referencial teórico e metodológico que pudesse contribuir para que este ajustamento ocorra sem prejuízos para o trabalhador. Sua abordagem partiu da proposta de Piaget e está alinhada à de Vygotsky e Paulo Freire, também estudados na Parte I deste trabalho. A Parte II apresenta o desenrolar da pesquisa na empresa de serviços terceirizados, a ANDRITA Dragagens e Limpezas, onde o método de Feuerstein foi ministrado para 19 empregados voluntários, por 22 semanas. Nela são expostas as apreciações das avaliações, baseadas em testes e entrevistas individuais, realizadas pré e pós- intervenção. Os resultados do programa foram medidos por meio da análise comparativa das avaliações efetuadas antes e depois do PEI e são explanados na Parte III. Eles indicam que o método produziu mudanças positivas para todos os participantes, embora variando de foco e intensidade. Os efeitos mais significativos apareceram na auto-estima, os quais repercutiram na visão mais otimista do futuro e na atitude mais ativa e reflexiva diante de adversidades. A grande maioria dos participantes percebeu diferenças em seu jeito de ser e agir, tais como maior controle emocional, melhor comunicação e relacionamento interpessoal. Também foram comprovados ganhos no nível intelectual e na criatividade dos participantes. Essas mudanças se refletiram nas várias esferas da vida social, principalmente profissional e doméstica, proporcionando melhora em algum aspecto do desempenho percebido por eles próprios ou pela chefia. Passaram a assumir mais a responsabilidade pelo próprio desempenho, o que é uma característica desejável em trabalhadores de serviços. Um aspecto marcante da participação no programa foi o engajamento nas tarefas propostas pelos exercícios. Há vários relatos de como mergulhavam nas atividades e esqueciam do tempo e das preocupações, o que também é esperado no programa e visa desenvolver a motivação intrínseca, pela formação do hábito de realizar atividades que desafiem a própria capacidade. As entrevistas assinalaram, ainda, opiniões quanto ao método, seus exercícios e forma de condução, permitindo levantar idéias acerca da possibilidade de enriquecimento das atividades junto aos grupos de adultos em ambiente de trabalho.
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Cruz, Sylvio Benedicto. "A teoria da modificabilidade cognitiva estrutural de Feuerstein. Aplicação do Programa de Enriquecimento Instrumental (PEI) em estudantes da 3ª série de escolas do ensino médio." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10122007-160413/.

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A Sociedade e o mercado de trabalho exigem de cidadãos e trabalhadores, nos últimos tempos, um perfil de desempenho diferente daquele até então aceito. As principais carências do trabalhador dizem respeito, dentre outras necessidades, ao desempenho de certas competências pessoais e a melhoria do funcionamento cognitivo. As escolas, responsáveis pela preparação dessas pessoas para viver em Sociedade - o que inclui a preparação para o mundo do trabalho - não costumam realizar ações educacionais intencionais na direção da melhoria do desenvolvimento cognitivo de seus alunos. O foco do presente estudo está na possibilidade da Escola realizar intencionalmente o desenvolvimento cognitivo de estudantes, futuros trabalhadores. utilizando um programa já existente, criado e estruturado para essa finalidade por Reuven Feuerstein. No final da década de 1940, coube a Feuerstein a tarefa de educar centenas de crianças e jovens, órfãos da guerra, para que se tornassem cidadãos autônomos e produtivos. Diante da necessidade real de modificar o desempenho cognitivo e resgatar a cidadania dessas pessoas, Feuerstein criou - a partir de sua visão de mundo, de um conjunto de crenças por ele estabelecido e de sua experiência - duas teorias: Modificabilidade Cognitiva Estrutural e Experiência de Aprendizagem Mediada e três sistemas inter-relacionados, ou seja, um sistema de avaliação: Avaliação Dinâmica do Potencial de Aprendizagem, um sistema de intervenção: Programa de Enriquecimento Instrumental e um sistema de manutenção: Modelagem de Ambientes Modificadores. Avaliar o efeito do primeiro nível do Programa de Enriquecimento Instrumental (PEI I) no desenvolvimento cognitivo de estudantes da 3ª série de Escolas pública ou privada de Ensino Médio é o objetivo amplo desse trabalho. Em resumo, foram envolvidos no projeto 96 estudantes (54 rapazes e 42 moças) de duas Escolas de Ensino Médio: uma privada e outra pública. Sessenta e sete desses alunos participaram dos grupos experimentais que se submeteram ao PEI I e as outras 29 pessoas integraram grupos de controle, não participando, portanto, da aplicação do Programa. Todos os estudantes participaram de uma avaliação inicial diante de seis instrumentos, sendo que alguns deles permitiam avaliação dinâmica. Da análise dos resultados dos instrumentos, que envolviam avaliação dinâmica, foram levantadas necessidades e estabelecidos procedimentos de intervenção. Os alunos dos grupos experimentais foram submetidos ao primeiro nível do Programa de Enriquecimento Instrumental (PEI I). Durante a aplicação do PEI I, alunos participaram de avaliação intermediária, realizada a partir da aplicação de instrumento de avaliação e ou de questionário para levantamento da percepção dos estudantes sobre o PEI. Finalmente, todos os participantes foram submetidos a uma avaliação final. Os resultados foram analisados de forma descritiva e estatística. Os testes U ou de Mann- Whitney e o teste t de Student foram utilizados para indicar semelhanças e diferenças prováveis entre os desempenhos dos grupos de alunos. A partir da discussão desses resultados foram montadas proposições que justificaram as seguintes conclusões: A modificabilidade cognitiva estrutural dos estudantes dos grupos experimentais foi ampliada. O desenvolvimento cognitivo demonstrado pelos estudantes dos grupos experimentais foi maior que o desempenho cognitivo demonstrado pelos alunos do grupo de controle.
In the recent past, both society and labour market are demanding from citizens a performance far different from those accept until then. The major lacks of workers may concern, among others, to the development of specific personal competences and to the improve of the cognitive process. Schools, responsible for the preparation for life in society - including the life in the labour market - don\'t usually take intentional educational actions aiming the improve of the cognitive development of their students. The focus of the present study is mainly on analyzing the possibility of Schools to make an intentional effort to develop student\'s cognitive habilities, future workers, using a preexisting program created and structured for this meaning by Reuven Feuerstein. In the late 40\'s, Feurstein took the task of teaching hundreds of children and teenagers, war orphan children, to become autonomous and productive citizens. Facing the real need of improving their cognitive habilities and rescuing their citizenship, Feuerstein came up - using his own wide world perception, personal beliefs and experience - with two theories: Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) and three interrelated systems, or an evaluation system: Learning Potential Assesment Device (LPAD), an interventional system: Feuerstein Instrumental Enrichment (FIE) and a maintenance system: Shaping Modifying Environments (ME). The aim of this paper is to evaluate the effect of the first level of the Feuerstein Instrumental Enrichment (FIE I) on 3rd grade public or private High School student\'s cognitive development. Summing up, there were 96 students involved in this project (54 boys and 42 girls) from two different High Schools: one private and one public. Sixty seven of these students were placed on experimental groups that were submitted to FIE I and the other 29 kids took part on control groups, staying away from the program application. All the students participated on an initial evaluation, facing six instruments, some of then allowing a dynamic evaluation. From the instrument result analysys, needs were raised and intervention procedures were established. The students\'s experimental group was submitted to the first level of the Feuerstein Instrumental Enrichment (FIE I). During its application, the students had an intermediary evaluation, made by the application of the evaluation instrument and by a questionnaire to measure the student\'s level of perception about the (FIE I). Finally, all the participants were submitted to a final evaluation. The results were analyzed in a descriptive statistical way. The U or Mann-Whitney tests and the t for Student test were used to indicate probable similarities and differences among the student\'s groups performances. From its discussion were put together propositions to justify the following conclusions: The student\'s experimental group structural cognitive modifiability was raised. The cognitive development shown by the student\'s experimental group was higher than the cognitive performance shown by the student\'s control group.
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Santos, Jilvania Lima dos. "O caso PEI na Bahia: um estudo crítico da proposta pedagógica de Reuven Feuerstein para as primeiras séries do ensino médio." reponame:Repositório Institucional da UFBA, 2003. http://www.repositorio.ufba.br/ri/handle/ri/11794.

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Levando-se em consideração a especialidade do psicólogo Reuven Feuerstein, em trabalhar com indivíduos portadores de problemas cognitivos acentuados, esta pesquisa visa a analisar, criticamente, a sua proposta pedagógica para as primeiras séries do Ensino Médio das escolas públicas e gratuitas, na Bahia, intitulada programa de enriquecimento instrumental (PEI). Utiliza-se de uma abordagem qualitativa, buscando compreender como esse programa, que foi gestado e desenvolvido a partir da experiência de indivíduos, historicamente, marcados pelo horror da segunda guerra mundial e/ou por apresentar problemas cognitivos estruturais graves, pode favorecer e contribuir para a formação de seres humanos autônomos, solidários e criativos, que não passa(ra)m por tais experiências. Estabelece um diálogo crítico com as concepções socioconstrutivistas, analisa e interpreta a perspectiva da teoria da modificabilidade cognitiva estrutural, ou da experiência de aprendizagem mediada ( EAM), do autor acima mencionado, apresentando uma síntese crítico-interpretativa dos seus elementos praxiológicos de sustentação: critérios de mediação, instrumentos ou cadernos didáticos do PEI e o mapa cognitivo; também, descreve, em perspectivas, o primeiro curso de treinamento dos professores-aplicadores de PEI e o desencadeamento da sua aplicação em sala de aula. A presente dissertação configura um horizonte tensivo interpretativo dos ?novos? paradigmas científicos, filosóficos e educacionais, apontados por alguns princípios norteadores da educação do século XXI, na visão de dois educadores: Luiz Felippe Perret Serpa e Dante Augusto Galeffi. Pretendese, ainda, focalizar a situação didática do PEI, demarcar o seu campo contextual e refletir sobre as suas implicações socioculturais e psicopedagógicas no processo de formação de professores e estudantes (Ensino Médio) submetidos a essa proposta, com vistas a compreender o impacto dessa experiência na educação formal dos estudantes baianos.
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Demaret-Fouli, Elodie. "La médiation comme facteur de maîtrise intellectuelle et cognitive en cas de déprivation culturelle : étude longitudino-transversale portant sur 66 enfants de 3 à 11 ans." Amiens, 2011. http://www.theses.fr/2011AMIE0036.

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Au travers de la médiation sociale et humaine, nous recevons nos modalités de vie, de pensée et d'apprentissage. La médiation est un élément important dans le développement intellectuel. L'intelligence se construit, en effet, dans les interactions sociales et culturelles. La culture donne une signification à l'action. Quand la médiation manque ou est insuffisante, le sujet devient, ce que Feuerstein appelle, un « déprivé culturel ». L'enfant n'a pas alors les instruments nécessaires pour s'adapter, traiter l'information et acquérir ainsi de nouvelles connaissances occasionnant des difficultés scolaires dès qu'il entre à l'école. Notre objectif est de montrer l'importance de la médiation dans les acquisitions. Médiation que l'enfant va trouver dans des interactions programmées avec des sujets experts animés d'intentions pédagogiques spécifiques pour l'aider, l'orienter et l'accompagner. Notre recherche comporte le versant psychopédagogique d'une étude longitudino-transversale réalisée auprès de 66 enfants âgés de 3 à11 ans. La méthodologie utilisée repose sur le test-retest : le premier établit un bilan clinique destiné à montrer que les enfants présentent les caractéristiques de normalité, les potentialités d'apprentissage et les repères premiers indispensables à la mise en oeuvre des apprentissages, le second est réalisé après une sensibilisation de près d'un an des enseignants à la médiation. Un bilan terminal est effectué pour observer l'impact et le rôle de la médiation sur les apprentissages. L'analyse des résultats débouche, d'une part, sur des constats quantitatifs globaux qui servent d'indicateurs à des constats spécifiques quantitatifs et qualitatifs, effectués, d'autre part, sur des analyses de cas individuels. Il ressort des constats effectués que la diversité des aptitudes appréhendées en phase test à l'aide des subtests des échelles de Wechsler, des bilans psychomoteurs et des épreuves de dessin n'est pas distribuée de manière toujours harmonieuse chez les sujets, que lors du retest, ceux qui ont bénéficié de médiation cognitive tendent davantage à harmoniser leurs aptitudes, mais aussi modifient leurs comportements, en particulier dans le sens d'une utilisation des échecs et des erreurs pour parvenir à corriger leurs stratégies de raisonnement mais aussi pour mieux chercher à s'adapter, par prise de recul intellectuel aux réalités changeantes. Les analyses de cas individuels permettent de mettre l'accent sur la réalisation de progrès auto-contrôlés dans les repérages des données d'espace et de temps par rapport à soi mais aussi de manière décentrée intellectuellement, ce qui conduit l'enfant qui a bénéficié de la médiation à s'éloigner d'une pensée concrète pragmatique et à s'accoutumer à une pensée symbolique plus abstraite
Through the social and human mediation, we receive our modalities of life, thought and learning. Mediation plays an important role in the intellectual development. Indeed, intelligence is built through social and cultural interactions. The culture gives a meaning to the action. When the mediation misses or is insufficient, the subject becomes, in Feuerstein's words, a "culturally deprived" person. Then the child doesn't have the right tools to adapt and deal the information, and thus gain new knowledge which then creates learning difficulties when they are of school age. Our goal is to show the importance of mediation in learning. Mediation which the child is going to find in interactions programmed with expert subjects livened up by specific educational intentions to help him, direct him and accompany him. Our research bears a psycho-pedagogical side of a longitudino-transverse study realized with 66 children from 3 to 11 years old. The used methodology bases on the test retest. The first is a clinical checkup aiming to show that the children have the characteristics of normality, the ability of learning, and the basic references necessary to implement the learnings ; the second is done after the teachers have been trained on mediation for a year ; a final assessment is made to observe the impact and the role of mediation on learnings. The analysis of the results uncorks, on one hand, on global quantitative reports which are of use as indicators to make quantitative and qualitative specific reports, on the other hand, on analyses of individual cases. The made reports show that the variety of the capacities grasped in test phase, by means of the subtests of the ladders of Wechsler, psychomotor assessments and tests of drawing, is not distributed in a always harmonious way at the subjects, during the retest ; those who benefited from cognitive mediation tend more to harmonize their capacities, but also modify their behavior, in particular in the sense of a use of the failures and the errors to succeed in correcting their strategies of reasoning, but also to try better to adapt itself to the changeable realities. The analyses of individual cases allow to emphasize the realization of progress auto-checked (auto-controlled) in the locations of the data of space and of time with regard to one but also by moving away intellectually, what leads the child who benefited from the mediation to go away from a pragmatic concrete thought and to get used to a more abstract symbolic thought
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Shiell, Janet Lillian. "A meta-analysis of Feuerstein’s Instrumental Enrichment." Thesis, 2002. http://hdl.handle.net/2429/13232.

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The purpose of this study was to examine the effectiveness of Instrumental Enrichment, an educational program developed by Reuven Feuerstein, which attempts to improve an individual's ability to reason. A meta-analysis was performed on studies that had been conducted between the years 1979 to 1996. Thirty-six studies were analyzed according to their results from measurements in the cognitive/visual-perceptual, academic achievement and affective domains. The results from the meta-analysis were mixed. There were significant combined effect sizes of 0.24 for non-verbal ability, 1.41 for verbal ability, and 0.60 for one combination of full-scale ability. Significant effect sizes for measures of visual perception and visual-motor ability were 0.42, 0.71 and 1.68. There were also significant effect sizes for general achievement and for one combination of math achievement at 0.26 and 0.29 respectively. The intellectual achievement locus of control effect size was significant at 0.33. (Cohen (1988) considers an effect size of 0.20 to be small, that of 0.50 to be of medium size, and that of 0.80 to be large.) All effect sizes for reading were non-significant as was that for the Learning Potential Assessment Device. All other measures, such as those for self-confidence, self-concept, motivation and attitudes, in the affective domain were non-significant. One effect size for motivation and attitudes was significantly negative, indicating that the control group outperformed the treatment group. The results are discussed in terms of near- and far-transfer of learning.
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Burešová, Hana. "Využití Feuersteinova instrumentálního obohacování pro rozvoj čtenářských strategií dospívajících s dyslexií." Doctoral thesis, 2017. http://www.nusl.cz/ntk/nusl-357394.

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The purpose of this thesis is to analyse the development of reading strategies of adolescent pupils with dyslexia using Feuerstein's Instrumental Enrichment, an internationally recognized method which is aimed at the development of cognitive functions. In the context of the actual legislative changes in the education of pupils with special educational needs, this reflects the needs of educational practice. The theoretical part summarizes the basic terminology and the state of the Czech and foreign literature related to the topic of this work. The research part of the work characterizes the research design and the research sample, and then presents individual results and conclusions for further researches and educational practice. The objectives of the research can be divided into two levels, in the qualitative part of the research there were realized special reeducations of adolescent pupils with dyslexia using set of teaching materials based on the principles of Feuerstein's Instrumental Enrichment. In this part of the thesis, the aim was to describe and analyze selected factors influencing the development of reading strategies of adolescents with dyslexia involved in the research (own learning process, behavior of pupils and lecturer); to find out what reading strategies are developed in...
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Miková, Tereza. "Rozvoj kognitivních funkcí u dětí se speciálními vzdělávacími potřebami - Feuersteinovo instrumentální obohacení." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-313419.

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The instrumental enrichment is a worldwide extended method of cognitive functions development, which has been used in the Czech Republic since 2000. Its author, Reuven Feuerstein, is strongly convinced that human being is able to modify oneself and to develop one's abilities. This method is based on elaborated theoretical concepts - especially on the theory of structural cognitive modifiability and mediated learning. This Diploma Thesis brings essentials information about the concepts related to the cognitive modifiability and considers tools of its application. In the qualitative study, we focus on Feuerstein's Instrumental Enrichment. In the course of ten moths we observed six clients of the DYS-Centrum Praha we attempted to map changes (or their manifestations) which might have appeared during the intervention. We acquired data by the process of observation (participative observation and video-analysis) and via semistructured interviews. We were interested in changes of cognitive functions manifestations, quality of language, quality of autonomous work and ability to process with the information efficiently. We registered changes in each of these areas. Some of them, were notable only during the FIE lessons, others also displayed at home or at school environment. Key words: cognitive...
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Books on the topic "The Feuerstein Instrumental Enrichment"

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Blagg, Nigel. Can we teach intelligence?: A comprehensive evaluation of Feuerstein's Instrumental Enrichment Program. Hillsdale, N.J: Lawrence Erlbaum Associates, 1991.

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Ya'acov, Rand, Hoffman Mildred B, and Miller Ronald, eds. Instrumental enrichment: An intervention program for cognitive modifiability. Glenview, Ill: Scott, Foresman, Lifelong Learning Division, 1985.

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Rencontres internationales de l'éducabilité permanente (1989 Aix-les-Bains, France). Pédagogies de la médiation: Autour du P.E.I., Programme d'enrichissement instrumental du professeur Feuerstein. Lyon: Chronique Sociale, 1990.

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Bailey, Terence. Instrumental enrichment and cross-curricular bridging: A handbook of suggestions. Enfield: Centre for Thinking Skills, 1992.

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Debray, Rosine. Apprendre à penser: Le programme d'enrichissement instrumental de R. Feuerstein : une issue à l'échec scolaire et professionnel. Paris: Eshel, 1989.

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International, Conference on the Applied Aspects of Mediated Learning Experience and Instrumental Enrichment (1996 Shoresh Israel). The Ontogeny of cognitive modifiability: Applied aspects of mediated learning experience and instrumental enrichment : proceedings of the International Conference. Jerusalem: International Center for the Enhancement of Learning Potential, 1997.

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Workshop for American Indian Educators on the Learning Potential Assessment Device and Instrumental Enrichment Programs (1982 Shiprock, N.M.). To sing our own songs: Cognition and culture in Indian education : report from a Workshop for American Indian Educators on the Learning Potential Assessment Device and Instrumental Enrichment Programs, Shiprock, Navajo Nation, New Mexico. New York: Association on American Indian Affairs, 1985.

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The Feuerstein Instrumental Enrichmnent Program. ICELP PUBLICATIONS, 2006.

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Meir, Ben-Hur, ed. On Feuerstein's Instrumental enrichment: A collection. Palatine, Ill: IRI/Skylight Pub., 1994.

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Noble, Lorraine Mons *. The application of Feuerstein's instrumental enrichment with underachieving adolescents. 1988.

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Book chapters on the topic "The Feuerstein Instrumental Enrichment"

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McIntyre, Kit. "Raising Self-Efficacy Through Ipsative Assessment and Feuerstein’s Instrumental Enrichment Programme." In Ipsative Assessment and Personal Learning Gain, 85–104. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56502-0_5.

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Feuerstein, Reuven, Yaacov Rand, and John E. Rynders. "Instrumental Enrichment." In Don’t Accept Me as I am, 209–38. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-6128-0_12.

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"REUVEN FEUERSTEIN'S INSTRUMENTAL ENRICHMENT." In The Raising of Intelligence, 181–90. Routledge, 2013. http://dx.doi.org/10.4324/9780203056790-13.

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Varela, Aida Varela, Marilene Lobo Abreu Barbosa, and Maria Giovanna Guedes Farias. "Outlining the Value of Cognitive Studies in Increasing the Strategic Management within Organizations." In Professional Development and Workplace Learning, 174–95. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch012.

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The purpose of this chapter is to examine the value of cognitive studies in the optimization of strategic management through improved information systems. To reach this objective, cognitive concepts and their developments are initially contrasted with learning, mediation, and skills development, and the experiences in companies, for example, are presented by applying the Structural Cognitive Modifiability Theory (SCMT) and the Mediated Learning Experience theory (MLE), which were developed through the Instrumental Enrichment Programs (IEP) created by Reuven Feuerstein in order to describe the trajectory through which a subject arrives at a solution to a problem. In conclusion, professions undergo profound changes of a complex and diverse nature as a result of the political, economic, and social situation that leads to interdependence and competition, requiring an overhaul of theories and educational practices in order to align the professional profiles with the social and productive demands that require independent reflective, creative, proactive professionals.
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Varela, Aida Varela, Marilene Lobo Abreu Barbosa, and Maria Giovanna Guedes Farias. "Outlining the Value of Cognitive Studies in Increasing the Strategic Management within Organizations." In Advances in IT Personnel and Project Management, 137–58. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7536-0.ch008.

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The purpose of this chapter is to examine the value of cognitive studies in the optimization of strategic management through improved information systems. To reach this objective, cognitive concepts and their developments are initially contrasted with learning, mediation, and skills development, and the experiences in companies, for example, are presented by applying the Structural Cognitive Modifiability Theory (SCMT) and the Mediated Learning Experience theory (MLE), which were developed through the Instrumental Enrichment Programs (IEP) created by Reuven Feuerstein in order to describe the trajectory through which a subject arrives at a solution to a problem. In conclusion, professions undergo profound changes of a complex and diverse nature as a result of the political, economic, and social situation that leads to interdependence and competition, requiring an overhaul of theories and educational practices in order to align the professional profiles with the social and productive demands that require independent reflective, creative, proactive professionals.
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"Instrumental Enrichment Evaluation Design." In Can We Teach Intelligence?, 51–78. Routledge, 2012. http://dx.doi.org/10.4324/9780203052464-8.

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"Appendix 4: Instrumental Enrichment: cognitive functions as expressed by students." In The SENCO Handbook, 124–25. Routledge, 2012. http://dx.doi.org/10.4324/9780203395448-24.

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"Instrumental Enrichment − Is This the Answer to Raising Standards of Achievement in Our Schools?" In Controversial Issues in Special Education, 124–35. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9781315067940-11.

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Dippert, Tina, Erna Gelles, and Meg Merrick. "The Role of Collaboration to Encourage Civic Engagement Through the Arts." In Civic Engagement and Politics, 539–61. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7669-3.ch027.

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Historically governments have used art's universal language to achieve various goals, including political engagement through cultural enrichment. Employing nonprofit/public sector relationships for the arts presents myriad governance challenges, but always with the promise of intrinsic and extrinsic benefits. This chapter presents two cases to illustrate such collaborative relationships. Applying various nonprofit theories, stakeholder discussions and Sherry R. Arnstein's still relevant community engagement work to explore relationships between sectors in arts funding, the first involves the passage of a local tax to provide funding for arts education and arts organizations. The second illustrates an instrumental relationship between a local government and nonprofit to provide art programs to promote tolerance in an increasingly diverse community. Both cases present imperfect policies, but represent the continuation of an ancient practice wherein the arts are being used for more than arts' sake, but to serve a multitude of non-arts instrumental societal functions.
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Dippert, Tina, Erna Gelles, and Meg Merrick. "The Role of Collaboration to Encourage Civic Engagement through the Arts." In Advances in Media, Entertainment, and the Arts, 476–98. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1727-6.ch022.

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Historically governments have used art's universal language to achieve various goals, including political engagement through cultural enrichment. Employing nonprofit/public sector relationships for the arts presents myriad governance challenges, but always with the promise of intrinsic and extrinsic benefits. This chapter presents two cases to illustrate such collaborative relationships. Applying various nonprofit theories, stakeholder discussions and Sherry R. Arnstein's still relevant community engagement work to explore relationships between sectors in arts funding, the first involves the passage of a local tax to provide funding for arts education and arts organizations. The second illustrates an instrumental relationship between a local government and nonprofit to provide art programs to promote tolerance in an increasingly diverse community. Both cases present imperfect policies, but represent the continuation of an ancient practice wherein the arts are being used for more than arts' sake, but to serve a multitude of non-arts instrumental societal functions.
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Conference papers on the topic "The Feuerstein Instrumental Enrichment"

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Jedlickova, Petra, Katarina Hollá, and Peter Seidler. "SEXTING ETIOLOGY AND POSSIBILITIES FOR INTERVENTION THROUGH INSTRUMENTAL ENRICHMENT." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1653.

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Reports on the topic "The Feuerstein Instrumental Enrichment"

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Savell, Joel M., Paul T. Twohig, and Douglas L. Rachford. Empirical Status of Feuerstein's 'Instrumental Enrichment' as a Method of Teaching Thinking Skills. Fort Belvoir, VA: Defense Technical Information Center, June 1986. http://dx.doi.org/10.21236/ada177620.

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