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Journal articles on the topic 'The Feuerstein Instrumental Enrichment'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Eduardo de Carvalho Vargas, Carlos. "A Project for Implementation of the Feuerstein’s Instrumental Enrichment Programme in Adult Literacy." American Journal of Educational Research 2, no. 12C (November 13, 2014): 11–13. http://dx.doi.org/10.12691/education-2-12c-4.

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12

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 (January 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 five times: two times prior to the cognitive education program, spaced two months apart; two times after the cognitive education program, spaced two months apart; three years after the program. This repeated-measurement was used to compensate for the absence of a control group (an absence due to reality-based technical considerations). The original study yielded significant improvement from Time 2 to Time 3, and two months later (Time 4), showing a divergent effect for two types of thinking. The follow-up evaluation (Time 5) showed a drop in the cognitive functioning relative to Time 4, but not to Time 3, a finding that indicates a durability effect. The results support Feuerstein’s structural cognitive modifiability theory, according to which long-term individual changes are possible regardless of the individual’s age and cognitive functioning level.

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13

Head, George, and William O'Neill. "Introducing Feuerstein's Instrumental Enrichment in a School for Children with Social, Emotional and Behavioural Difficulties." Support for Learning 14, no. 3 (August 1999): 122–28. http://dx.doi.org/10.1111/1467-9604.00116.

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14

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 (December 1986): 381–409. http://dx.doi.org/10.3102/00346543056004381.

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15

Kozulin, A. "Why Teachers Need Metacognition Training?" Cultural-Historical Psychology 17, no. 2 (2021): 59–64. http://dx.doi.org/10.17759/chp.2021170206.

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The goal of this paper is to explore the cognitive and metacognitive skills of teachers engaged in cogni-tive training. One of the best-known stand-alone cognitive programs is "Instrumental Enrichment" (IE) developed by Feuerstein, Rand, Hoffman, and Miller. Similar to other cognitive programs, the main em-phasis on IE research has always been on the change that occurs in students' performance. Little is known of teachers' acquisition of IE problem-solving skills and even less of their metacognitive performance associated with this acquisition. In the present study, 28 teachers were pre-and post-tested before and after 90 hours of IE training. The tests included items similar but not identical to those used during the IE training. The analysis of pre-test problem solving demonstrated that a relatively large number of teachers experienced difficulty in solving at least some of the IE tasks. The even greater difficulty was observed in the teachers’ articulation of their problem-solving strategies in a written form. The comparison of pre-and post-test results indicates statistically significant improvement not only in the teachers’ cognitive problem solving but also in their metacognitive skills. These changes, however, did not reach the level of a complete cognitive or metacognitive mastery. The possible reasons for differences in the two sub-groups of teachers are discussed

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16

Otilia, Todor. "The Role of Feuerstein's Instrumental Enrichment Program in the Cognitive Development of Children with Mental Deficiencies." Procedia - Social and Behavioral Sciences 114 (February 2014): 794–97. http://dx.doi.org/10.1016/j.sbspro.2013.12.787.

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17

Kozulin, A., J. Lebeer, A. Madella-Noja, F. Gonzalez, I. Jeffrey, N. Rosenthal, and M. Koslowsky. "Cognitive modifiability of children with developmental disabilities: A multicentre study using Feuerstein's Instrumental Enrichment—Basic program." Research in Developmental Disabilities 31, no. 2 (March 2010): 551–59. http://dx.doi.org/10.1016/j.ridd.2009.12.001.

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18

Kaufman, Ruth, and Robert Burden. "Peer tutoring between young adults with severe and complex learning difficulties: The effects of mediation training with Feuerstein’s instrumental enrichment programme." European Journal of Psychology of Education 19, no. 1 (March 2004): 107–17. http://dx.doi.org/10.1007/bf03173239.

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19

Salas, Natalia, Cecilia Assael, David Huepe, Teresa Pérez, Fernando González, Alejandra Morales, Rita Arévalo, Chetty Espinoza, and Grimaldina Araya. "Application of IE-Basic Program to Promote Cognitive and Affective Development in Preschoolers: A Chilean Study." Journal of Cognitive Education and Psychology 9, no. 3 (January 1, 2010): 285–97. http://dx.doi.org/10.1891/1945-8959.9.3.285.

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This study explores the effectiveness of the Instrumental Enrichment Basic program (IE-B) in enhancing cognitive and affective functions of young children. The IE-B is a cognitive intervention program based on Feuerstein’s theories of structural cognitive modifiability (SCM) and mediated learning experience (MLE). Thirty 3- to 4-year-old children were assigned to experimental and control groups. The experimental group received the IE-B program for seven months (for a total of 48 hours) and was compared to the control group before and after intervention on tests of knowledge acquisition and vocabulary. Cognitive change was evaluated using a Chilean assessment battery that measured children’s language, cognition, and knowledge. The findings indicate that children in the experimental group improved their performance more than children in the control group. Results indicate that IE-B can be used with socially disadvantaged children as young as 3–4 and that it leads to improvement in their performance.

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20

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 (March 26, 2018): e42-e47. http://dx.doi.org/10.1016/j.kontakt.2017.10.006.

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21

Sonn, R. A. "The Need for Different Classroom Settings For Effective Development of Thinking Skills." Journal of Cognitive Education and Psychology 1, no. 2 (January 2000): 257–65. http://dx.doi.org/10.1891/194589500787383599.

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A study was conducted in the southern areas of the former Transkei evaluating the development of thinking skills through Feuerstein’s Instrumental Enrichment (FIE) program (Sonn, 1996). The researcher came to certain conclusions and made several recommendations. One of these recommendations was to change the classroom setting to facilitate the effective development of thinking skills. This paper is divided into three parts. Part one discusses the need for an alternative classroom setting. Curriculum developers seldom address the type of environment in which a curriculum should be implemented, even though the environment is a factor that affects the implementation of any curriculum. Therefore, if we want to change the curriculum to allow for the teaching of thinking skills, we have to change the classroom setting as well. Part two is a review of various examples of classroom settings and the alternative instructional structures. Specifically discussed are the advantages of: (a) biology laboratories, (b) longer blocks of time offered several times a week, (3) developing junior science laboratories, historical societies, social policy institutes, publishing houses, television stations, and (d) junior think tanks where groups of interested students, under adult guidance from either a teacher or a professional policy analyst, focus on a problem of concern to the adolescent and adult community. The third part of the paper addresses the question of why alternative instructional settings and structures have not taken root and flourished.

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22

Aubrey, Carol. "Instrumental Enrichment: dynamic assessment?" Support for Learning 4, no. 4 (November 1989): 230–34. http://dx.doi.org/10.1111/j.1467-9604.1989.tb00373.x.

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23

Shayer, Michael, and Frances Beasley. "Does Instrumental Enrichment Work?" British Educational Research Journal 13, no. 2 (June 1987): 101–19. http://dx.doi.org/10.1080/0141192870130201.

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24

Haywood, H. Carl. "Evaluation of Instrumental Enrichment in England." Contemporary Psychology: A Journal of Reviews 37, no. 3 (March 1992): 206–8. http://dx.doi.org/10.1037/031354.

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25

Yates, Shirley. "Instrumental Enrichment: A Strategy for Modifying Cognitive Ability." Australasian Journal of Special Education 11, no. 1 (May 1, 1987): 15–27. http://dx.doi.org/10.1080/10300118709409346.

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26

Brandt, Juliet. "The use of Instrumental Enrichment as a method to teach the analysis of the population pyramid to Grade 7 Geography students." Journal of Geography Education in Africa 3, no. 1 (October 31, 2020): 15–31. http://dx.doi.org/10.46622/jogea_2020_3_15-31.

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Action research was conducted to improve the teaching of the analysis of the population pyramid to Grade 7 female Geography students. Instrumental Enrichment was selected as a tool to teach the analysis of the population pyramid. Firstly, the concept of a population pyramid was introduced and taught using an existing teaching method and a baseline assessment was conducted. Instrumental Enrichment was then introduced, and students used the tool to analyse four population pyramids. A concluding assessment measured the improvement in students’ ability to analyse the population pyramid. The use of Instrumental Enrichment did enhance the students’ understanding of the population pyramid. However, they were not able to use it consistently and independently. This agrees with Willingham (2009) that students remember what they think about and the findings of Bellaera (2017) and Adams (1991) that students are not able to develop critical thinking purely by interacting with the subject matter. A refinement of Instrumental Enrichment was proposed considering these principles.

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27

Brandt, Juliet. "The use of Instrumental Enrichment as a method to teach the analysis of the population pyramid to Grade 7 Geography students." Journal of Geography Education for Southern Africa 5 (October 1, 2020): 100–129. http://dx.doi.org/10.46622/jogesa_5_2020_100-129.

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Action research was conducted to improve the teaching of the analysis of the population pyramid to Grade 7 female Geography students. Instrumental Enrichment was selected as a tool to teach the analysis of the population pyramid. Firstly, the concept of a population pyramid was introduced and taught using an existing teaching method and a baseline assessment was conducted. Instrumental Enrichment was then introduced, and students used the tool to analyse four population pyramids. A concluding assessment measured the improvement in students’ ability to analyse the population pyramid. The use of Instrumental Enrichment did enhance the students’ understanding of the population pyramid. However, they were not able to use it consistently and independently. This agrees with Willingham (2009) that students remember what they think about and the findings of Bellaera (2017) and Adams (1991) that students are not able to develop critical thinking purely by interacting with the subject matter. A refinement of Instrumental Enrichment was proposed considering these principles.

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28

Feuerstein, Reuven, Mildred B. Hoffman, Yaacov Rand, Mogens R. Jensen, David Tzuriel, and David B. Hoffmann. "Learning to Learn: Mediated Learning Experiences and Instrumental Enrichment." Special Services in the Schools 3, no. 1-2 (October 20, 1985): 49–82. http://dx.doi.org/10.1300/j008v03n01_05.

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29

Le Loarer, E., Jacques Lautrey, Michel Huteau, and Daniel Chartier. "Effet d'une méthode de remédiation cognitive (le Programme d'Enrichissement instrumental de Feuerstein) sur une population d'adultes faiblement qualifiés." Enfance 48, no. 2 (1995): 263–71. http://dx.doi.org/10.3406/enfan.1995.2135.

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30

Kaniel, Shlomo, and Rivka Reichenberg. "Instrumental Enrichment—Effects of Generalimtion and Durability with Talented Adolescents." Gifted Education International 8, no. 3 (September 1992): 128–35. http://dx.doi.org/10.1177/026142949200800302.

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It was hypothesized that efficient generalization and durability in Instrumental Enrichment (IE) program can be achieved by using metacognition principles in bridging. 140 talented children 10–12 yr. olds were drawn from schools which are defined as culturally disadvantaged. The subjects were randomly divided into experimental and control groups. During two years the experimental group received 240 hours of intervention. Half of the time was devoted to IE and the other half to various topics which were not learned in school. Throughout the entire intervention program, emphasis was placed upon the bridging between contents by means of metacognition, systematic thinking and integrative lesson plans. Immediately after the program was completed the results showed generalization effects on verbal and nonverbal thinking tasks and very limited generalization on school achievement. A follow-up study, four years later, showed effects of durability on verbal, non-verbal thinking tasks and broad generalization in school achievement. The research points to the necessity to integrate between IE and school curriculum, through the conceptual framework of systematic thinking and metacognition.

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31

Ervinadi, Maudy Safira, Artiawati Artiawati, and Darmawan Muttaqin. "Peran Core Self-Evaluation dan Dukungan Atasan terhadap Pengayaan Kerja Keluarga." Psympathic : Jurnal Ilmiah Psikologi 7, no. 1 (July 1, 2020): 19–30. http://dx.doi.org/10.15575/psy.v7i1.4349.

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In recent years, the number of women workers has increased, it means women participate in both work and family roles together. Interaction between work family life can also provide benefits in improving the quality of work-family life if managed properly. Core self-evaluation and supervisor support are the factors that cannot be separated from work-family life. The purpose of this study is to examine the role of core self-evaluation and supervisor support in predicting work-family enrichment using quantitative research method and collecting data through questionnaire. Measurements used in this study were Work-Family Enrichment Scale, Core Self-Evaluation Scale, and Supervisor Support Subscale from the Social Support Scale include supervisor emotional and instrumental support. Data were collected from 113 employees aged 20-59 with at least one child. The result indicates that core self-evaluation and supervisor support are the predictors of work-family enrichment. However, instrumental support from supervisor is not a predictor of work-family enrichment. Work-family enrichment happens when the individual has a positive core self-evaluation and sensing that the individual got support from supervisor.

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Havelcová, Martina, Vladimír Machovič, Jiří Mizera, Ivana Sýkorová, Lenka Borecká, and Lubomír Kopecký. "A multi-instrumental geochemical study of anomalous uranium enrichment in coal." Journal of Environmental Radioactivity 137 (November 2014): 52–63. http://dx.doi.org/10.1016/j.jenvrad.2014.06.015.

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33

Alpízar Jiménez, Lizzy. "La modificabilidad estructural cognitiva en la familia de un enfermo alcohólico." Drugs and Addictive Behavior 1, no. 2 (June 24, 2016): 220. http://dx.doi.org/10.21501/24631779.2059.

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La teoría del Doctor Reuven Feuerstein, la Modifi cabilidad Estructural Cognitiva, sus criterios de mediación para su Experienciade Aprendizaje y su Programa de Enriquecimiento Instrumental son elementos de gran utilidad para que la familia de un enfermo alcohólico pueda desarrollar estrategias de ayuda y acompañamiento al que bebe, y crezca de forma sana e integral como núcleo familiar con la guía del mediador, que en este caso es el especialista en adicciones.Por medio de preguntas generadoras, grupos focales, encuentros formativos para la familia, el mediador ampliará el conocimiento sobre alcoholismo, sus características, el trato al enfermo, la codependencia de los familiares y la recuperación adecuada de la totalidad de sus miembros, para que en ese proceso, a un ritmo propio, puedan modifi car ideas, reacciones, límites y aprobaciones a su familiar y a ellos mismos.Según lo sugiere la teoría, el mediador será solo un guía y provocador de la dinámica, esto se realizará por medio de pasos, principios psicopedagógicos, parámetros y criterios de mediación que trasmite la teoría.

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Feuerstein, Reuven, Ya’acov Rand, Malka Hoffman, Mendel Hoffman, and Ronald Miller. "Voices from the pastCognitive modifiability in retarded adolescents: effects of Instrumental Enrichment." Pediatric Rehabilitation 7, no. 1 (January 2004): 20–29. http://dx.doi.org/10.1080/13638490310001655140-1.

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35

Neneh, Brownhilder Ngek. "Family Support and Performance of Women-owned Enterprises: The Mediating Effect of Family-to-Work Enrichment." Journal of Entrepreneurship 26, no. 2 (July 28, 2017): 196–219. http://dx.doi.org/10.1177/0971355717716762.

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The objective of this article was to examine the mediating role of family-to-work enrichment (FWE) on the relationship between family support and the performance of women-owned businesses. Empirical data from 251 women entrepreneurs in South Africa were used to assess the postulated relationship. The findings showed that all three examined types of family support (i.e., emotional, instrumental and financial family support) were positively associated with firm performance. Additionally, affective FWE mediated the relationship between emotional support and performance, while instrumental FWE mediated the association between instrumental family support and performance. The study culminates with a discussion of the implications of the study, by emphasising the need for the current system to take into account the distinctive needs and challenges of women entrepreneurs and provide the necessary support and environment to foster their growth and prosperity.

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Welsh, Dianne H. B., Eugene Kaciak, Esra Memili, and Caroline Minialai. "Business-family interface and the performance of women entrepreneurs." International Journal of Emerging Markets 13, no. 2 (April 16, 2018): 330–49. http://dx.doi.org/10.1108/ijoem-03-2017-0095.

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Purpose The purpose of this paper is to examine the relationships between women entrepreneurs’ firm performance and two dimensions (enrichment and interference) of the business-family interface (BFI) in the moderating context of the level of economic development in two emerging countries – Morocco and Turkey. The enrichment perspective was operationalized as family instrumental (financial) and affective (moral) support, while interference was operationalized as gender-related personal problems. Design/methodology/approach The study drew upon the work-family interface (WFI) theory from the family embeddedness perspective in the context of institutional economics. In Morocco, a purposive sample of 116 women entrepreneurs completed a self-administered questionnaire using field collection, mail, and phone surveying methods. In Turkey, 147 women entrepreneurs completed the questionnaire online and through personal contacts in business organizations. Findings The findings indicated a positive relationship of family financial support with business performance of female entrepreneurs in Morocco, a less economically advanced country. However, family moral support is related to better firm performance in Turkey, a more advanced economy. Gender-related personal problems of women entrepreneurs appear to hamper their business performance in Turkey; while in Morocco, the performance of women entrepreneurs seems to improve in the face of such impediments. Practical implications The results provide initial evidence that female entrepreneurs benefit from the linkages of family-to-business enrichment in different ways, depending on the country’s level of economic development. In less economically developed countries, women entrepreneurs benefit more from instrumental rather than affective components of the enrichment dimension of the BFI. Conversely, in more economically advanced countries, female entrepreneurs benefit more from affective rather than the instrumental elements of this dimension. Likewise, the components of the interference dimension of the BFI affect female entrepreneurs differently depending on the economic development of the countries. Women in the less-developed country of Morocco are less impeded by their personal problems compared to their counterparts in Turkey, a more developed economy. Actually, Moroccan women entrepreneurs improved their business performance when facing obstacles, most likely due to their increased inner strength and resilience acquired when battling adversarial institutional conditions. Originality/value The present study makes three unique contributions to the entrepreneurship literature. First, the study links the two BFI dimensions (enrichment and interference) to firm performance with an exclusive focus on female business owners. Second, within the construct of enrichment, the study employs both family instrumental and emotional support. Third, the study shows that the country’s level of economic development moderates the relationships between the BFI dimensions and firm performance.

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Yamakoshi, Kazuo, and Koichi Honma. "Chemical and Isotopic Compositions of Refractory Elements in Deep Sea Spherules." International Astronomical Union Colloquium 85 (1985): 175–78. http://dx.doi.org/10.1017/s025292110008458x.

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AbstractIn order to study the inhomogeneity of the solar materials at the initial state, the enrichment factors and isotopic anomalies of refractory elements in deep sea spherules relative to the average solar abundance were examined using instrumental neutron activation analysis. Fairly high enrichment factors and isotopic anomalies of refractory elements were observed in several spherules, however, after the ablation process of the spherules during the atmospheric heatings they were not inconsistent with those of normal values in the solar system.

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Kozulin, Alex. "The Impact of Cognitive Education Training on Teachers’ Cognitive Performance." Journal of Cognitive Education and Psychology 14, no. 2 (2015): 252–62. http://dx.doi.org/10.1891/1945-8959.14.2.252.

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Cognitive education is usually considered in terms of its impact on students’ problem-solving skills and their acquisition of disciplinary knowledge. Little is known about the impact of cognitive training on the cognitive skills of teachers themselves. In this pilot study, 80 South African high school teachers participated in the cognitive education (Instrumental Enrichment) course and then implemented the principles of cognitive teaching/learning in their classroom instruction. Teachers’ problem-solving skills were evaluated before the start and after 9 months of training and implementation. Significant changes were observed in teachers’ problem-solving performance. Teachers with better mastery of cognitive education program also demonstrated better cognitive task performance on the posttest. Teachers with weaker pretraining cognitive performance made greater relative gains than teachers with stronger initial performance. Recommendations are made regarding the use of Instrumental Enrichment as a tool of cognitive enhancement for teachers.

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Howie, Dorothy R., John P. Thickpenny, Cristelle A. Leaf, and Michael A. Absolum. "The Piloting of “Instrumental Enrichment” In New Zealand with Eight Mildly Retarded Children." Australia and New Zealand Journal of Developmental Disabilities 11, no. 1 (January 1985): 3–16. http://dx.doi.org/10.3109/13668258509008739.

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Tzuriel, David, and Miriam Alfassi. "Cognitive and Motivational Modifiability as a Function of the Instrumental Enrichment (IE) Program." Special Services in the Schools 8, no. 2 (August 9, 1994): 91–128. http://dx.doi.org/10.1300/j008v08n02_06.

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Karim, Salim Mohammed Abdel, Mohammed Hamid Mahdi, and Hussein Wahid Aziz. "The influence of strategy of instrumental enrichment of second grade students for geography material." Indian Journal of Public Health Research & Development 9, no. 10 (2018): 691. http://dx.doi.org/10.5958/0976-5506.2018.01216.0.

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Gopalan, Neena, Murugan Pattusamy, and Kamala Gollakota. "Role of support in work–family interface among university faculty in India." South Asian Journal of Business Studies 9, no. 3 (July 2, 2020): 323–38. http://dx.doi.org/10.1108/sajbs-11-2019-0211.

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PurposeNumerous studies on Western samples exist on work–family conflict (WFC) and work–family enrichment (WFE). Generalizing such results to other cultures may lead to erroneous interpretations of results. The present study emphasizes the role of different types of support on both work–family conflict and enrichment among university faculty in India.Design/methodology/approachAn online survey was administered to university faculty in India. Hierarchical regression analyses were used to test the hypotheses.FindingsResults based on a sample of 199 university faculty in India indicated that supervisor and coworker support did not significantly reduce work–family conflict but increased work–family enrichment. The type of family support (instrumental versus emotional) had an impact, particularly on work-family enrichment.Originality/valueResearch on work–family dynamics in India is still in its nascent stage. This study attempted to address this gap by studying both conflict and enrichment dynamics in the family and work lives of university faculty in India.

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Skuy, Mervyn, Martene Mentis, Fleur Durbach, Kate Cockcroft, Peter Fridjhon, and Mandia Mentis. "Crosscultural Comparison of Effects of Instrumental Enrichment on Children in a South African Mining Town." School Psychology International 16, no. 3 (August 1995): 265–82. http://dx.doi.org/10.1177/0143034395163003.

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Garb, Erica. "Maximizing the Potential of Young Adults with Visual Impairments: The Metacognitive Element." Journal of Visual Impairment & Blindness 94, no. 9 (September 2000): 574–83. http://dx.doi.org/10.1177/0145482x0009400904.

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An intervention project at the Hebrew University Learning Center for the Blind introduced metacognitive techniques to compensate for educational deficiencies in visually impaired young adults with a history of academic failure. The project, based on the Instrumental Enrichment cognitive training program, led to improvement in students’ motivation, awareness of their own learning strategies, more rapid and sustained academic progress, and increased autonomy in learning.

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Rosemarin, Shoshana. "The Modifiability of Analytical and Musical Abilities as a Function of Exposure to Instrumental Enrichment (IE)." Gifted Education International 17, no. 3 (September 2003): 266–71. http://dx.doi.org/10.1177/026142940301700307.

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In the present study, the modifiability of both visual and auditory modalities of analytical perception was studied, as a result of mediation through IE in a teachers' college. The experimental group consisted of students specializing in special education. The two control groups consisted of students specializing in general teaching and in special education. The training period lasted 3 months. Prior to and after the 3 month training period in which only the experimental group was given IE all the groups were tested for their analytical and musical abilities (pitch, tonal memory, chords, and rhythmic memory). The modifiability of the experimental group in their analytical ability was significantly greater than the control groups. The most significant change in the musical abilities of the experimental group occurred with regard to chord analysis. A significant correlation was found between the visual and some of the auditory abilities.

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Yun-gang, Liu, Zhang Yun-hui, Li Gui-qun, Xiao Lun, and Xie Zi-chu. "Analysis of Trace Elements in the Bhq Ice Core, Law Dome, Antarctica (Abstract)." Annals of Glaciology 11 (1988): 219. http://dx.doi.org/10.1017/s0260305500006820.

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Trace elements in ice samples taken from Law Dome, Antarctica, were analysed, using an instrumental neutron-activation analysis technique. A Jupiter multichannel analyser-computer system coupled to a Ge(Li) detector was used for the acquisition of γ-spectra, and for data reduction. “Blanks” in water and in nitric acid, which were used in pre-concentration and sample transfer, were also analysed. To check the validity of this analytical procedure, a U.S. Environment Protection Agency water standard for trace elements was analysed. The observed values agreed with the certified values. The results (in ppb) of eight elements are: Table 2 The enrichment factors for these eight elements relative to the Earth's crust were calculated. These elements can be subdivided into three groups or sources according to their enrichment factors. The variations in elemental concentrations with depth show no positive tendency towards a systematic increase or decrease over the past 5000 years.

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Yun-gang, Liu, Zhang Yun-hui, Li Gui-qun, Xiao Lun, and Xie Zi-chu. "Analysis of Trace Elements in the Bhq Ice Core, Law Dome, Antarctica (Abstract)." Annals of Glaciology 11 (1988): 219. http://dx.doi.org/10.3189/s0260305500006820.

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Trace elements in ice samples taken from Law Dome, Antarctica, were analysed, using an instrumental neutron-activation analysis technique. A Jupiter multichannel analyser-computer system coupled to a Ge(Li) detector was used for the acquisition of γ-spectra, and for data reduction. “Blanks” in water and in nitric acid, which were used in pre-concentration and sample transfer, were also analysed. To check the validity of this analytical procedure, a U.S. Environment Protection Agency water standard for trace elements was analysed. The observed values agreed with the certified values.The results (in ppb) of eight elements are:Table 2The enrichment factors for these eight elements relative to the Earth's crust were calculated. These elements can be subdivided into three groups or sources according to their enrichment factors. The variations in elemental concentrations with depth show no positive tendency towards a systematic increase or decrease over the past 5000 years.

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Yun-Gang, Liu, Zhang Yun-Hui, Li Gui-Qun, Xiao Lun, and Xie Zi-Chu. "Analysis of Trace Elements in the Bhq Ice Core, Law Dome, Antarctica." Journal of Glaciology 34, no. 118 (1988): 297–300. http://dx.doi.org/10.1017/s002214300000705x.

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AbstractTrace elements in ice samples taken from Law Dome, Antarctica, were analysed using an instrumental neutron-activation analysis technique. A Jupiter multichannel analyser-computer system coupled to a Ge(Li) detector was used for the acquisition of γ-spectra and for data reduction. “Blanks” in water and in nitric acid, which were used in pre-concentration and sample transfer, were also analysed. To check the validity of this analytical procedure, a U.S. Environment Protection Agency water standard for trace elements was also analysed. The observed values agreed with the certified values.The results (in ppb) of eight elements are:Na 209 Mn 0.42 Mg 26 Fe 14Sc 0.0017 Co 0.028 Al 9.6 Se 0.02The enrichment factors for these eight elements relative to the Earth’s crust were calculated. These elements can be subdivided into three groups or sources according to their enrichment factors. The variations of elemental concentrations with depth show no positive tendency towards a systematic increase or decrease over the past 5000 years.

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49

Yun-Gang, Liu, Zhang Yun-Hui, Li Gui-Qun, Xiao Lun, and Xie Zi-Chu. "Analysis of Trace Elements in the Bhq Ice Core, Law Dome, Antarctica." Journal of Glaciology 34, no. 118 (1988): 297–300. http://dx.doi.org/10.3189/s002214300000705x.

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AbstractTrace elements in ice samples taken from Law Dome, Antarctica, were analysed using an instrumental neutron-activation analysis technique. A Jupiter multichannel analyser-computer system coupled to a Ge(Li) detector was used for the acquisition of γ-spectra and for data reduction. “Blanks” in water and in nitric acid, which were used in pre-concentration and sample transfer, were also analysed. To check the validity of this analytical procedure, a U.S. Environment Protection Agency water standard for trace elements was also analysed. The observed values agreed with the certified values.The results (in ppb) of eight elements are:Na 209 Mn 0.42 Mg 26 Fe 14Sc 0.0017 Co 0.028 Al 9.6 Se 0.02The enrichment factors for these eight elements relative to the Earth’s crust were calculated. These elements can be subdivided into three groups or sources according to their enrichment factors. The variations of elemental concentrations with depth show no positive tendency towards a systematic increase or decrease over the past 5000 years.

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Makipour, Sara, Abdollah Shafiabady, Mohammad Reza Falsafinejad, and Anahita Khodabakhshi-koolaee. "Female Managers’ Experiences of Work-family Enrichment Realization: A Grounded Theory Study." Journal of Client-centered Nursing Care 7, no. 2 (May 1, 2021): 109–22. http://dx.doi.org/10.32598/jccnc.7.2.33.16.

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Background: Challenges created by the simultaneous management of family and work among working women, especially married female managers with children are serious issues affecting all human societies, including Iran. Accordingly, the present study aimed to explore the realization of work-family enrichment based on the experiences of married female managers working in Parsian Bank. Methods: This qualitative study was conducted using the grounded theory approach. The study participants were 22 female managers who were selected using purposive and theoretical sampling methods from the staff of Parsian Bank, in 2019. The necessary data were collected by semi-structured interviews. The collected data were analyzed using the three-step (open, axial, selective) coding procedure (Strauss & Corbin, 1998). The collected data were coded and categorized using the constant comparison method in MAXQDA. Results: The obtained results indicated that female managers employed several strategies, including instrumental strategies, problem-solving management strategies, emotion-related strategies, behavioral measures, and measures to improve personal development and growth for work-family enrichment. The factors facilitating work-family enrichment were self-efficacy, emotional intelligence, support, and environmental network. However, other factors, including socio-cultural characteristics, the challenges of family cultural context, the non-supportive culture of the organization, and the cultural challenges of society were barriers for work-family enrichment. This process led to job satisfaction and satisfaction with marital life among the examined female managers. The core variable manifested as “the multidimensional use of self to enrich work and family”. Conclusion: The insights from this study added to the knowledge of work-family enrichment among female managers. Female managers and officials can use this model to better understand and manage family and work, concurrently.

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