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The college English writing strategy and the students' performance in English writing are two problems puzzling the foreign language researching and teaching staff in China. The paper aims to find some effective strategies to unravel this obsession. According to the successful practice of Experiencing English Writing Platform in Tsinghua University, and based on a series of theories of the Mediated Learning Experience, the Constructivism, and the structure creation, the author proposes the interactive and cooperative writing strategy under network environment. This writing strategy revolutionizes the traditional teaching pattern mainly recurring to blackboard and teacher's unitary evaluation; it takes advantage of self-study platform, QQ group software, and E-mail system to realize scripless, instant and interactive writing training and evaluation. The main purpose of the strategy is, on one hand, to reduce the teachers' workload in making comment and correction, helping them focus on the writing content and process rather than language form and product; on the other hand, to promote the students' self-evaluation and mutual-evaluation system, and thus enhance their abilities in individual and critical thinking. The practice of this innovative writing strategy obtains its desired results: 80 subjects in this study improve their abilities in expressing their ideas in correct and logical way and organizing their content in rational and attracting skill; they have grown to cultivate proper and efficient English writing habits with the assistance of interaction and cooperation atmosphere. After repeated reflection and further exploration, this writing strategy is bound to be improved from different perspectives. [ABSTRACT FROM AUTHOR]

Copyright of Revista Luna Azul is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the significance of positive lived experience to learn and relearn the truth on reality and for anti-racist and reconciliation pedagogies. It mentions that positive lived experience allows systematic reflection and symbolizes informal experiences that are needed to raise disequilibrium in reviews of habitus. It discusses the elusive concepts of diversity, race, and racism as well as the argument to recognize the centrality of race and racism and their need to be addressed in South African classrooms. It explores the use of Bourdieu's habitus theory and Feuerstein's theory of mediated learning experience to create conditions to modify, diversify, and adapt cognitive structures to improve learning that will enable change of attitudes and behavior.

Purpose: The aim of this study was to examine the means by which principals achieve an impact on student achievement. Research Design: Through the application of structural equation modeling, a mediated-effects model for school leadership was tested, using data from 97 secondary schools in the Netherlands. Findings: The results showed a small positive effect of school leadership on the mean promotion rate in schools, mediated by a development-oriented school organization and favorable classroom practices. The promotion rate may be considered as a measure of efficiency. No indications of direct positive effects of school leader activities on student achievement were found. This might be the result of the relatively small differences in overall student achievement and school leader behavior between the schools studied. Conclusions: The results underline the important role school leaders play in school effectiveness and offer valuable insight in how school leaders actually can make a difference. School leaders were found to have a strong influence on development orientation in schools, which shows similarities with the idea of the “learning organization.” This study points to the importance of school context. The results show that contextual variables have considerable effects on several variables in the model. [ABSTRACT FROM PUBLISHER]

This study had the goal of knowing about students' representations on computer mediated learning by testing the eventual replication, concerning the idea of the computer as a learning medium, of the variants of conceptions of learning proposed by "phenomenography". The study was based on semi-structured interviews centred on four dimensions of conceptions of learning with the computer: referential dimension (what is computer-based learning); procedural dimension (how does learning with computers occur); contextual dimension (where does learning with computers occur); functional dimension (what is the function of learning with computers). Students' answers were subjected to content analysis and results showed that conceptions of learning with computers match, to some extent, with the major general learning conceptions found by phenomenographic research (i.e. learning as cumulating information, as understanding or as making the grade). These conceptions vary in sub-conceptions that the study allowed to differentiate, and that replicate or innovate de range of known conceptions of learning. Besides, a new conception of learning emerged that emphasizes efficiency and organization involved in learning with computers. [ABSTRACT FROM AUTHOR]

Copyright of Napredak is the property of Croatian Pedagogical-Literary Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El artículo se enfoca en los resultados de una investigación cualitativa sobre una clase de computación en la escuela secundaria en Guadalajara, México y como los alumnos median el aprendizaje de sus compañeros. Se enfatiza que hay dos roles en este tipo de aprendizaje, los cuales son el experto y el aprendiz. Se concluye que la mediación entre pares tiene bastantes ventajas para el aprendizaje de los programas computacionales, incluyendo la enseñanza en tiempo real y su naturaleza personalizada.

Copyright of Iatreia is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In decisions from experience, there are 2 experimental paradigms: sampling and repeated-choice. In the sampling paradigm, participants sample between 2 options as many times as they want (i.e., the stopping point is variable), observe the outcome with no real consequences each time, and finally select 1 of the 2 options that cause them to earn or lose money. In the repeated-choice paradigm, participants select 1 of the 2 options for a fixed number of times and receive immediate outcome feedback that affects their earnings. These 2 experimental paradigms have been studied independently, and different cognitive processes have often been assumed to take place in each, as represented in widely diverse computational models. We demonstrate that behavior in these 2 paradigms relies upon common cognitive processes proposed by the instance-based learning theory (IBLT; Gonzalez, Lerch, & Lebiere, 2003) and that the stopping point is the only difference between the 2 paradigms. A single cognitive model based on IBLT (with an added stopping point rule in the sampling paradigm) captures human choices and predicts the sequence of choice selections across both paradigms. We integrate the paradigms through quantitative model comparison, where IBLT outperforms the best models created for each paradigm separately. We discuss the implications for the psychology of decision making. [ABSTRACT FROM AUTHOR]

Building intelligent course designing systems adaptable to the learners' needs is one of the key goals of research in e-learning. This goal is all the more crucial as gaining knowledge in an e-learning environment depends solely on computer medi- ated interaction within the learner group and among the learners and instructors. The patterns generated out of discussions among e-learners may reveal significant information regarding their learning growth. This paper presents an algorithm to predict the knowledge gain of students by analyzing their online interaction pattern amongst each other. This knowledge gain is used to categorize the students as prospective "gainers" or "non-gainers" through Naïve Bayes Classifier. The preferences of non-gainers in terms of instructor-oriented v/s peer-oriented interaction are subsequently obtained. The paper further suggests some of the remedial plans based on proven instructional strategies, to be adopted that may help learners strengthen their weak areas. The actual knowledge gain of learners is evaluated by performing paired t-test on the previous and post-test score pairs. [ABSTRACT FROM AUTHOR]

Abstract: The development of information technology has a significant influence on social structure and norms, and also impacts upon human behavior. In order to achieve stability and social harmony, people need to respect various norms, and have their rights protected. Students’ information ethics values are of critical and radical importance in achieving this goal. Using qualitative approach, the present study utilizes Kohlberg’s CMD model to measure improvement in students’ “information ethics values” through “technology mediated learning (TML)” models, and to assess the extent to which it is influenced by gender and Chinese guanxi culture. We find that while e-learning improves female students’ “respect rules,” “privacy,” “accessibility” and “intellectual property” values more than male students, the percentages relating to “intellectual property” for females in the higher stages remain lower than for males. Moreover, these results are interpreted from a Chinese guanxi culture perspective. In light of these results, educators should take account of such improvements when designing effective teaching methods and incentives. [Copyright &y& Elsevier]

The research examined the effect of an intervention program employing 3D immersive virtual reality (IVR), which focused on the perception of sequential time, on the mediation level and behavioural aspects of children with intellectual disability (ID). The intervention is based on the mediated learning experience (MLE) theory, which refers the quality of interaction between a mediator and learner. The intervention program, which included three mediation levels - full, partial and no mediation - was applied in individual-based direct instruction: the emotional, cognitive and behavioural dimensions of the participants' behaviours. Eighty-seven participants with mild to moderate ID between the ages of nine and 21 participated in the study. They were divided into two experimental groups, one of which was exposed to sequential time scenarios in 3D IVR, while the other experienced the same scenarios via a series of 2D pictorial episodes. Our findings indicate that the 3D IVR group required less mediation as compared with the 2D pictorial group. In addition, the participants with moderate ID needed more mediation than did those with mild ID. In the behavioural dimension, it was found that in most of the scenarios there was a distinct advantage for the participants in the 3D IVR group - they were more focused on the assignment, more immersed physically in the virtual worlds and were less frantic and stressed. [ABSTRACT FROM AUTHOR]

This research article explores the active use of cognitive-developmental or mediated cognitive learning strategies in undergraduate online courses. Examples and applications are drawn from two online sessions integrating online interaction, essay and discussion assignments, as well as a variety of multimedia components conducted during the spring of 2008. While focus on the interaction among students remains an important aspect of the online discussion environment, particular attention is given to the interaction between the student and the instructor. This paper argues that while online learning environments are ultimately student-controlled, they should be teacher-centered. The findings of this research suggest that students are more directly influenced by an instructor's intentional effort to mediate the learning process than by the course objectives, material, or subject matter. Successful use of online technologies requires deliberate action on the part of the instructor to integrate various mediated cognitive learning strategies: (a) student participation and response is significantly increased, and (b) student motivation and morale is dramatically influenced. [ABSTRACT FROM AUTHOR]

Average human behavior in cue combination tasks is well predicted by Bayesian inference models. As this capability is acquired over developmental timescales, the question arises, how it is learned. Here we investigated whether reward dependent learning, that is well established at the computational, behavioral, and neuronal levels, could contribute to this development. It is shown that a model free reinforcement learning algorithm can indeed learn to do cue integration, i.e. weight uncertain cues according to their respective reliabilities and even do so if reliabilities are changing. We also consider the case of causal inference where multimodal signals can originate from one or multiple separate objects and should not always be integrated. In this case, the learner is shown to develop a behavior that is closest to Bayesian model averaging. We conclude that reward mediated learning could be a driving force for the development of cue integration and causal inference. [ABSTRACT FROM AUTHOR]

Ever since the concept of dynamic assessment (also DA) was introduced into the literature on language pedagogy, it has received various interpretations in terms of its scope, meaning, purpose, and even its practical realization. This difference in interpretation, the raison d'être of DA, however, has resulted in a burgeoning variation in the number and types of procedures and practices employed in L2 classrooms under DA programs, a fact which seems to have gone unnoticed by both the critics and advocates of DA approaches to L2. The present article, therefore, tries to define DA within the very conceptual framework it was originally introduced and to sketch the theoretical and practical scopes which serve to realize that framework. To this end, this article provides an account of the basic tenets and principles underlying DA and also examines the degree to which each of the major approaches to DA have realized those basic principles in practice. [ABSTRACT FROM AUTHOR]

Although technology-mediated learning has its advantages, it does not come without operational tradeoffs. Thus, consideration of the effectiveness of new modes of teacher preparation in comparison to traditional, longstanding, research-proven methods is necessary. In this study, we evaluated one large southern urban university's implementation of synchronous remote observations of teacher education candidates using live classroom software. We compared remote and face-to-face observations to determine if the modes of observation were equivalent in supporting professional growth and evaluating quality instruction. Results suggest that both modes of observation are not equal but are comparable in supporting graduate interns' professional growth and in measuring teaching effectiveness. The implications of this study shed light on the advantages and limitations of emergent technologies as teacher education programs explore alternative forms of Webbased evaluations of teacher candidates. [ABSTRACT FROM AUTHOR]

The major objective of this paper is to demonstrate the effectiveness of dynamic assessment (DA) in revealing outcomes of cognitive education programmes. Three programmes based on mediated learning experience theory are reviewed: Feuerstein's Instrumental Enrichment, Bright Start, and Peer Mediation with Young Children. In all three programmes DA was more effective than standardised tests in revealing their effects. The paper includes discussion of mediated learning experience theory and its relation to DA. The content and focus of the cognitive education programmes are described as are the specific test instruments selected for use in the DA sessions. The paper concludes by considering reasons why DA is not used more frequently in educational research. [ABSTRACT FROM AUTHOR]

The phenomenon of distance education has led in recent decades to a good amount of scientific literature. These contributions, largely empirical, have enabled the development of theoretical propositions. Theories are required to guide best practice, which in turn nurture theoretical reflections. In this paper we propose a theoretical contribution intended to be comprehensive and inclusive of previous ones. The proposal is to consider distance education as a mediated dialogue between the teacher (institution) and the student who, located in a different space, learns independently and also collaboratively. Dialogue as a basis for quality distance education is analyzed from different dichotomies, dialogues: real-simulated, synchronous-asynchronous, vertical- horizontal, unidirectional-multidirectional, structured-flexible. [ABSTRACT FROM AUTHOR]

This study seeks to explore the ways viewers generate meanings and understandings of 'mediated reality' through television drama. It tests out the idea that drama programmes intended to reflect contemporary cultural diversity can assist viewers to negotiate anxieties about cultural difference. The analysis draws on viewer responses to SBS drama series EastWest101, including from Arabic-speaking backgrounds. EastWest101 is a cop show, set in Sydney's west and based on a real (self-titled) 'wog squad' police team, which centralizes cultural difference as the context and, often, the source of the drama. Analysis of responses explores the ways viewers interpret fictionalized portrayals of issues of belonging, personal security, and state authority and use them to negotiate their own responses to contemporary security cultures. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Previous research has emphasized phonological, morphological, and syntactical awareness, naming, and phonological working memory as specific domain determinants of early literacy. General cognitive processes and intelligence have not usually been considered important in the early stages of acquisition of early literacy. The main objective of this study was to assess the power of a major cognitive process: analogical reasoning, to predict early knowledge of writing as evaluated by kindergarten teachers. 103 kindergarten children, randomly selected from 10 kindergartens, were administered the Children's Conceptual and Perceptual Analogical Modifiability (CCPAM) test. The children were also evaluated for their primary knowledge of writing by their kindergarten teachers as part of a routine didactic assessment. Early writing was significantly predicted by analogical reasoning above and beyond age and gender. Analogical reasoning and early writing may have similar cognitive components requiring inferential processing and closing of information gaps. [ABSTRACT FROM AUTHOR]

In this research project, we investigate the discourse and interactions of a teacher and his elementary-aged students in a cognitive education programme, based upon the work of Reuven Feuerstein. Feuerstein has developed a learning theory that links cognitive skill development to culturally grounded mediated learning. He argues that the development of foundational thinking skills - organisation and management of information, effective orientation to problem sets and metacognitive skills - underlie all complex learning and is a direct outgrowth of mediating interactions between a learner and a more competent guide. Feuerstein theorises specific qualities to learning interactions for all mediated learning experiences (MLE). In order to investigate the discursive realisation of MLEs in a Feuerstein Instrumental Enrichment (FIE) programme, data were gathered on a series of lessons with an FIE-trained teacher and three fourth and fifth grade academically underachieving students of Central American heritage in an elementary classroom in the United States. [ABSTRACT FROM AUTHOR]

Using Vygotsky's sociocultural approach to mediated learning, and Bakhtin's (1981) concept of multi-voicedness, this study sought to expose how the teachers and newcomers (newly arrived foreign-born immigrant children) made sense of a shared classroom activity by exploring the many voices they appealed to (both present and past) to inform their pursuit of understanding. It was anticipated that exposing these voices would provide the opportunity to explore intersubjectivity as a process of understanding rather than as a product of answers, and in so doing, enhance the conversation regarding the pursuit of a socially just education (Nieto, 2010) which listens to and includes all students' voices to construct meaning throughout all shared class activities. [ABSTRACT FROM AUTHOR]

Previous research studies in the context of presence point out the importance of personality factors. Surprisingly, the relation between immersion and the Big Five personality factors has not yet been examined. Hence, we assessed these traits in an online survey ( N = 220) and relate them to immersive tendency, a disposition that determines whether someone is receptive to immersive experiences during media exposure. Using structural equation modeling, we can show that openness to experience, neuroticism, and extraversion are positively related to immersive tendency. The immersive tendency subscale absorption is related to openness to experience, whereas the immersive tendency subscale emotional involvement is related to openness, extraversion, and neuroticism. [ABSTRACT FROM AUTHOR]

Spent engine oil mediated oxidative stress in cowpea ( V unguiculata (L) Walp ) seedlings was studied. The results indicated that exposure spent engine oil caused a significant ( P< 0.05 ) increase in xanthine oxidase activitiy in the leaves of 8 day old cowpea seedling at 0.25%,0.5% 1.5% and 2.0% oil in soil relative to control. Similarly, there was a significant ( P <0.05 ) increase in the activity of the enzyme at 0.25% 0.5% 1.0%, 1.5% and 2.0% compare to the control in the stem of 12day old seedling. Moreover, a non uniform response was observed for the activity of catalase in the leaves of 8 day old seedlings. There was a significant decrease (P < 0.05) in the activity of catalase at 0.5%, 1.5% and 2.0% relative to the control. This is against the significant ( P < 0.05) increase in the activity of the enzyme at 1.0% oil in soil. On the whole, the data presented seem to suggest that exposure to spent engine oil can induce oxidative stress in plants. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The effects of a peer-mediation program and training in analogies versus math on mediation strategies, cognitive modifiability, and math were investigated with 78 tutor-tutee dyads. Experimental group tutors (EGT, n = 39) received the Peer-Mediation for Young Children program, whereas control group tutors (CGT, n = 39) received a substitute program. Grade 3 tutors taught kindergarten tutees analogies and math problems. Their interactions were videotaped and analyzed by the Observation of Mediation Interaction scale. Dynamic assessment measures were administered before and after the program. EGT showed higher levels of mediation strategies and cognitive modifiability than did CGT. EGT trained in teaching analogies showed higher mediation strategies and cognitive modifiability than did EGT trained in teaching math. EGT teaching math showed higher levels of mediation strategies than did EGT teaching analogies. EGT showed higher improvement in math than CGT. The findings are discussed in view of the mediated learning experience theory and transfer effects of intervention. [ABSTRACT FROM AUTHOR]

Abstract: The study aimed at exploring the effectiveness of cognitive intervention with the new “Instrumental Enrichment Basic” program (IE-basic), based on Feuerstein''s theory of structural cognitive modifiability that contends that a child''s cognitive functioning can be significantly modified through mediated learning intervention. The IE-basic progam is aimed at enhancing domain-general cognitive functioning in a number of areas (systematic perception, self-regulation abilities, conceptual vocabulary, planning, decoding emotions and social relations) as well as transferring learnt principles to daily life domains. Participants were children with DCD, CP, intellectual impairment of genetic origin, autistic spectrum disorder, ADHD or other learning disorders, with a mental age of 5–7 years, from Canada, Chile, Belgium, Italy and Israel. Children in the experimental groups (N =104) received 27–90h of the program during 30–45 weeks; the comparison groups (N =72) received general occupational and sensory–motor therapy. Analysis of the pre- to post-test gain scores demonstrated significant (p <0.05) advantage of experimental over comparison groups in three WISC-R subtests (“Similarities”, “Picture Completion”, “Picture Arrangement”) and Raven Coloured Matrices. Effect sizes ranged from 0.3 to 0.52. Results suggest that it is possible to improve cognitive functioning of children with developmental disability. No advantage was found for children with specific aetiology. Greater cognitive gains were demonstrated by children who received the program in an educational context where all teachers were committed to the principles of mediated learning. [Copyright &y& Elsevier]

The main objective of this study was to investigate the effects of mediated learning experience, tutor support and peer collaborative learning on academic achievement and intellectual functioning. The sample comprised 111 first year engineering students (males=38, females=73, age range=16-23), who were randomly assigned to three learning conditions (Mediation: n=45, Tutor: n=36 and Peer: n=30). Data on academic achievement were based on mid-year and end-year examination results, while intellectual functioning was measured by the Ravens Advanced Progressive Matrices and the Organiser. Paired t-tests and Analysis of Covariances (ANCOVAs) were conducted to compare pre- and post-test academic and intellectual scores and comparison between the groups. Following a five-week intervention period, significant improvements in academic and intellectual functioning were found within the Mediation Group. The findings revealed that intervention involving mediation processes was more effective not only in enhancing students' intellectual functioning but also improving their academic achievements. [ABSTRACT FROM AUTHOR]

There is increasing interest in identifying biological and imaging markers for the early detection of neurocognitive decline. In addition, non-pharmacological strategies, including physical exercise and cognitive interventions, may be beneficial for those developing cognitive impairment. The Feuerstein Instrumental Enrichment (FIE) Program is a cognitive intervention based on structural cognitive modifiability and the mediated learning experience (MLE) and aims to promote problem-solving strategies and metacognitive abilities. The FIE program uses a variety of instruments to enhance the cognitive capacity of the individual as a result of mediation. A specific version of the FIE program was developed for the cognitive enhancement of older adults, focusing on strengthening orientation skills, categorization skills, deductive reasoning, and memory. We performed a prospective interventional pilot observational study on older subjects with MCI who participated in 30 mediated FIE sessions (two sessions weekly for 15 weeks). Of the 23 subjects who completed the study, there was a significant improvement in memory on the NeuroTrax cognitive assessment battery. Complete sets of anatomical MRI data for voxel-based morphometry, taken at the beginning and the end of the study, were obtained from 16 participants (mean age 83.5 years). Voxel-based morphometry showed an interesting and unexpected increase in grey matter (GM) in the anterolateral occipital border and the middle cingulate cortex. These initial findings of our pilot study support the design of randomized trials to evaluate the effect of cognitive training using the FIE program on brain volumes and cognitive function. [ABSTRACT FROM AUTHOR]

The article analyzes the impact of parent-child Mediated Learning Experience (MLE) interaction on the cognitive development in early childhood. The study, which measured MLE interactions of 14 parents with their preschool children in terms of free-play and structured tasks, showed a significant correlation between parents' MLE and children's optimal performance and cognitive modifiability. Findings also reveals that parents' MLE in playing with children have more impact than their MLE in structured tasks. The authors suggests that there must be sharing of information and experience, and sharing of affect, focus, and attention, and communication of a feeling of competence for a learning to effectively boost cognitive development.

Dynamic/interactive assessment (DA) has been motivated by the inadequacy of conventional static tests to provide accurate information about the individual's learning ability, specific deficient functions, change processes, and mediational strategies that are responsible for cognitive modifiability. A growing need for DA with young children has emerged recently because decisions about treatment should be made as early as possible. The objectives of this paper are to review the major criticism of the standardized static testing approach, present the theoretical basis of the DA approach, describe current research on DA of young children within educational and intervention perspectives, and suggest some directions for future research. The theoretical foundations of the presented research derive from Vygotsky's sociocultural theory, specifically the zone of proximal development concept, and Feuerstein's mediated learning experience theory. DA has been applied with different clinical and educational groups and was found to be more accurate in reflecting children's learning potential than static tests, especially with minority and learning disabled children. The mediational strategy is also reported as more effective than other intervention approaches (e.g., graduated prompt). The DA approach was found useful in assessing outcome effects of cognitive education programs aimed at enhancing “learning how to learn” skills. Crucial issues of cost-effectiveness, training, reliability and validity, and generalization are discussed. [ABSTRACT FROM AUTHOR]

The present article shows, from a revision of the programmes of cognitive development proposed by authors kike Nikerson, Perkins and Smith, on one hand, and Carlos Yuste, by another one, to get to know the work by R. Feuerstein and his theory on the Structural Cognitive Modifiability. With a different model of evaluation LPAD or Dynamic Potential Assessment Device- Feuerstein gets to know the learning potential and the level of cognitive operation, with the propose of improving then in cultural deprived people and of low scholastic results by means of the IE (Instrumental Enrichment). The theory of the Structural Modifiability considers the organism as a system opened to the change and the modification and introduces the figure of the Mediator.

Copyright of European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)