As 28 Deficiencias Da Inteligencia Humana

http://educacaodialogica.blogspot.com.br/2013/07/as-28-deficiencias-da-inteligencia.html

quinta-feira, 4 de julho de 2013 As 28 deficiências da inteligência humana, pelo pedagogo romeno Reuven Feuerstein. (uma dica de Olavo de Carvalho)

As 28 deficiências da inteligência humana pelo pedagogo romeno !eu"en #euerstein. $uma dica de %la"o de &ar"alho'

 pedagogo romeno !eu"en #euerstein. #euers tein. (ou tentar tradu)ir se algu*m +uiser corrigir sinta-se , "ontade. As deficiências resultantes da falta de aprendi)agem mediada so antes perif*ricas do +ue centrais e refletem atitude e moti"ao deficientes falta de hbitos de trabalho e es+uemas de aprendi)agem ao in"*s de incapacidades estruturais e de elaborao. "idências da re"ersibilidade do fenmeno tem sido encontrado em trabalhos clnicos e eperimentais especialmente atra"*s da a"aliao din4mica - $5ispositi"o de A"aliao do 6otencial de aprendi)agem - earning 6otential Assessment 5e"ice - 6A5'. % 6A5 tamb*m nos

capacitou a estabelecer um in"ent9rio de funes cogniti"as subdesen"ol"idas pobremente desen"ol"idas ou debilitadas. stas n9s categori)amos como n"eis de ;nput laborao e %utput. #unes cogniti"as debilitadas afetando o n"el de ;nput incluem debilidades +uantitati"as e +ualitati"as dos dados recolhidos pelo indi"duo +uando confrontado por um problema ob a falta de sistemas est"eis de referencia debilitam o estabelecimento de uma organi)ao topol9gica e uclidiana do espao. ?. #alta de ou debilidade de conceitos de tempo. @. #alta de ou debilidade de conser"ao de constantes $tamanho forma +uantidade orientao' atra"*s da "ariao dos fatores. 7. #alta de ou deficiência de preciso e acuidade dos dados recolhidos. 8. #alta de capacidade de considerar duas ou mais fontes de informao $ou hip9teses' de uma "e)> isto reflete +ue os dados so tratados de forma isolada ao in"*s de fatos organi)ados em um todo. A se"eridade da debilidade no n"el de ;nput tamb*m pode afetar o funcionamento dos n"eis de laborao e %utput mas no necessariamente. #unes cogniti"as debilitadas afetando o n"el de laborao incluem a+ueles fatores +ue impedem uma a"aliao eficiente da informao e das dicas ou sugestes. 1. 6ercepo inade+uada ao definir um problema eistente. 2. ;ncapacidade de selecionar aspectos rele"antes e no rele"antes na definio de um  problema. 3. #alta de um comportamento comparati"o espont4neo ou limitao na sua aplicao. =. &o ps+uico tacanho medocre. ?. &ompreenso parcial da realidade. @. #alta de ou debilidade na necessidade de perseguir e"idências l9gicas. 7. #alta de ou debilidade de interiori)ao. 8. #alta de ou debilidade no pensamento hipot*tico-inferiti"o pensamento  se.... B. #alta de ou debilidade nas estrat*gias de testar hip9teses. 10. #alta de ou debilidade na habilidade de estruturar um comportamento ade+uado para solucionar um problema. 11. #alta de ou debilidade no plane
criati"as e ainda +ue corretamente elaboradas podem gerar respostas erradas por+ue foram  baseadas em informaes inade+uadas inade+uada s e inapropriadas no n"el de ;nput. #unes cogniti"as debilitadas afetando o n"el de %utput incluem a+ueles fatores +ue le"am a uma inade+uada comunicao das solues encontradas. Cote +ue informaes corretamente percebidas e elaboraes apropriadas podem ser epressadas incorretamente. 5e"e-se notar +ue mesmo dados e elaboraes corretas podem ter sua soluo epressa incorretamente se eistirem dificuldades nesse n"el. 1. Dodalidades egocêntricas de comunicao. 2. 5ificuldades na pro
Nalter Oader disse... u no tenho dados confi"eis por*m me parece +ue eiste uma deficiência de alimentao proteica nas crianas brasileiras entre )ero e três anos de idade

implicando em m formao neural. &reio ser este o fundamento para se escapar destas "inte e oito deficiências e * claro +ue tamb*m no * o Pnico. tera-feira outubro 1? 2013 ?:2B:00 AD Loo Daria disse... %brigado Nalter este pode ser um dos fatores. mas tb a outros fatores +ue mudam um comportamento. &ompare os dados do Erasil com outros pases. Agora +ue o +ue "c menciona pode ser um dos fatores +ual maior rele"4ncia. tera-feira outubro 1? 2013 ?:=7:00 AD Annimo disse... %l eu conheci o !eu"en #euerstein pelo filos9fo %la"o de &ar"alho e o site Dida Oem Dscara. Ooube +ue eiste um programa chamado 6; +ue ser"e para corrigir essas deficiências cogniti"as. &omo eu fao para saber se eu tenho essas deficiências cogniti"as. Algu*m conhece algum profissional a+ui em Oo 6aulo para fa)er um teste %u ento algum li"ro %brigado e continuem com o blog. tera-feira outubro 1? 2013 ?:[email protected]:00 6D Loo Daria disse... %l e obrigado pela confiana. conheci tb atra"*s do professor %la"o de &ar"alho numa palestra +ue assisti de um "deo +ue ele deu na %AE. (e
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http://HHH.ola"odecar"alho.org/semana/131013dc.html

O idiota em sentido estrito %la"o de &ar"alho  Diário do Comércio, 13 de outubro de 2013 Fermos como VidiotaW VimbecilW VmentecaptoW etc. podem ser usados como meros ingamentos. Ceste caso no indicam nenhuma deficiência mental ob
sse erro o mais fre+Xente ho
os Vmal"adosW. 6ensar no Erasil significa +ue o su
http://HHH.ola"odecar"alho.org/semana/0=0731globo.htm

+otinhas da semana %la"o de &ar"alho O Globo 31 de
m entre"ista , IstoÉ  o delegado Dauro Darcelo de ima e Oil"a no"o chefe da Agência Erasileira de ;nteligência $Abin' afirma +ue sob o seu comando os agentes no sero  
!ecebi notcia de +ue o sr. #rei Eetto anda em busca do meu endereo residencial T no sei  para +uê. Dandei responder +ue me en"iasse um e-mail e seria atendido imediatamente. &omo ele no escre"eu tentei locali)-lo atra"*s da internet  mas a Assessoria special +ue ele ocupa no tem se+uer um site  e no da pr9pria 6residência da !epPblica * imposs"el entrar: a Dicrosof responde +ue a pgina no tem registro de autori)ao. Oe clicamos no google o nome V#rei EettoW aparecem centenas de sites  nenhum dos +uais * dele mas todos de terceiros +ue no sabemos se so seus representantes ou simples admiradores. &omo * +ue "ou dar meu endereo a uma criatura to e"anescente 6ara cPmulo um dos linGs eistentes frei-betto."ip@1.bi)  "ai dar numa pgina de...  pornografiaM Y a situao mais dadasta +ue < "i: um alto funcionrio in"is"el com seu nome impunemente usado por espertalhes para fins imorais. Y o smbolo em miniatura da anar+uia imperante. ]]]  Cuma de suas apostilas o c*lebre pedagogo
http://laudaamassada.blogspot.com.br/2011/03/+uanto-mais-incompetente-melhor-ou.html A+-O A/0 /+CO1-+-, 34OR. Ou" negando Feuerstein Em Notinhas da Semana, de 31 de julho de 2004, no Globo, o filósofo Olavo de Carvalho esreveu!

"Numa de suas apostilas, o célebre pedagogo judeu-romeno Reuven Feuerstein assinala as deficiências básicas de inteligência humana responsáveis pelo fracasso nos estudos. lgumas delas s!o a falta de precis!o ao captar os dados, a inabilidade de distinguir entre o essencial e o acessrio, a apreens!o episdica ou fortuita da realidade, a incompetência para conceber hipteses, a incapacidade de lidar simultaneamente com várias fontes de informa#!o, e, como resultado, os  julgamentos impulsivos, deslocados da situa#!o. $orrigindo esses defeitos, o dr. Feuerstein vem obtendo resultados formidáveis até mesmo com crian#as antes consideradas deficientes mentais incuráveis. % &ue ele n!o sabe é &ue, no 'rasil letrado, nenhuma dessas falhas de apreens!o e processamento da realidade é considerada uma deficiência. (odas s!o modos normais e até obrigatrios de atividade intelectual entre as classes falantes. )ode-se observá-las diariamente em artigos de jornal, entrevistas de celebridades, discursos no parlamento, leis e decretos, senten#as judiciais e teses universitárias, sem falar de algumas cartas de leitores."... N *%+$  &ue atualidade 'asta analisarmos o $ongresso e o ecutivo nacionais.

6ostado por gutenberg < ,s 07:?= n"iar por e-mailElogFhisM&ompartilhar no FHitter&ompartilhar no #acebooG&ompartilhar no %rGut Darcadores: Erasil &ultura 5U&A^_%

!eu"en #euerstein T NiGip*dia a enciclop*dia li"re 6rofessor Reuven #euerstein $nascido em 21 de Agosto de 1B21 em Eotosan !omênia' $hebraico `' um psic9logo
%rigem: NiGip*dia a enciclop*dia li"re. ;r para: na"egao pes+uisa 6rofessor Reuven Feuerstein $nascido em 21 de Agosto de 1B21 em Eotosan !omênia' $hebraico `' um psic9logo 
Eretanha ;tlia kndia e Lapo tem sido desen"ol"idos eplorando a aplicabilidade de no"os instrumentos com

$2' Dediao de transcendência: Franscendência da realidade concreta Vdo a+ui-e-agoraW e da tarefa aprendida generali)ando para posterior aplicao da compreenso de um fenmeno apreendido em outras situaes e contetos> $3' Dediao de significado: &onstruo $incitada pelo mediador' de significados +ue  permitam compreender a import4ncia da aprendi)agem e interpretar os resultados alcanados. stes crit*rios foram obser"ados empiricamente por #euerstein como fatores comuns em toda situao de mediao. m seguida ser ampliado o significado de cada um destes crit*rios. 6or intencionalidade do mediador e reciprocidade do mediando entende-se a consciência do inter"entor humano em sua tarefa ante o mediado e o estmulo ou se
Referências 1.  http://HHH.icelp.org 2.  centros autori)ados [ editar   ] Bibliografia O\A!!%C \%NA!5 C%anging C%ildren&s 'inds( "e#erstein&s )e*ol#tion in t%e +eac%ing o Intelligence Oou"enir 6ress td $#ebruar 1BB1' ;OEC 0-28?-@?03=-3 •

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#U!OF;C !.> #A; .\.> #U!OF;C !. O.> !AC5 . -he 56namic Assessment of Cognitive odifia&ilit6" the learning propensit6 assess ment device" theor6, instruments and techni$ues. Lerusalem: Fhe ;&6 6ress 2002.

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%DO &.D.A. Feuerstein e a Constru*o ediada do Conhecimento. 6orto Alegre: Artmed 2002. O%UqA A.D.D.> 56!OE;F!;O .> DA&\A5% %.F.D. $200='.  mediaão como principio ed#cacional. /ases te0ricas das abordagens de )e#*en  "e#erstein. 6orto Alegre: Artmed. ;OEC 8?-73?B-37=-1 D;! Darcos> A!&;A Oandra. VDediao da Aprendi)agem T &ontribuies de #euerstein e de (gotsGW. &uritiba dio do Autor ? ed. 200B. $HHH.marcosmeier.com.br ou HHH.GapoG.com.br para compra do li"ro'

[ editar   ] iga!"es e#ternas &C6A-Eelo \ori)onte Feaching ;ntelligence 5r. !eu"en #euerstein &hairman ;&6.%! etters from Lerusalem Dron Fribus diar of attendance at Dediated earning sessions Zualit in ducation According to the Feachings of 5eming and #euerstein b Dron Fribus An ducational 6ioneer Nho 6ro"ed that All Otudents &an earn \oH to earn ;n Opite of Fheir ;mpulsi"e Eeha"ior 5isconnected FhinGing and oH Doti"ation #euerstein ;nstrumental nrichment $#;' as a Dodel for Ochool !eform b Deier Een-\ur  Fhe Application of the Otructural &ogniti"e Dodifiabilit Fheor Hith earners Hith 5oHns Ondrome in an ducational #rameHorG b ;sraela "en-&hen Feaching and earning ;ntelligence !eu"en #euerstein • • • •

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http://en.HiGipedia.org/HiGi/!eu"enR#euerstein Reuven Feuerstein

#rom NiGipedia the free encclopedia Lump to: na"igation search Fhis article appears to &e 7ritten lie an advertisement. 6lease help impro"e it b reHriting promotional content from a neutral point of "ieH and remo"ing an inappropriate eternal linGs. 12o*ember 34536 Fhe neutralit6 of this article is disputed. !ele"ant discussion ma be found on the talG page. 6lease do not remo"e this message until the dispute is resol"ed. 12o*ember 34536

Reuven Feuerstein

9orn +ationalit6 Occupation

August 21 1B21 $age B2' Eotoani !omania ;sraeli 6schologist

Reuven Feuerstein $\ebreH: ` `' $born August 21 1B21 in Eotoani !omania'

is an ;sraeli clinical de"elopmental and cogniti"e pschologist renoHned for his theor of

intelligence Hhich states Vit is not 7i8ed9, b#t rat%er modiiableW. Fhe idea behind this theor is that intelligence can be modified through mediated inter"entions. #euerstein is recogni)ed for his lifelong HorG in de"eloping the theories and applied sstems of: 0tructural Cognitive odifia&ilit6 1j ediated 3earning 'perience2j Cognitive ap 5eficient Cognitive Functions 5namic Assessment:3earning 1ropensit6 Assessment 5evice3j /nstrumental nrichment 6rograms=j and 0haping odif6ing nvironments. Fhese interlocGed practices pro"ide educators Hith the sGills and tools to sstematicall de"elop students cogniti"e functions and operations to build metacognition. Foda #euerstein is the founder and director of the ;nternational &enter for the nhancement of earning 6otential $;&6' in Lerusalem ;srael.v #or more than ?0 ears #euersteins theories and applied sstems ha"e been implemented in both clinical and classroom settings internationall Hith more than 80 countries appling his HorG. #euersteins theor on the malleabilit of intelligence has led to more than 2000 scientific research studies and countless case studies Hith "arious learning populations $Oee  bibliograph and publication on #euersteins HorG'.

$ontents 1 Fheories and applied sstems 2 Fhe Fheor of Otructural &ogniti"e Dodifiabilit and Dediated earning perience 3 Fhe &ogniti"e Dap = 5namic Assessment: earning 6ropensit Assessment 5e"ice =.1 5ifference betHeen ;Z test and 5namic Assessment ? #euersteins ;nstrumental nrichment 6rograms - Otandard and Easic ?.1 #; Otandard ?.2 #;-EAO;& @ Zuotes 7 AHards 8 Oee also B !eferences 10 ternal linGs 11 Eibliograph • •

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%heories and a&&lied s'ste(s !eu"en #euerstein Has one of nine siblings born in Eotoșani !omania $August 21 1B21'. \e attended the Feachers &ollege in Eucharest $1B=0T=1' and %nesco &ollege in Eucharest $1B=2T=='. 5ue to the Ca)i in"asion #euerstein fled to sa"e his life before obtaining his degree in pscholog. After settling in Dandate 6alestine in 1B=? he taught child sur"i"ors of the \olocaust until 1B=8. \e saH that these children Hhose families and cultures had  been destroed in the \olocaust needed attention. Fhus he began a career that attended to the pschological and educational needs of immigrant refugee children.?j

Nhile attending the Uni"ersit of ene"a #euerstein studied under Andre !e and Lean 6iaget. \e completed his degrees in both eneral and &linical pscholog. 5uring this time there Here three main schools of thought V :syc%oanalysis , /e%a*iorism , and Gestalt  :syc%ology.W \e attended lectures gi"en b arl Laspers &arl Lung Earbel ;nhelder  Darguerite oosli Uster and *opold O)ondi. ;n 1B70 #euerstein earned his 6h5 in 5e"elopmental 6scholog at the Uni"ersit of Oorbonne in #rance. \is maIt was d#ring t%is period t%at m#c% o t%e psyc%ological data was gat%ered t%at contrib#ted to my de*elopment o concepts o c#lt#ral dierences and c#lt#ral depri*ations?3j=j Oome children Hho Here considered un-teachable reached the stage Hhere the Here accepted at normal school and studied successfull. Fhis period Has also seminal in the de"elopment of his HorGing hpothesis concerning loH functioning children and their potential for change. \is interest came from obser"ing the difficulties eperienced b the neH immigrant students coping Hith unfamiliar learning en"ironment that he saH as culturall depri*ed .W \e describes culturall Vdierent W children as children Hho recei"e an ade+uate amount and tpe of ediated 3earning 'perience $D' in their nati"e culture and Hho face the challenges of adapting to a neH culture. Fhese children are epected to ha"e good learning potential. %n the contrar culturall Vdepri*ed W are those children Hho for one reason or another Here depri"ed on D in their nati"e culture or children Hho shoH a reduction in learning potential.3j8jBj &omparisons ha"e also been made betHeen #euersteins theories and those of the !ussian  pschologist e" (gotsG. (gotsG "ieHed a childs interaction Hith the Horld as mediated b smbolic tools pro"ided b the gi"en culture. iGe the social pschologist

#euerstein ga"e further insight on cogniti"e functioning such as logical memor "oluntar attention categorical perception and self-regulation of beha"ior .8j #euerstein filled a theoretical gap Hith his theor of ediated 3earning 'perience in Hhich he assigns the ma but is on the contrar cogniti"e enhancement is through mediation. Cogniti*e en%ancement in @C' reers not merely to t%e de*elopment o speciic be%a*ior b#t also to c%anges o a >str#ct#ral nat#re $i.e. internal changes in cognition rather than eternal changes in beha"ior'. #euerstein said he Has deepl influenced b !abbi Denachem Dendel Ochneerson Hhom he Hould correspond Hith and Hho Hould refer him patients.10j UnliGe pre"ious de"elopmental pschologists the focus of #euersteins theories is the de"elopment of normal "ersus loH functioning children. According to 6iaget it is through the normal childs oHn natural material actions and problem-sol"ing eperiences that mind and intelligence e"entuall e"ol"e toHard the de"elopment of logic and abstract thinGing.11j #euerstein illustrates that the Ge to meaningful instruction for all children particularl oung and loH-functioning children is the mediated relationship.3j

%he %heor' of )tructural $ogniti*e +odifiabilit' and +ediated earning #&erience %ne of #euersteins main areas of focus is the theor of 0tructural Cognitive odifia&ilit6. 0tructural Cognitive odifia&ilit6  $0C' as a theor greH out of #euersteins interest to

see people Hhose functioning Has loH and in certain cases etremel loH in turn became able to modif themsel"es through cogniti"e processes so that the could adapt themsel"es to the re+uirements of societ. NorGing Hith these people has made him aHare that modifiabilit is indeed possible> it Has then that he tried to looG for the theoretical basis for strong empirical data. Fhe theor of O&D has de"eloped o"er the ears and has permitted him to create a large "ariet of cogniti"e programs Hhich ser"e as the pillars of the theor. 3j

Fhe theor of 0tructural Cognitive odifia&ilit6  is described as >t%e #ni<#e propensity o %#man beings to c%ange or modiy t%e str#ct#re o t%eir cogniti*e #nctioning to adapt to t%e c%anging demands o a lie sit#ation.?.3j Fhis capacit for change is related to tHo tpes of human-en"ironment interactions that are responsible for the de"elopment of differential cogniti"e functioning and higher mental processes: direct eposure to learning and mediated learning eperience.

%"er the ears #euerstein found that human de"elopment is not It is m#c% more t%an a simple pedagogical model and entails t%e s%aping o cogniti*e process as a by prod#ct o c#lt#ral transmissionsW2j As such it represents to stimuli is considered as the Vmost per"asi"eW Ha in Hhich the organism-en"ironment interaction affects the organism. V 'AB, t%ro#g% w%ic% t%e interaction, %#manen*ironment, is mediated by a %#man being, w%ose intentionality >transorms t%e t%ree components o S-O-R o w%at :iaget ormed, into a meaning#l way into a compatible combination. "e#erstein places great emp%ases on t%e  is t%e %#man, O is Organism, ) is  )esponse and @ represents t%e @tim#li. ;%ere H  interposes %imsel between t%e @ and t%e O as well as between t%e O and t%e ), t%ere is mediation.W2j Fhis is Hhat is GnoHn as 0:4: O:4:R  theor #euerstein notes that D represents the uni+ue feature of human interaction and as such it is concei"ed of as the determinant of the auto plasticit of the human. D plas a ma
humans mental $cogniti"e' functioning. A lacG of D depri"es the organism of its auto  plasticit Hhich ma result in a lacG of or reduced modifiabilit V$e8ample( in indi*id#als  or w%om t%e direct e8pos#re is o an acti*e operational nat#re'.W2j Fhe theor of ediated 3earning 'perience addresses the +uestion What are the origins of differential cognitive development?  Fhis +uestion in"ol"es eamining the organism $the learner' and the en"ironment$the contet in Hhich the learning eperience occurs' and the tHo factors in"ol"ed are either organic or en"ironmental. %rganic factors consist of heredit maturation le"el and others. n"ironmental factors are sensor stimulation socio-economic status and educational opportunities. Fhis theor suggests that these tHo tpes of factors constitute onl Vdistal W determinants of cogniti"e de"elopment $factors Hhich cause the differential responses to the en"ironment' Hhile the ediated 3earning 'perience $or lacG of' constitutes V pro8imal W determinants. #or D to occur another human being $caregi"er parent teacher peer etc.' interposes him or herself betHeen the stimuli $or the learners response' and the learner Hith the intention of mediating the stimuli or response to the learner. Fhis inter"ention is termed mediation. Fhe mediator $for a child initiall the mother or another nurturing parent figure' modifies a set of stimuli b effecting +ualities of intensit contet fre+uenc and order and at the same time arouses the childs "igilance aHareness and sensiti"it. ;nade+uate D leads to cogniti"e functions that are unde"eloped poorl de"eloped arrested impaired or seldom and inefficientl used. &linical eperience Hith the 31A5 and F/ has enabled the de"elopment of an in"entor of deficient cogniti"e functions Hhich are categori)ed across the ;nput laboration and %utput 6hases of the mental act. 5eficiencies of the mental act can impair one phase or all  phases but not all of the time.

%he $ogniti*e +a& Another important conceptual tool of the dnamic assessment process is the need to understand the relationship betHeen the characteristics of the tasG and the performance of the sub
&ontent of the mental act Dodalit or language in Hhich the mental act is epressed &ogniti"e operations re+uired for the mental act e"el of compleit e"el of abstraction e"el of efficienc Hith Hhich the mental act is performed

Fhe cogniti"e map is an important element in the process of dnamic assessment and the use of the 6A5. ;t is reflected in the construction of the 6A5 instruments and in the eaminers choice regarding the order of the instruments to use Hith the sub
'na(ic .ssess(ent/ earning ro&ensit' .ssess(ent e*ice 5namic assessment - earning 6ropensit Assessment 5e"ice $6A5' T originall named the earning 6otential Assessment 5e"ice T is a dnamic approach based on the theor of Otructural &ogniti"e Dodifiabilit used to assess cogniti"e functioning. 6ropensit con"es the uni+uel dnamic process of change Hhich is consistent Hith #euersteins concept of the nature of intelligence. ;n his conceptual "ieH and in his methodolog of assessment intelligence is the Vpropensit of the indi"idual to undergo changes in the direction of higher le"els of adaptabilit.W Fhis name change underscores the significance of #euersteins attempt to do aHa Hith an concepts that represent intelligence as related to a reified ob
&entral to the dnamic e"aluation is the acceptance of the modifiabilit of functioning instead of a belief in $or acceptance of' Vfied and immutableW characteristics of intelligence or cogniti"e functioning. Fhe 6A5 is a sstematic attempt to o"ercome the limitation in standard tests and to pro"ide a basis for maGing inference based on prescribed obser"ations of particular tasGs regarding the nature and ade+uac of the de"elopment of cogniti"e functions. !elated to these inferences are additional specific appropriate +uestions: 1. 2. 3. =.

Nhat other obstacles to effecti"e performance are obser"ed \oH amenable to change are the obser"ed deficiencies \oH much change can be epected Nhat is the nature of the in"estment re+uired to produce the desired changes $content areas modalities of response phase of the mental act' ?. \oH much in"estment is re+uired to produce the desired change @. \oH much stabilit can one achie"e Hith the desired change 7. \oH much generali)ation can one achie"e folloHing mediation Fhree le"els of inference are emploed in the 6A5. Fhe are: $1' e"aluation of the le"el of manifest functioning> $2' eploration of conditions under Hhich manifest functioning ma be impro"ed> and $3' assessment of modifiabilit b actuall bringing about changes in cogniti"e structure through meditation of functions and strategies Hith subse+uent assessment of the effects of this meditation on generali)ation processes of thought and manifest functioning.

#euerstein and his colleagues belie"e that there are times and situations Hhere normati"e assessment is useful as for eample Hhen the performance of indi"idual children is compared Hith the a"erage performance of indi"iduals in normati"e samples to establish  baselines Hhich then can be used to plan remediation strategies aimed at reaching goals established for the normati"e group. Another potentiall useful application of normati"e comparison is for large program planning curriculum de"elopment and research on the  pschological and educational characteristics of large groups. Fhe theor of O&D and the understanding of learning propensit re+uire a different approach to assessment. Fhere is abundant e"idence that the assumptions associated Hith normati"e assessment are untenable and that the contributed to restricting large numbers of children outh and adults from recei"ing the education and therapeutic benefits to Hhich the are entitled and from Hhich the can benefit. ;n other Hords He need methods  b Hhich it is possible to asG hoH indi"iduals can be taught in such a Ha as to unco"er and maGe accessible their a"ailable learning potential not Hhether indi"iduals can learn. Fhe eaminer HorGing from the perspecti"e of dnamic assessment is thus able to reframe the critical assessment +uestions as folloHing: Cot: 1. 2. 3. =.

Nhat is the persons tpical performance \oH much does this person GnoH \oH Hell is the person liGel to learn independentl Nhat areas of content ha"e not been mastered

Eut instead: 1. 2. 3. =.

Nhat is the persons maimal performance \oH can the person learn Nhat teaching is needed to enable the person to learn at an acceptable le"el Nhat process deficiencies underlie pre"ious learning failure and hoH can these be corrected

Fhe assessment strateg of the 6A5 consists of tHo distinguishing features: $1' the assessment as a fluid process of the persons thoughts perceptions learning> $2' the carefull structured teaching of cogniti"e principles and processes folloHed b an assessment of the Ha in Hhich this acti"it modifies the sub
;dentif Hell-de"eloped cogniti"e functions ;dentif deficient cogniti"e functions Assess the response to the teaching of cogniti"e principles and strategies stimate the Ginds and amounts of in"estment needed to o"ercome cogniti"e deficiencies ?. Oensiti)e both the eaminer and sub
Fhe tools of the 6A5 are designed and selected through the general strateg Hhich re+uires a theoretical perspecti"e a methodological orientation and the use of appropriate tools on the sub
focus on "isual-motor and perceptional organi)ation> 6ositional earning Fest 6lateaus Associated !ecall and 1@ Nord Demor Fest focus on memor Hith a learning component> !a"ens 6rogressi"e Datrices $colored and standard' Oet (ariation E-8 to E12 6A5 Oet (ariation ; and ;; !epresentati"e Otencil 5esign Cumerical 6rogression and the %rgani)er in"ol"e higher cogniti"e processes and mental operation. ach instrument presents the sub the cogniti"e functions describe the +ualities of the sub the cogniti"e map describes the nature of the criticall important interaction betHeen the eaminer and the sub
euersteins nstru(ental nrich(ent rogra(s - )tandard and Basic  Fhe Feuerstein;s /nstrumental nrichment 0tandard program is a cogniti"e inter"ention/enrichment that can be used both indi"iduall and in a classroom frameHorG. #euerstein unco"ered the needs for specific teaching methods $Dediated earning perience' that Hould ground his HorG in an educational format. Fo this end he de"eloped 1= pencil and paper tasGs $GnoHn as tools or instruments' Hith increasing difficult and Hhich are independent of an content. Fhese content free tasGs are designed to be used b trained educators to increase cogniti"e function and build habits for effecti"e and efficient thinGing in students. Nhen a child is HeaG in use of an functions for Hhate"er reason it is necessar that a teacher or other helping professional mediate the de"elopment.citation needed j F/ 0tandard

Fhe #; Otandard program goals is to correct deficiencies in fundamental thinGing sGills and to pro"ide students Hith the concepts sGills strategies operations and techni+ues necessar to function as independent learners. ;t aims to increase their moti"ation metacognition. 5eliberatel free of specific sub
• • • • •

!emedial programs for special needs children.13j1=j1?j &ogniti"e rehabilitation of brain in
!esearch on the efficac of this method has been conducted in se"eral samples including engineers at a Dotorola $UOA' plant20j impo"erished students in rural communities $Eahia Era)il'21j deaf non-literate immigrants $thiopia'22j Autistic 1@j and 5oHn Ondrome children $Lerusalem'23j loH-performing high school math students $&le"eland %hio UOA'2=j HeaG readers in middle grades $6ortland %regon UOA'23j and man other groups. #; Has included into the pacGage of educational reform programs recommended  b the UO 5epartment of ducationcitation needed j. 5ue to its long histor and application #; Otandard is one of the most researched of the cogniti"e inter"ention programs Hith o"er one thousand related publications and hundreds of analses on the performance of #; in "aried settings and populations.2?j #; is considered suitable for indi"iduals Hith disabilities and those Hho are considered VnormalW and VgiftedW> cogniti"e gains are seen in all three categories of students Hho undertaGe #;.2?j Fhe program is designed to help  people of all ages not
;n 2000 #euerstein added #;-EAO;& to pre"ent learning problems in ounger children $3 to 8 ears old' and to help loH performing older children.27j #euerstein claims that learning  problems ma be pre"ented through earl de"elopmentall appropriate inter"ention as Hell as the emerging brain research.citation needed j ;n order to achie"e these goals an emphasis is placed on a sstematic eposure of selected and necessar content areas. Opecific sGills are mediated and transformed into HorGing concepts that build subse+uent learning and de"elopment and the process of hoH to thinG. Fhe #;- EAO;& program includes a total of 7 instruments27j taught o"er 2T= ears depending on the learners needs and/or the de"elopment of implementation. ach focuses on specific cogniti"e functions that are the pre-re+uisites to successful school learning especiall in literac and mathematics. ;t is designed to be used in a classroom group setting for smaller groups of targeted learners and as a one-to-one therapeutic inter"ention. Fhe use of the #;-E can be a preparation for the use of the #;-Otandard $mentioned abo"e' taGing students to higher le"els of mental processing and cogniti"e functioning. 6ro
uotes ;n 1B7@ four ears before the publication of the first edition of ;nstrumental nrichment the !ecord a inter*ention  Ee*en in adolescents E is not too late.? +/C45 0cientists 1rediction T V+%e program 1Instr#mental Bnric%ment6 %olds great

 promise or impro*ing learning skills o millions o mildly retarded, c#lt#rally disad*antaged adolescents in o#r sc%ool systems and or t%e more precise identiication and placement o c%ildren based #pon w%at t%ey can learn rat%er t%an w%at %a*e learned.? $#rom C.;.\. !ecord Oeptember 21 1B7@ (ol. ww(;;; no. 1B' ichael, <. 9ega& \ead of the Dental !etardation !esearch &enter of Fhe C;&\5

$1B80' T V "e#erstein %as introd#ced a determinate o cogniti*e de*elopment t%at is not  part o :iagetian t%eory and more importantly %as con*erted a descripti*e system into a instr#ctional and operational one. +%e a#t%or %as ac%ie*ed t%is *ery diic#lt goal t%ro#g% an #n#s#al blend o talents( clinical ac#men and insig%t o t%e %ig%est orderF a wealt% o e8perience wit% tro#bled and %andicapped c%ildren and yo#t% rom di*erse c#lt#resF a git  or concept#ali$ation and integration o t%eoryF ingen#ityF reso#rce#lness and open mind#lnessF and abo*e all, total commitment to t%e wort% and dignity o all %#man beings and to t%eir capacity or positi*e c%ange. "e#erstein %as spectac#larly bridged t%e gap  rom researc% to practice and pro*ided ed#cators wit% eecti*e tools or impro*ing t%e  perormance o c%ildren wit% a range o learning deicits.? $#rom ;nstrumental richment $1B80'(ersion'  )e#*en "e#erstein is one o a %and#l o ed#cational t%inkers and practitioners w%o %as made a signiicant, lasting contrib#tion to o#r #nderstanding o %#man learning.W x  4o7ard =ardner \ar"ard raduate Ochool of ducation VA %ig%ly inno*ati*e and immensely %ope-inspiring work. . . . x#rom the #oreHord b
 .5ards 1B8@ 5etroit 6ublic Ochools Opecial &ommendation3?j 1BB0 D*daille d%r of Ai-les-Eains #rance3?j 1BB0 D*daille d%r of Ce"ers #rance3?j 1BB1 (ariet &lubs ;nternational \umanitarian AHard (ancou"er  &anada3?j 1BB1 &he"alier dans l%rdre des 6almes Acad*mi+ues #rance3?j

1BB1 aGir erushalaim $5istinguished &iti)en of Lerusalem'3@j 1BB2 CeH orG Academ of Ociences3?j 1BB2 ;srael 6ri)e for social sciences.37j 1BB7 \onor al estudio  la in"estigacion en el campo de la formaci9n professional.  Cational %rgani)ation for 6rofessional Fraining. (alencia Opain.3?j 1BB7 Opecial !esolution of &ommendation Assembl Otate of &alifornia UOA3?j 1BB8 Diembro de honor> Uni"ersidad 5iego 6ortales &hile3?j 1BBB 5octorate \onoris &ausa Uni"ersit of Furin ;tal3?j 200B 5octorate \onoris &ausa Eabe ș -Eolai Uni"ersit &lu<-Capoca !omania38j

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References 1. y Lump up to: a b #euerstein !. $1BB0'. Fhe theor of structural modifiabilit. ;n E. 6resseisen $d.' earning and thinGing stles: &lassroom interaction. Nashington 5&: Cational ducation Associations. 2. y Lump up to: a b c d  e  f  !eu"en #euerstein 6nina O. lein Abraham L. Fannenbaum ed. $1BBB'. 'ediated Aearning B8perience 1'AB6( +%eoretical,  :syc%osocial and Aearning Implications. #reund 6ublishing \ouse td. ;OEC B@?2B=-08?-2. 3. y Lump up to: a b c d  e  f  g  h #euerstein !. #euerstein O. #aliG  K !and . $1B7B> 2002'. 5namic assessments of cogniti"e modifiabilit. ;&6 6ress Lerusalem: ;srael. =. y Lump up to: a b c d  e #euerstein !. !and . \offman D.E. K Diller !. $1B80> 200='. ;nstrumental enrichment: An inter"ention program for cogniti"e modifiabilit. Ealtimore D5. Uni"ersit 6arG 6ress. ?. y Lump up to: a b Fen %on-Oeng K Oeng A. $200?'. nhancing cogniti"e function. Dc raH \ill ducation Asia @. !ichelle D. and #euerstein !. $Under direction of 6rof. Andre !e and in Leannet' $1B?7'. nfants Luifs Cord-Africans. Fel A"i": outh Aliah. collaboration Hith D. 7. #euerstein !. K !ichelle D. $Under direction of 6rof. Andre !e and in collaboration Hith D. Leannet' $1B@3'. &hildren of the Dellah: Oociocultural depri"ation and its educational significance. Lerusalem: O)old #oundation $in \ebreH'. 8. y Lump up to: a b (gotsG .O. $1B78'. Dind in societ: Fhe de"elopment of higher pschological processes $D. &ole (. Lohn-Oteiner O. Ocribner K .

Oouberman ds K Frans.'. &ambridge DA: \ar"ard Uni"ersit 6ress $original HorG published 1B30-33'. B. #euerstein !. $1B70'. A dnamic approach to causation  pre"ention and alle"iation of retarded performance. ;n \.&. \aHood $ds.' Oocialcultural aspects of metal retardation $p. 3=1-77' CeH orG: Appleton-&entur&orfts. 10. (ideo of inter"ieH 11. 6iaget L. $1B?@'. Fhe pscholog of intelligence. FotoHa CL: ittlefield Adam and &o. 12. ;&6: Easic Fheor. !etrie"ed Co"ember 13 2011. 13. urie ea> o)ulin Ale. 5;5A&F;&O %# FA&\;C ;COF!UDCFA C!;&\DCF F% &\;5!C N;F\ O6&;A C5O. !etrie"ed Co"ember 12 2011. 1=. i!i Oupports %shGosh &harter ;n Zuest to Eecome a #euerstein-&entered nriched earning Ochool. ;nternational !eneHal ;nstitute. !etrie"ed Co"ember 13 2011. 1?. i!i Euilds Dar"ille Academ Len Ochool into a 21st &entur nriched earning Ochool. ;nternational !eneHal ;nstitute. !etrie"ed Co"ember 13 2011. 1@. y Lump up to: a b c Dartin 5a"id $Lul 200B'. Oummar of "aluation and !esearch Otudies on ffects of ;nstrumental nrichment. !etrie"ed Co"ember 13 2011. 17. #euerstein !eu"en $Oummer and #all 1BB8'. ducational ;nter"ention Hith CeH ;mmigrant Otudents from thiopia at the &ara"an 6arGs \at)rot assaf K i"at \aDatos. !etrie"ed Co"ember 13 2011. 18. y Lump up to: a b c Nho &an Eenefit. Fhe #euerstein &entre for the DaGing of Dan. !etrie"ed Co"ember 1B 2011. 1B. ;&6 Oer"ices: Arm (olunteers. !etrie"ed Co"ember 13 2011. 20. U: ;nstrumental nrichment/Eorsum K #ranGe %1@@2B. !etrie"ed Co"ember 13 2011. 21. o)ulin Ale. &ogniti"e nrichment of &ulturall 5ifferent Otudents: #euersteins Fheor. !etrie"ed Co"ember 13 2011. 22. urie ea> o)ulin Ale $1BB?'. Application of ;nstrumental nrichment &ogniti"e ;nter"ention 6rogram Hith 5eaf ;mmigrant &hildren from thiopia. !etrie"ed Co"ember 13 2011. 23. y Lump up to: a b About #euerstein: ;nstrumental nrichment. ;nternational !eneHal ;nstitute. !etrie"ed Co"ember 13 2011. 2=. Algebra 6rofessional earning 6rogram z &ritical FhinGing/#euersteins ;nstrumental nrichment $#;' J ;mpro"ed raduation Dath Fest Ocores ;n &le"eland \igh Ochools. ;nternational !eneHal ;nstitute. !etrie"ed  Co"ember 12 2011. 2?. y Lump up to: a b Een-\ur Deir. #euersteins ;nstrumental nrichment: Eetter earning for Eetter Otudents. !etrie"ed Co"ember 13 2011. 2@. #euerstein !eu"en> #aliG ouis. &ogniti"e nhancement and !ehabilitation for the lder 6opulation: Application of the #euerstein ;nstrumental nrichment 6rogram for the lderl $#;-'. !etrie"ed Co"ember 12 2011.

27.

y Lump up to: a b #; Easic ;nstrumental nrichment for oung &hildren $3-8 ears'. Fhe #euerstein &entre for the DaGing of Dan. !etrie"ed Co"ember 1B 2011. 28. i!i in AlasGa: #euersteins ;nstrumental nrichment ields 5ramatic Ad"ancement in oung &hildrens &ritical FhinGing Abilit Dotor OGills and anguage 5e"elopment. ;nternational !eneHal ;nstitute. !etrie"ed  Co"ember 12 2011. 2B. !esponse to ;nter"ention $!F;' 6rogram Oignificantl nhanced Hith #euersteins ;nstrument nrichment: i!i 6artners Hith Dichigan Ochool 5istrict and ;ntermediate Ochool 5istrict. ;nternational !eneHal ;nstitute. !etrie"ed Co"ember 12 2011. 30. ;&6 roup Assessment in Ochools. !etrie"ed Co"ember 12 2011. 31. Fhe \ope &entre: About. !etrie"ed Co"ember 12 2011. 32. #onda)ione 6ierfranco e uisa Dariani neurologia infantile 6artnership. !etrie"ed Co"ember 12 2011. 33. Alpha to %mega earning &entre. !etrie"ed Co"ember 12 2011. 3=. Ashi)uGa iGo $5ecember 20 2010'. Dessage of \ope  brought to Lapan. !etrie"ed Co"ember 1B 2011. 3?. y Lump up to: a b c d  e  f  g  h i  j  6rofessional Feam: !eu"en #euerstein: 6h.5 &hairman. icelp.org. !etrie"ed Co"ember 12 2011. 3@. !ecipients of aGir erushalaim aHard $in \ebreH'. &it of Lerusalem official Hebsite 37. ;srael 6ri)e %fficial Oite - !ecipients in 1BB2 $in \ebreH'. 38. O)amosG{)i Otefan. audatio for 6rofessor !eu"en #euerstein 6h.5.. !etrie"ed Co"ember 12 2011.

#ternal lin6s !eu"en #euerstein - Fhe Dan Dethod and Applications !eu"en #euerstein EooGs and #euerstein ;nstrumental nrichment Otudent Daterials Feaching and earning ;ntelligencedead link j #euersteins ;nstrumental nrichment $#;' as a Dodel for Ochool !eform b Dier Een-\ur ;nternational !eneHal ;nstitute #euersteins ;nstrumental nrichment Easic b Deir Een-\ur ;nternational !eneHal ;nstitute An ducational 6ioneer Nho 6ro"ed that All Otudents &an earn \oH to earn ;n Opite of Fheir ;mpulsi"e Eeha"ior 5isconnected FhinGing and oH Doti"ationdead link j Zualit in ducation According to the Feachings of 5eming and #euerstein b Dron Fribus etters from Lerusalem Dron Fribus diar of attendance at Dediated earning sessionsdead link j Fhe Application of the Otructural &ogniti"e Dodifiabilit Fheor Hith earners Hith 5oHns Ondrome in an ducational #rameHorG b ;sraela "en-&hen • •

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5r. !eu"en #euerstein addresses CUA national conference $"ideo' Feaching ;ntelligence !eu"en #euerstein: A Dan #or 6eace

Bibliogra&h'  EooGsshoHj &hapters articles and manuals