Mediated Learning Experience

Chapter 22. Mediated Learning Experience, Instrumental Enrichment, and the Learning Propensity Assessment Device

INTRODUCTION

During the past 50 years, ReuvenFeuerstein and his colleagues have pioneereda variety of approaches to enhance the cogni-tive abilities of children. Children with spe-cial needs have challenges to learning formany different reasons, but their learning dif-ficulties have often been used to set limits ontheir potential, just as symptoms and othersigns have often been used to limit expecta-tions. As a result, many believe that little canbe done to modify the course of life for chil-dren with autistic spectrum disorders or diffi-culties in relating and communicating, aswell as those with Down, fragile X, and othersyndromes. Feuerstein has long refuted thisnotion that signs, symptoms, and diagnosticlabels lead to a condition of immutability.Instead, he believes that with appropriatemediation (i.e., interactive learning experi-ences) many children can learn to greaterdegrees than usually expected. Feuerstein hasnot only pioneered understanding of the basicconditions underlying learning disorders anddefined the specific cognitive capacities neces-sary for learning, but also how to develop these

capacities to allow each child to move forwardthrough mediated learning experience.

The following chapter presents a briefoverview of Feuerstein’s theory and practiceof enhancing cognitive functioning. The mainpart of the chapter focuses on specific tech-niques developed to enhance abstract think-ing and problem-solving skills in childrenwith cognitive challenges, including childrenwith the syndromes mentioned previously.Because so much has been written aboutMediated Learning Experience, Feuerstein’sInstrumental Enrichment, and the LearningPropensity Assessment Device, this chapterwill—by necessity—present the highlights inan outline and schematic fashion. Moredetailed descriptions, including a large num-ber of research studies, are available on thewebsite for The International Center for theEnhancement of Learning Potential athttp://icelp.org.

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22

Mediated Learning Experience,Instrumental Enrichment,

and the LearningPropensity Assessment Device1

Reuven Feuerstein, Ph.D. (with an Introduction by Serena Wieder)

1 With the exception of the “Introduction” and the“Conclusions” section, this chapter has been adapted,with permission, from information available from thewebsite for The International Center for theEnhancement of Learning Potential at http://icelp.org.

ICDL Clinical Practice Guidelines

MEDIATED LEARING EXPERIENCE

Mediated Learning Experience (MLE)describes a special type of interaction betweena learner and a person, whom we shall call a“mediator.” A mediator is different from ateacher, as illustrated by Figures 1 and 2.

In this model, the teacher provides a suit-able stimulus (e.g., homework, test, or assign-ment) and then observes the response of thelearner to the stimulus. Based on the response,the teacher interacts with the learner (e.g.,praise, criticism, encouragement, grade, newassignment) and the process is continued untileither the teacher or the learner is satisfied ortime runs out. Teachers develop their ownrepertoire of methods depending upon the sizeof the class, the apparent ability of the learn-er(s), and the subject matter.

In Feuerstein’s method, the above figureis replaced by one in which a warm humanbeing, indicated by the “H” in the diagram,intervenes in the process by placing himselfor herself between the learner and the stimu-lus and between the learner and the response.

The “intentionality” of the mediator isdifferent from that of a teacher. The mediatoris not concerned with solving the problem athand. Rather, the mediator is concerned withhow the learner approaches solving the prob-lem. The problem at hand is only an excuse toinvolve the mediator with the learner’s think-ing process.

For the learner’s thinking process to besuccessful, at least three important featuresmust characterize the interaction: intentional-ity and reciprocity, mediation of meaning,and transcendence.

1. Intentionality and ReciprocityIntentionality has been explained previous-

ly. The mediator concentrates on understandingand helping the learner understand how thelearner is using his or her brain. Reciprocityrefers to the need for the learner and the medi-ator to see each other at the “same level.” Thatis, the teacher does not pretend to know theanswer as to how the learner should be thinking.

2. Mediation of MeaningThe mediator interprets for the learner the

significance of what the learner has accom-plished. The mediator also mediates feelingsof accomplishment. “Now that you have fig-ured that out, you can probably use the samemethod on this harder problem.” “Now I’ll betyou see the advantage of having developed astrategy for solving the problem.” “Did younotice how you went faster when you decidedyou could be flexible in your approach?” Invarious ways, the mediator causes the learnerto reflect not just on the solution to the prob-lem but also on how the solution was obtainedand the generalizations that flow from it.

3. TranscendenceHuman beings differ from the other species

in the way they can transfer lessons learnedfrom one experience to rules and methods touse in another situation. Indeed, this is whatlearning should be about, for if a person does

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Figure 1. Schematic of Teacher-Learner Model

Figure 2. Schematic of Mediator-Learner Model


not generalize from experience that persondoes not gain 30 years of experience, thatperson simply repeats one year 30 times.Transcendence means “bridging” betweenthe experience and lessons learned in the cur-rent situation and new situations. “Whereelse in your life to you suppose it is importantto have a strategy?” “How often has ‘impul-sivity’ gotten you into difficulty in your fam-ily life?” “Where else do you find that youare imposing structure on what would other-wise be a confusing set of input informa-tion?” “When and where do you find it usefulto categorize information?”

The above three criteria are essential indefining MLE. However, the mediator alsopays close attention to other aspects of learn-ing from experience, and mediates for other(affective) components of learning, including:• Regulation and control of behavior • Feelings of competency • Sharing behavior • Individuation/psychological differentiation • Goal seeking/setting/achieving/monitoring • Challenge: The search for novelty and

complexity • Awareness of the potential for change • The search of optimistic alternatives • Feeling of belonging

Cognitive Dysfunctions at the ThreeProblem-Solving Stages

In examining the approach of the learnerin a problem-solving situation, it is helpful tothe mediator to develop a mental image of thesteps learners take in successful problemsolving and in what can go wrong. Feuersteinand his associates have developed the follow-ing examples of cognitive dysfunctions at thethree stages of problem solving.

Stage 1: Difficulties of the Learner During the Input Stage ofProblem Solving• Blurred and sweeping perception.• Unplanned, impulsive, and unsystematic

exploratory behavior.• Lack of or impaired receptive verbal tools

that affect discrimination, (e.g., objects,events, and relationships are not appro-priately labeled).

• Lack of or impaired spatial orientation andlack of stable system of reference by whichto establish topological and Euclidianorganization of space.

• Lack of or impaired temporal concepts.• Lack of or impaired conservation of con-

stancy.• Lack of or a deficient need for precision

and accuracy in data gathering.• Lack of capacity for considering two or

more sources of information at once.(This is reflected in dealing with data in apiecemeal fashion rather than as a unit offacts that are organized.)

Stage 2: Difficulties of the LearnerDuring the Elaboration Phase• Inadequacy in the perception of the exis-

tence of a problem and its definition.• Inability to select relevant as opposed to

irrelevant cues in defining a problem.• Lack of spontaneous comparative behav-

ior or the limitation of its application byan inhibited need system.

• Narrowness of the mental field.• Episodic grasp of reality.• Lack of need for the establishment of

relationships.• Lack of need for and/or exercise of sum-

mative behavior.• Lack of or impaired need for pursuing

logical evidence.• Lack of or impaired ability to use infer-

ential or hypothetical (if) thinking.

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• Lack of or impaired ability to use plan-ning behavior.

• Non-elaboration of certain categoriesbecause the verbal concepts are not partof the individual verbal inventory on areceptive level, or because they are notmobilized at the expressive level.

Stage 3: Difficulties of the LearnerDuring The Output Phase• Egocentric communication modality.• Blocking.• Trial and error responses.• Lack of or impaired verbal or other tools

for adequately communicating elaboratedresponses.

• Lack of or impaired need for precisionand accuracy in the communication ofone’s responses.

• Deficiency of visual transport.• Impulsive, random, unplanned behavior.

Although MLE may be used with any sit-uation in which the learner is challenged by aproblem, there are some situations which aremuch easier to deal with than others. Forexample, in Feuerstein’s Instrumental En-richment, the problems have been designed tobe attractive and fun to solve. They have alsobeen designed to emphasize one or another ofthe potential dysfunctions listed earlier.Another example is in the Learning Pro-pensity Assessment Device, in which theproblems posed to the learner are aimedspecifically at one or another of the abovepotential difficulties.

FEUERSTEIN’S INSTRUMENTALENRICHMENT

Feuerstein’s Instrumental Enrichment Pro-gram (FIE) is a cognitive education programthat was begun in the 1950s. The program hasbeen successfully used in 70 countries as a

tool for the enhancement of learning potentialin specially challenged individuals and thosein high-risk environments.

FIE is a classroom curriculum designedto enhance the cognitive functions necessaryfor academic learning and achievement. Thefundamental assumption of the program,based on the theory and research pioneeredby the author is that intelligence is dynamicand modifiable, not static or fixed. Thus theprogram seeks to correct deficiencies in fun-damental thinking skills: provide studentswith the concepts, skills, strategies, opera-tions and techniques necessary to function asindependent learners; to diagnose; and tohelp students learn how to learn.

FIE materials are organized into instru-ments that comprise paper-and-pencil tasksaimed at such specific cognitive domains asanalytic perception, orientation in space andtime, comparative behavior, classification,and more. The FIE program is mediated by acertified FIE trainer and can be implementedin the classroom setting or as an individualtutoring and remedial teaching device. Thisprogram has received worldwide recognitionand has been translated into 16 languages.

Mastery of the tasks in FIE is never amatter of rote learning or mere reproductionof a learned skill. It always involves the appli-cation of rules, principles, or strategies in avariety of tasks. Thus, FIE systematicallyreinforces the cognitive functions that enablelearners to define problems, make connec-tions and see relationships, motivate them-selves, and improve their work habits.

FIE consists of fourteen instruments thatfocus on specific cognitive functions. Learninghow to learn takes place through repeti-tionænot repetition of the FIE tasks them-selves, but of the cognitive functions thatenable individuals to think effectively. Tasksbecome increasingly complex and abstract, andthe instruments reinforce cognitive functions

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in a cyclical manner. Deliberately free of spe-cific subject matter, the FIE tasks are intend-ed to be more readily transferable to all lifesituations. Through FIE, students develop theability to apply their cognitive functions toany problem or thinking situation.

Samples from each of the 14 instrumentsin the FIE program follow. Each sampledescribes an instrument, provides a summaryof the cognitive processes the instrumentaddresses, and presents a task from theinstrument. The sample tasks have been cho-sen randomly from the sequence of tasks ineach instrument and do not necessarilyreflect the development of the program.

Instruments of FIE

Organization of DotsOrganization of Dots provides practice in

projecting virtual relationships through tasksthat require an individual to identify and out-line given figures within a cloud of dots. Theprojection of a potential relationship requiresthat the learner search for meaning among oth-erwise separate phenomena. Through repeatedpractice and successful completion of progres-sively more difficult exercises, the instrumentencourages task-intrinsic motivation and acti-vates a variety of cognitive functions.

Cognitive Functions Developed• Definition of the problem• Selection of dots that are relevant to the

figure that is sought• Planning behavior• Hypothetical thinking and use of logical

evidence• Summative behavior

Mediation of Sample TaskMediation of challenge is indicated in the

sample task shown in Figure 3, in which thereare no given cues and the dots are numerous

and close together. Mediation of a feeling ofcompetence is important as the students com-pare strategies of solution. As in all tasks inOrganization of Dots, there must be regula-tion and control of behavior.

Sample TaskSpontaneous comparison of projected

figure to the model.Instructions: Connect the dots so that the

geometric figures in the first frame appear ineach of the following frames. The orienta-tions of the figures may be different from thefirst frame. Some of the figures overlap.

ComparisonsThe Comparisons instrument increases

an individual’s ability to differentiatebetween parameters of comparison and todevelop the cognitive functions involved incomparative behavior. The instrument pro-vides concepts, labels, and operations withwhich to describe similarities and differences.From Comparisons individuals learn to organ-ize and integrate separate and distinct bits ofinformation into coordinated and meaningfulsystems. The instrument helps build learners’feelings of competence and independence byenriching the repertoire of attributes by whichthey compare objects and events.

Chapter 22. Mediated Learning Experience, Instrumental Enrichment, and the Learning Propensity Assessment Device 561

Figure 3. Sample Task in the Organization ofDots Instrument

ICDL Clinical Practice Guidelines562

Cognitive Functions Developed• Ability to keep in mind a great number of

parameters during the process of elabora-tion.

• Making a plan that will take into accountthe complexity of the tasks.

• Use of hypothetical thinking and hypoth-esis testing to evaluate the alternativeresponse.

• Selection of relevant cues and referencepoints.

Mediation of Sample TaskAn opportunity for mediated regulation

and control of impulsive behavior is providedin the sample tasks shown in Figure 4, inwhich an individual must discriminateamong a number of given parameters. A feel-ing of competence is mediated to the studentsas strategies for the solution of the tasks arediscussed. Goal-setting and goal-achievingbehavior must also be mediated.

Sample TaskInstructions: Circle the word or words

that describe what is common between thesample picture on the left and each of the pic-tures in the same row.

Orientation in Space-IOrientation in Space-I addresses the poor

articulation, differentiation, and representationof space that may result from an inability to

detach oneself from one’s own body positionas a reference. It deals with a relative systemof reference for localizing objects in space andin relation to one another. As a result of theirexperience with these tasks, learners discoverwhy there are differing points of view in theperception of an object or an experience andhow to give consideration to an opinion that isdifferent from their own.

Cognitive Functions Developed• Definition of problem when no instruc-

tions are given or when tasks vary fromframe to frame.

• Hypothetical thinking: “If...then.” • Use of logic to solve tasks for which the

information is not directly provided.• Comparison as a strategy for checking

one’s work.• Internalization of the relationship between

the elements of the system of reference.

Mediation of Sample TaskMediation of goal-seeking, goal-setting,

goal-planning, and goal-achieving behavioris indicated in the sample task shown inFigure 5, which varies from frame to frame.Mediation of challenge is also indicated.

Sample TaskInstructions: Fill in what is missing so

that each frame will contain an arrow, a dot,and an indication on which side of the arrowthe dot is located.

Figure 4. A Sample Task in the ComparisonsInstrument

Figure 5. A Sample Task in Orientation inSpace -I Instrument


Analytic PerceptionAnalytic Perception enhances one’s ability

to differentiate (divide a whole into its parts)and integrate (join parts into a whole).Adaptation to the world depends upon the flex-ibility to alternate between these two perceptu-al processes. As a result of their experienceswith the tasks in this instrument, learners beginto differentiate between inner and outer sourcesof reference. They are then able to form anddiscriminately use internal referents to processinformation and to structure and restructuretheir varied life experiences.

Cognitive Functions Developed• Spontaneous comparison to model.• Establishment of relationship between

parts, and between the parts and the model.• Categorization of parts according to their

shapes and colors.• Visual transport of parts to the model.

Mediation of Sample Task

Mediation for intentionality, reciprocity,transcendence, and meaning are necessary inconfronting the sample task in Figure 6.Sharing behavior is encouraged in comparingstrategies and expression.

Sample TaskInstructions: In each of the exercises below

you are given a model. Choose the box that

contains all the parts that make up the design,and write its number in the circle provided.

IllustrationsIllustrations presents a collection of situa-

tions in which a problem can be perceived andrecognized. Learners attempt to offer anappropriate solution to the identified problem.This instrument mediates learner’s ability toperceive details, use several sources of infor-mation, and exercise comparative behavior.Illustrations lends itself to the development ofvocabulary and oral and written language; itis also highly useful for generating task-intrinsic motivation.

Cognitive Functions Developed• Definition of the inferred problem.• Use of relevant cues as a basis for infer-

ence.• Use of comparative behavior.• Use of summative behavior.• Hypothetical thinking and use of logical

evidence to support conclusions.• Establishment of relationships between

the individuals, objects, and events shownin the illustrations.

Mediation of Sample TaskGoal-seeking, goal-setting, goal-planning,

and goal-achieving behavior must be mediatedin the discussion of the plight of the pianomovers in the sample task shown in Figure 7.Regulation and control of behavior should bemediated as playing a major role in ensuringtime for planning and reflection. The meaningof the pictured event should be mediated andprojected into various life situations.

Sample TaskInstructions: Examine the picture careful-

ly. Is there a problem?

Figure 6. A Sample Task in the AnalyticPerception Instrument


Family RelationsThe Family Relations instrument uses a

system of relationships to link separate beingsand categories and emphasizes the necessaryand sufficient conditions for inclusion in andexclusion from categories. The exercises inFamily Relations demand precise use of lan-guage in encoding and decoding relationshipsand require inferential thinking, analyticthinking, and deductive reasoning to justifyconclusions based on logical evidence.

Cognitive Functions Developed• Definition of problem in order to deter-

mine what one is being asked to do.• Using only information that is relevant.• Comparison between elements and rela-

tionships to determine similarities anddifferences.

• Enlarging the mental field by bearing inmind a number of discrete elements andthe relationships among them.

• Hypothetical thinking and the use of log-ical evidence to justify one’s conclusions.

• Overcoming an episodic grasp of realityby seeking the links and bonds that uniteseparate entities.

Mediation of Sample TaskIndividuation and psychological differen-

tiation, as well as sharing behavior, should bemediated in the sample tasks shown in Figure8, which require taking a point of view otherthan one’s own. Mediation of goal-planningand goal-achieving behavior is necessary indiscussing the process by which the tasks aresolved.

Sample TaskInstructions: Using the information in the

genealogical map, answer the questions listedon the page.

CategorizationCategorization is based on successful

comparison, differentiation, and discrimina-tion. This instrument helps individuals devel-op the flexibility and divergent thinkingnecessary for categorizing and recategorizing

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Use the information in the geneological map to complete the page.

A B

FEDC

H I J

G

K L

Who says:1. “B is my wife” __________________2. “D is my daughter but I am not her father”_________3. “E is my sister but I am not her sister” ___________4. “J is my granddaughter as well as A’s granddaughter” _____5. “H is my cousin. He is also K’s cousin” ___________6. “H,I,J,K, and L are my nephews and nieces” _______

What are the relationships?

1. G F

2. F A

3. A H

4. H G

5. E I

Figure 8. A Sample Task in the FamilyRelations Instrument

Figure 7. Sample Task in theIllustrations Instrument


the same objects into different sets as theprinciples and parameters of categorizationchange with new needs and objectives. In cat-egorizing, an individual moves from estab-lishing relationships among concrete items toprojecting relationships among concepts.This ability is essential to and basic for logi-cal and verbal operations.

Cognitive Functions Developed• Comparative behavior to ascertain simi-

larities and differences• Selection of relevant attributes• Summative behavior• Projection of relationships• Determination of cognitive categories

Mediation of Sample TaskMediation of goal-seeking, goal-plan-

ning, and goal-achieving behavior is indicat-ed for the sample tasks shown in Figure 9.Mediation of challenge is elicited in the com-plex task at the bottom of Figure 9.Individuation is mediated in comparing twoalternative solutions to the same task.

Sample TaskInstructions: Classify the cubes accord-

ing to size and color. Fill in the headings andwrite the correct letter in each empty square.

Numerical ProgressionsThe Numerical Progressions instrument

helps learners search for, deduce, and inducerelationships between separate objects orevents. Learners draw accurate conclusionsregarding the cause of progressions as theinstrument increases their ability to compare,infer, and reason deductively and inductively.This instrument mediates precision, discrimina-tion, and a willingness to defer judgment untilall of the elements have been worked out indetermining a common rule for a progression.

Cognitive Functions Developed• Use of relevant tacit cues like index (the

place of a number in the progression).• Projection of relationships between the

elements of the progression.

Mediation of Sample TaskMediation of challenge is essential for the

very difficult, very complex, and novel sam-ple tasks shown in Figure 10 (see next page).Mediation of intentionality, transcendence,and meaning is indicated in fostering anunderstanding of higher-order relationships.

Sample TaskInstructions: Fill in the progressions, the

relationships between the numbers, and therelationship between the relationships.

Temporal RelationsThe Temporal Relations instrument devel-

ops learner’s ability to use temporal conceptsto describe and order their experiences. An

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Classify the cubes according to size and color. Fill in the headings and write the correct letter in each empty square.

Subject of classification: ________________________Principle of (1) _________________classification: ____________ (2) _________________

(1) _________________ ____________ (2) _________________

Figure 9. A Sample Task for theCategorization Instrument

Write the correct letter in each empty space.

SIZE

SMALL

GREEN

BLACKCO

LOR

LARGE

A B C D


adequate orientation to time is important torelational thinking and is acquired throughmediated learning experiences. Without anawareness of the continuity of time, itsordered succession, and of the rhythm ofevents, individuals make no use of their pastto predict, anticipate, plan, and prioritizefuture events. The Temporal Relations instru-ment helps mediate temporal relationshipsand appropriate and precise use of temporalconcepts and relationships.

Cognitive Functions Developed• Comparison of the temporal characteris-

tics of events• Use of relevant cues• Formulation of hypotheses

Mediation of Sample TaskMediation of a feeling of competence is nec-

essary in order to define the nature of the sample

tasks that follow and the relevance of the giveninformation to its solution. Projection and con-trol of behavior is mediated in restraining impul-sivity in gathering and processing information.

Sample TaskRiddles:1. Lucy has been in the United States for 2

years. Steve has been in the United Statesfor 1 year. Is it possible to know which ofthe two is older? Why?

2. Terry runs 117 yards (107 meters) perminute. Harry runs 223 yards (214meters) per minute. Is it possible to knowwho will win if they have a race? Why?

3. Maria’s mother arrived in Canada 15years ago. Maria’s grandmother arrived 6years ago. Who is older?

4. Mark and Lisa are new immigrants. Markis 18 years old. Lisa is 16 years old.Which one has been in the country for alonger period of time?

InstructionsThe Instructions instrument focuses on

encoding and decoding verbal and writteninformation. The difficulty in the tasks is notin the meaning of the words themselves,although learners may occasionally have prob-lems with unfamiliar terms; the difficulty israther with the significance of the words andwith what they imply in context. Through theinsights gained into the reasons for their suc-cesses and failures, learners are transformedinto generators of information, able and willingto interpret and transmit complex instructions.

Cognitive Functions Developed• Definition of the problem• Comparison of completed drawing with

verbal instructions• Use of relevant cues to clarify ambiguities• Hypothetical thinking and use of logical

evidence to support hypotheses

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Figure 10. Sample Task for theNumerical Progressions Instrument


Mediation of Sample TaskMediated regulation and control of behav-

ior is indicated until the instructions and pic-ture have been completed and errors identified.

Sample TaskInstructions: Matching/not matching: On

the left side of the page there is a description.Beside the description there is a corre-

sponding drawing. Look at the drawing andread the description. Check whether thedescription matches the drawing. If it does,circle the word MATCHING and go on to thenext exercise. If it does not, circle the wordsNOT MATCHING, and write on the lines thecorrect description that will match the draw-ing. Figure 11 shows a sample task.

Orientation in Space-IIOrientation in Space-II introduces and

provides practice in the use of external, stable,and absolute systems of reference.Geographical concepts such as compasspoints, coordinates, and graphs are used todescribe relationships and an object’s orienta-tion in space. Learners have to simultaneously

apply the relative (internal) system of refer-ence and the absolute (external) system ofreference to describe and understand spatialrelationships.

Cognitive Functions Developed

• Definition of the problem.• Comparison of alternative solutions.• Summing right and left turns and finding

their equivalents in fractions of a circle.• Projection and description of spatial rela-

tionships in terms of relative and absolutesystems of reference.

• Hypothetical thinking in consideringalternative solutions.

• Use of logic in the integration of two sys-tems.

Mediation of Sample TaskAn opportunity for the mediated regula-

tion and control of behavior is provided in thesample tasks. The willingness to defer theresponse until the information has beendecoded, gathered, and elaborated and thestrategy planned is especially necessary inthe last task. Figure 12 shows a sample task.

Sample TaskInstructions: Using the picture, fill in the

blanks (see Figure 12 on following page).

SyllogismsThe Syllogisms instrument presents for-

mal, propositional logic. In syllogistic reason-ing, the integration of information from twopremises about the relationship between termsyields the deduction of an unknown relation-ship. Through the tasks of Syllogisms, learnersgain the ability to discriminate between validand invalid conclusions and between possibleand inevitable outcomes. The instrument fos-ters inferential and abstract thinking.

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There are three circles on a diagonal that starts in theright bottom corner. They are arranged according to size order. The smallest circleis at the bottom.

There is a yellow diagonal starting from the left bottom corner. On it there are three circles arranged according to size order. the yellow circle is the biggest and it is in the middle. There is a horizontal line and above it there is a hexagon, a circle, and a square arranged according to size order. The hexagon is smallest and is on the right side. The square is the biggest.

There is a horizontal line and above it there are two yellow triangles and a black circle. The large shape is on the left side, and the small shape on the right side.

Figure 11. A Sample Task in theInstructions Instrument

READ LOOK CHECK WRITE

MATCHINGNOT MATCHING




1.

2.

3.

4.


Cognitive Functions Developed• Appropriate definition of problem.• Spontaneous comparative behavior

between attributes of a set and those ofset members.

• Selection of relevant data for elaboration.• Overcoming episodic grasp of reality by

establishing relationships.• Broadening of mental field to simultane-

ously elaborate information from severalsources.

• Elaboration of cognitive categories on thebasis of conceptual criteria.

• Use of summative behavior.• Hypothetical thinking and search for log-

ical evidence.

Mediation of Sample TaskTranscendence is reached through insight

and generalization from the sample task intoother areas of academic, vocational, and lifeexperiences. Meaning is assigned to the logi-cal processes that allow the mind to exceed

the confines of the concrete experiencesthrough inferential thinking. Goal-seeking,goal-setting, goal-planning, and goal-achiev-ing behavior is mediated along with themediation of regulated behavior and a feelingof competence. (See Figure 13).

Sample TaskInstructions: Using the drawing, answer

the questions by writing the appropriate let-ters for each set in the parenthesis and by fill-ing in the blanks.

Transitive RelationsThe Transitive Relations instrument deals

with relationships that exist in ordered sets,in which the differences between set mem-bers are described by the terms “greaterthan,” “less than,” and “equal to.” This instru-ment helps learners recognize conditions thatpermit deductive and inductive reasoning.Through the tasks in Transitive Relations,learners demonstrate their ability to engagein inferential thinking based on logical impli-cation and relational thinking.

Cognitive Functions Developed• Definition of problem• Selection of relevant information• Comparison and categorization

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A

BC

All the exercises on this page are based on the above drawing. Look at the drawing above and write the appropriate letters for each set in the parentheses; then fill in the blanks. 1.All predatory animals (A) are dangerous (B).

Some birds (C ) are predatory (__).CONCLUSION: Some ________(C ) are ________(B).

2. All redheads (__) have freckles (__).Some redheads (__) have blue eyes (__).CONCLUSION: _________(__) ___________(__).

Figure 13. A Sample Task in theSyllogisms Instrument

North

South

West East

left right

LOOK AT THE ILLUSTRATION ABOVE AND FILL IN THE BLANKS BELOW

1. You are facing east.A. Make ____ turns to the right so that you return to where you started.B. Make a ____ circle, so that you return to where you started.

2. You are facing north.A. Make 4 turns to the right and 1 turn to the left.Where do you face now? ___________B. Make a full circle to the right and circle to the left.Where do you face now? _________

One turn = _____ circles. _____ turns = circle.

3. You are facing north.Make 3 turns to the right and 1 to the left.Where do you face now? _________To face east, one can move ____ circle to the right or ____ circle to the left.

4. You are to turn south to east in two steps. (There is more than one solution.)

1 turn = circle2 turns = Ω circle3 turns = ___ circle___ turns = full circle

Alternative 1 Alternative 2 Alternative 3 (turns) (turns) (turns)

2 left 2 right circle right1 right _______ __ circle left

FIRST STEPSECOND STEP

Figure 12. A Sample Task in theOrientation in Space-II Instrument


• Hypothetical thinking• Planned and systematic behavior

Mediation of Sample TaskTranscendence is reached through insight

and generalization from the sample task intoother areas of academic, vocational, and lifeexperiences. Meaning is assigned to the logi-cal processes that allow the mind to exceedthe confines of the concrete experiencesthrough inferential thinking. Goal-seeking,goal-setting, goal-planning, and goal-achiev-ing behavior is mediated along with the medi-ation of regulated behavior and a feeling ofcompetence. A feeling of optimism is mediat-ed as students learn to induce conclusionsabout unknown relationships. (See Figure 14.)

Sample TaskInstructions: Complete the following

problem. Four construction workers arebuilding a building. Arthur and David togeth-er can put up two walls in one workday.Charles and Harold together can also put uptwo walls in one workday. Arthur does morework in one day than Charles does.

Representational Stencil DesignRepresentational Stencil Design consists

of tasks in which the student must mentallyconstruct a design. The completion of thetasks requires a complex series of steps. Theidentification of the whole through its super-imposed parts requires an active, mental con-struction with the help of inferences, and ananticipation and representation of the out-come. Answers are sought by affirmation,negation, and elimination of what is logicallyimpossible. Learners must extrapolate fromthe known to the unknown and rely on logicto identify the constructions.

Cognitive Functions Developed• Comparison• Summative behavior• Categorization• Establishment of temporal and spatial

relationships

Mediation of Sample TaskChallenge, competence, and optimism are

mediated as students realize their ability andteachers expect them to perform this very dif-ficult task. Regulation of impulsive behaviorand representational goal-oriented cognitivebehavior are key to the mediation offered bythe teacher in the context of this instrument.(See Figure 15.)

Sample TaskInstructions: List the stencil numbers that

make up the completed design in the right order.

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Substitute letters for the names:Arthur ___________ Charles __________David ___________ Harold ___________

Using the signs (>, <), signify the relationshipbetween the work rates:

Arthur _______ DavidCharles _______ HaroldArthur _______ CharlesCharles _______ DavidDavid _______ HaroldArthur _______ Harold

Figure 15. A Sample Task in theRepresentational Stencil Design Instrument

Figure 14. Sample Task in the TransitiveRelations Instrument


A DESCRIPTION OF THELEARNING PROPENSITY

ASSESSMENT DEVICE (LPAD)2

Process and Instruments

The Learning Propensity AssessmentDevise (LPAD) is a series of tests or activitiesthat (1) evaluate the way an individual learns,and (2) identify the development of cognitivefunctions. That is, the LPAD enables us toobserve and record how a person learns, whatkinds of teaching are required to respond moresuccessfully, and how much of the observedlearning is retained as new and more challeng-ing tasks are presented. Through thisapproach, we can gain a picture of the way aperson thinks, learns, and the possibilities forthe development of their thinking and learningpotential. The LPAD differs from traditionaleducational and psychological evaluation inthat we gain information not from scores orsingle responses, but from observations ofrepeated responses to the tasks, and fromteaching the subject how to solve problemsand respond correctly (mediation).

Used in conjunction with standardizedassessment, the LPAD adds a perspective onwhat kinds of interventions are needed andthe individual’s learning abilities and poten-tial for growth. Another important feature ofthe LPAD instruments is their inclusion of allof the various important ways of processingand responding to informationæverbal, picto-rial, numerical, figural, symbolic, graph-icæand the ways in which the subjectcombines them to respond cognitively.

An LPAD assessment consists of a bat-tery of several instruments, chosen to allowthe evaluator to observe as many as possibleways in which the learner responds. As thesubject responds, the assessor gathers infor-mation, develops ideas about the learner’sneeds and functions, and uses these insightsin choosing and analyzing performance insubsequent instruments. Therefore, theamount of time needed for the assessmentand the number and range of instruments canvary a great deal.

The following is a brief description ofeach of the LPAD instruments used in thisassessment.

Instruments Focusing on Perceptual-Motor Functions

Organized by Cognitive Components

Organization of DotsOn this test, the subject looks at a model

figure containing simple geometrical shapes,starting with squares and triangles, andincreasing in complexity with subsequenttask demands to include shapes composed ofboth regular and irregular curvilinear andrectilinear forms. The subject is then asked to“find” the model shapes in frames filled withunstructured, visually amorphous clouds ofdots. The task is to draw lines to connect thedots to produce the shapes of the model, pre-sented in many instances as overlapped,rotated, and superimposed in various ways.The subject must look for the relationships,plan and use information that must be inter-nalized, and exercise eye-hand coordinationto draw the connecting lines. As the subjectcompletes the tasks the examiner observesand mediates the development and use ofcognitive strategies such as planning, infer-ring, and regulating perceptual conflicts. Theprimary modality of the task is figural andgraphomotor. Operations in this task include

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2 This section on LPAD has been previously adaptedfrom Feuerstein, Re., Falik, L. H., & Feuerstein, Ra.(1998). The Learning Propensity Assessment Device:An alternative approach to the assessment of learningpotential. In R. J. Samuda, Re. Feuerstein, A. S.Kaufman, J. E. Lewis, & R. J. Sternberg (Eds.),Advances in cross cultural assessment. ThousandOaks, CA: Sage.


differentiation, segregation of overlappingfigures, conservation of the figure acrosschanges in its position, articulation of thefield, and representation (interiorization).This instrument is based upon the originalcontributions of Andre Rey.

Complex Figure-Drawing TestThe Complex Figure Drawing Test is

adapted from Rey (1941) and Osterrieth(1945). The subject is asked to copy theRey/Osterreith complex geometric design bylooking at the model. The subject must useorganizational principles to create an effi-cient production in the face of the complexi-ty of the task. The great number of units ofinformation become reduced by organizationand awareness of the succession of stepsneeded to internalize the multitude of details.During the first reproduction phase, onlyminimal orienting mediation is offered.Following the first reproduction, and after a3- to 5-minute latency period, the subject isasked to reproduce the design from memory(without looking at the model). Following thememory phase, and based on observations ofthe subject’s performance, a mediation phaseis conducted where the examiner reviewswith the subject aspects of his or her per-formance, identifies errors and inefficien-cies, and teaches organizational and designaspects. After mediation the subject is askedto copy the design again from the stimulusmodel, and again from memory.

Assessment is directed toward the initialperformance (e.g., organizational approach,accuracy of motor skills and structuraldetails) in reproducing the design andchanges in the second copy, and memory pro-ductions, following mediation. The taskrequires functioning in a figural and graphicmodality and measures both short-term learn-ing and the persistence of perceptual organi-zation difficulties. The mental operations

involved in this test include discrimination,segregation of proximal elements, the articu-lation of a complex field, and reproduction,representation, differentiation, integration,and visual-motor coordination.

An additional phase is also available forthis test, the Representational Organizationof Complex Figures, in which the subject ispresented with a template containing 10designs, constructed in such a way that a cen-tral geometric figure is embedded in a set ofadjacent or juxtaposed figures. The subject isasked to scan the first figure and indicatewhich part of the figure he or she would pre-fer to draw first, and the order in which all ofthe remaining parts would be drawn. Theexaminer then proceeds through the rest ofthe figures. No figure is actually drawnæthesubject merely indicates the parts andsequence in which they “would” be drawn.This phase is useful for those subjects whopresent persistent difficulties in organization-al aspects of the CFD, and reveals the effectsof mediation offered in earlier phases of theinstrument. It removes from performance anydifficulties the subject may have in the visu-al-motor modality.

Reversal TestThis instrument requires the subject to

look at two figural designs contained in aframe and indicate whether they are the sameor different. If different, the subject is askedto make a rapid mark, and move on to thenext differentiation. There is no focusedmediation on this instrument other thanestablishing a clear response expectation inthe subject, which is done with several prac-tice problems before the test is given. Thesubject responds rapidly, using visual track-ing, without mediational intervention. Thedifferentiations are based on reversals, part-whole relationships, and structural changes.The modality is figural with minimal motor

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performance required. While this instrumentdoes not involve mediational intervention, itgives excellent cues regarding the develop-ment of lexic functions in the subject, andorients to mediational options in other instru-ments (as on Raven and Set Variations), andin the content areas of reading and mathe-matics (as regards the decoding aspects ofnumerical symbols). As this instrument hasrecently entered the LPAD battery, there is nocorresponding section in the LPAD Ex-aminer’s Manual (Feuerstein, 1995) detailingits use. This test is based on the work ofEdfeldt (1954).

Diffuse Attention Test (Lahy)This instrument was developed by Lahy

from the work of Zazzo (1964). It is used inthe LPAD procedure to assess the subject’sadaptability and flexibility, manifested inrapidity and precision on a task that requiresvisual scanning. The subject must maintainattention and focus on a visual/motor andrepetitive process, learning a perceptual set,and either maintaining it over time or beingable to learn a new set without interferencefrom the prior learning. Three of the eightfigures are designated as model figures, andare isolated at the top of each section of thetest page which the subject “learns” to differ-entiate. The subject must then scan lines of40 figures, comprising the eight figures pre-sented in a random order, and mark the threemodel figures when they are perceived andidentified. The stimulus field is thus percep-tually quite dense, and requires the subject toscan carefully and work to maintain visualtracking and cognitive attention. There aretwo forms of this test, one having only onesuch array, and 24 lines of stimuli to scan. Asecond form has three sections, with threedifferent sets of three-dimensional model fig-ures, thus enabling the assessment of retroac-tive inhibition—the effect of learning one set

of differentiations on the subsequent per-formance on another set. Performance isobserved in one-minute intervals, yieldingscores of the proportion of correct and incor-rect inclusions, and omissions, within thesegments. No mediation is typically offeredduring the performance on the task, but thetask can be practiced and mediated in a vari-ety of ways after performance, and repeatedafter various practice experiences, to assessthe changes with “over learning.” The modal-ity of this test is visual-motor and graphic.The operations included are limited to theidentification of differentiated cues (anencoding process) and the “re-cognition” ofthe model.

Instruments Focusing on Memory,With a Learning Component

Positional Learning Test (5 x 25)This test is adapted from the work of

Andre Rey. The subject is shown a grid of 25squares, organized in 5 rows and 5 columns,with 5 positions (corresponding to one foreach row and column) designated and indicat-ed by the examiner using an auditory verbaland motor modality (saying “here” and point-ing). After a short (10-second) latency period,the subject is asked to reproduce the indicatedpositions by marking them on the same grid.The procedure is repeated, with minimal medi-ation, until the subject can reproduce the pat-tern correctly three times in succession. If thesubject experiences difficulty, mediation isdirected toward the apparent source of theerrors, and to establishing strategies that thesubject can use. After learning one pattern, theprocedure is repeated similarly with differentpatterns, enabling the examiner to observelearning of new patterns in the presence ofpreviously learned and potentially confound-ing patterns. The learning on this instrumentreflects a visual-motor and graphic modality

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and requires the subject to use the operationsof encoding, sequencing, and the reproduc-tion of a perceived set of positions.

Plateaux TestThis instrument is also adapted from the

work of Andre Rey. On this test, the subject ispresented with a set of four plates, superim-posed upon one another in the subject’s view.Each plate contains nine buttons or pegs,arranged in three parallel columns or rows (a3 x 3 design). Each plate has one peg thatcannot be removed. The fixed peg is in a dif-ferent position on each of the four plates. Onthe exploratory phase, the subject is asked tosearch for the fixed peg on the first plate bytaking out the pegs and replacing them untilthe fixed one is located, and to identify itsposition. The subject is asked to repeat theprocess for the remaining three plates succes-sively, being encouraged to develop strategiesleading to learning the positions on each plateand discovering a generalizationærule or prin-cipleærelating to the pattern of fixed posi-tions. After the subject has learned the fourpositions (making three errorless repetitions),the orientation of the plate is rotated and thesubject is asked to identify the position of thefixed pegs following the rotation(s). A second,representational phase is undertaken when thesubject is asked to draw the pattern of fixedpegs on paper, reflecting a two-dimensionaltransition and interiorization. This phaseassesses the transition from the concrete posi-tion to the use of a memorized or internalizedrepresentation from a three dimensional expe-rience to a graphical two dimensionalplaneæa substitution of learned reality. A thirdphase is introduced in order to learn about theplasticity and flexibility of the memorizeddata. In this phase the well established posi-tions and their successions are successivelyrotated by 90, 180, and 270 degrees, and theexaminee is required to represent schemati-

cally (on paper) the fixed peg in the new posi-tions produced by the respective rotations.This phase represents a higher ordered cogni-tive operation than the simple reproduction ofthe positions and their initial graphic repre-sentations, reflecting the outcome of rotationsrequiring shifting of learned positions.

Associative RecallAssociative Recall is assessed through

two tests: The Functional Reduction and Part-Whole and the 16-Word Memory Test.Descriptions of these tests follow.

1. Functional Reduction and Part-WholeThis test consists of two versions, similar

in organization and objective but differing instimulus presentation. The subject is shown apage that contains a row of 20 simple linedrawings along the top row, selected for theirfamiliarity to the subject and the unambigui-ty of their figural presentations. In the firstrow the objects are presented in their entirety,and the subject is asked to name them (alabeling phase). In the second row, on theFunctional Reduction (FR) page drawings offunctional substitutes are shown. On the Part-Whole (PW) page a salient feature of theobject is presented. In the third and fourthrows, there is a further stimulus reductionand changes in order of presentation. Thesubject is asked to recall the original labeledobject on the top row from a visual inspectionof the reduced stimuli under the various con-ditions presented in the subsequent rows thatare exposed, with the preceding rows con-cealed. The FR page is usually used withmost subjects, and the PW page may be usedwhen the examiner feels further mediation isneeded for repetition or crystallization of thefunctions learned on the FR page, or whenthe subject’s level of perceptual functioningsuggests that restricting the task to a focus onstructural details as the link to associate

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memory will yield more efficient and elabora-tive responses. Both pages also enable theassessment of immediate free recall anddelayed free recall of the original 20 objects.The modality of this test is visual, auditory,motor and graphic. It requires the subject touse the operations of encoding, symbolization,and the discovery of functional relationships.

2. 16-Word Memory TestThis test consists to a group of 16 simple

common words presented orally to the subject.The words are presented in a fixed but con-ceptually random order. The subject is askedto repeat as many as can be recalled followingthe presentation of the list and a latency peri-od of approximately ten seconds. The subjectis told that the process will be repeated sever-al times. No mediation is offered for the firstthree or four repetitions. The examinerobserves the subject’s spontaneous recognitionand inclusion in memory of the four categoriesinto which the 16 words can be grouped. Afterapproximately four repetitions, mediation isoffered if needed to encourage the memoryprocess, using a variety of cues, bothmnemonic and cognitive, until the subject canrecall all or a majority of the list using inter-nalized memory functions and achieve accura-cy and efficiency of response. The modalitiesof this test are auditory and verbal, and themental operations require the reproduction ofan auditory set of stimuli, internalized con-trols, organization, and both encoding anddecoding (representationally) skills.

Instruments Involving Higher-OrderCognitive Processes and Mental

Operations

Tri-Modal AnalogiesThis instrument is used with younger chil-

dren and low-functioning individuals to estab-lish analogical thinking, using figural,

pictorial, symbolic, and verbal modalities.The stimuli require the subject to mentallymanipulate and elaborate, thus moving thelearner into abstract mental operations with-out needing to rely on concrete manipulatives.As such, the stimuli are useful as a prelimi-nary to working on the more abstract andcomplex Raven’s and Set Variations tasks. Theinstrument is administered in a format similarto the Set Variations described shortly.

The subject is shown two stimuli, askedto consider the relationship between them,and then to look at a third stimulus. The sub-ject is then asked to select from a number ofalternatives a fourth choice that is consistentwith the relationship existing in the first two.

The learner is required to use concepts ofsize, shape, number, and positional orienta-tion to establish relationships and completethe analogy. The mediational opportunities inthis instrument enable the teaching of orient-ing and superordinate concepts, and theanalysis of errors can indicate areas of defi-ciency or fragility in concept formation oracquisition. The general progression of tasksis at a lower level (as regards necessary men-tal operations), but assesses similar processesas in the Raven’s and Set Variations instru-ments described shortly.

This instrument has just entered the LPADbattery, but at the present time is not addressedin the Revised Examiner’s Manual (Feuerstein,1995). However, the reader is advised to studythe sections on the Raven’s and Set Variationsinstruments to develop a deeper understandingof, for example, the mediational suggestions,general goals and objectives, because there isa close consonance.

LPAD Matrices

The instruments used in the LPAD proce-dures are those of the published RavensColored (CPM) and Standard Progressive

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Matrices (SPM) (1956; 1958). Set VariationsB-8 to B-12 are based on Ravens CPM items8 to 12. Set Variations I is based on itemsfrom the CPM levels A, Ab, and B. SetVariations II is based principles similar toSPM levels C, D, and E, but the items presentgreater novelty in the modality of presenta-tion. The LPAD objective in the presentationof these problems to the examinee is to assessto what extent a rule and set of prerequisitesacquired to solve a particular problem areadaptively used in variations of the task, andto what extent the learned elements of theoriginal task become the facilitating factor inadaptation to the new task.

The Ravens instruments are administeredaccording to LPAD procedures, using a “test-teach-retest” approach. The Set Variationsinstruments are constructed and administeredon principles similar to those of Ravens, witha sample problem for each set of variationswhich receives intensive mediation, and thenindependent performance is observed on aseries of problems similar to but also becom-ing progressively more difficult than themediational example. The tasks require thelearner to look at a series of designs, andcomplete the series by selecting a correctalternative from a number of choices. Tochoose the correct alternative, the subjectmust understand the relationship among thevariables. The tasks progressively add vari-ables and change the dimensions used toestablish the relationships. What is assessedon these tasks is the subject’s ability to thinkusing analogies presented as figural(visual/perceptual) information, and his or herresponse to the teaching of strategies to solvethe problem. The operations involved arethose of perceptual closure and discrimina-tion; and the generation of new informationthrough synthesis, permutations and seriation,inferential thinking, analogical thinking,deductive reasoning, and relational thinking.

Representational Stencil Design Test(RSDT)

The RSDT is based on the Stencil DesignTest of Grace Arthur (1930) but differs sig-nificantly in its structure and technique ofapplication, primarily in its shift of the taskaway from the concrete, manipulative modal-ity toward a representational, internalizedmodality. In the LPAD procedure, the designis constructed by the subject on a purely men-tal level. The instrument consists of 20designs, which the subject must reconstructrepresentationally by referring to a page ofmodel “solid” and “cut-out” stencils thatmust be mentally superimposed upon oneanother. The problems increase in level ofdifficulty (on dimensions of form, color, andstructure) and are organized so that masteringsimpler problems leads to the ability to suc-cessfully solve harder ones. The procedure ofthis test is to orient the subject to the Stencilpage, offer a test page of problems, and thenprovide a training page to mediate variousprocesses and strategies according to what isobserved during performance on the testpage. A parallel test is provided to be usedfollowing mediation. The instrument assessesthe subject’s ability to learn a complex taskusing internalized systems of organizing, andto use acquired learning to solve more com-plicated problems. Part of what is assessed inthis instrument is how readily available thelearner’s inner (representational) processesare, and how easily and adaptively they areused in subsequent problems of increasedcomplexity and abstraction. The modalitiesinvolved are figural, numerical, and verbal.The operations involved in successful masteryof the tasks are segregation, differentiation,representation, anticipation of transformation,encoding and decoding, and generalization.

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Numerical ProgressionsThis test assesses the subject’s capacity to

understand and deal with relationships, iden-tify them as rules, and apply them to buildingnew information, using numerical and graph-ic modalities. The task presents progressionsof numbers related to one another accordingto rules which must be deduced from theavailable information. At the end of asequence of numbers the subject is asked tosupply the two missing numbers. A correctresponse infers that the subject has under-stood how the numbers are related to oneanother. The format is that of a pretest, alearning phase, and two forms of a post-test.In the learning phase, the subject is encour-aged to formulate and state the rule by whichthe answers were achieved. The examinerteaches relationships that are not understoodand establishes strategies according to ananalysis of needs (errors and performance onthe pretest). Following mediation, a post-testis given to determine how well the subjecthas learned strategies for solving the prob-lems. The parallel form of the post-testmakes possible the assessment of the perma-nence and stability of what has been learnedover time. The operations involved in thisinstrument are those of basic mathematics(addition, subtraction, multiplication, anddivision) and the more generalized mentaloperations of differentiation, segregation,inferential thinking, and deductive reasoning.

OrganizerThis instrument presents the subject with

a series of verbal statements consisting ofsets of items which must be organizedaccording to closed, logical systems. The taskinvolves the subject placing the items (e.g.,colors, objects, people) in positions relativeto one another according to the determinedattributes or conditions presented in the state-ments. A series of statements or premises is

presented in each task. Each premise permitsthe extraction of only a part of the neededinformation required to determine a full andprecise placement of the items. Thus, the sub-ject must gather available information, devel-op and test hypotheses with succeedinginformation given, and generate informationwhich is not immediately available in thegiven propositions. The tasks become morecomplex because of more units of informa-tion and the level of inference needed tosolve them. What is assessed in this instru-ment is the subject’s ability to gather newinformation through the use of inferentialprocesses, formulate hypotheses and testthem according to new information orassumptions generated, and apply strategiesfor discovering relationships. The instrumentconsists of pretest, learning, and test phases.The modality is verbal, with a numerical sub-component. The operations involve decoding,encoding, representation, inferential thinking,transitive thinking, combinatorial skills, propo-sitional reasoning, negation, with a heavy load-ing of mnemonic (memory) functions.

CONCLUSION

This chapter presented a brief overview ofMediated Learning Experience, Feuerstein’sInstrumental Enrichment, and the LearningPropensity Assessment Device. Work withthese models has been done with many differ-ent groups of children and their families. Theprinciples described in this chapter are consis-tent with the emphasis throughout The ICDLClinical Practice Guidelines to use an under-standing of a child’s developmental profile asa basis for creating individualized learninginteractions. It is these individualized learninginteractions that create the opportunity forgrowth.

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Arthur, G. A. (1930) A point scale of per-formance tests: Clinical manual, Vol. I.New York: Commonwealth Fund.

Feuerstein, R. (1995) Revised LPAD examin-er’s manual. Jerusalem, Israel: Interna-tional Center for the Enhancement ofLearning Potential.

Osterreith, P. A. (1945). Copie d’une figurecomplexe. Archives de Psychologie, 205-353.

Rey, A. (1959). Test de copie d’use figurecomplexe. Manual. Paris: Centre dePsychologie Applique.

Zazzo, R. (1964) Le test de deuz barrages.Neuchatel: Delachaux et Niestle.

REFERENCES

ICDL Clinical Practice Guidelines578

Documents

Mediated Learning Experience