The Effects of Feuerstein's Instrumental Enrichment (fie) on Cognitive Performance and Transfer Measures of At-risk Adolescents When Adequate Mediated Learning Experiences Are Present
Year: 1991
Type: article
Abstract: The purpose of this study was to evaluate the effects of Feuerstein's Instrumental Enrichment (FIE) training given over an eight-month period on an at-risk adolescent population (N = 24) in British Columbia.Mediated Learning Experiences, a central construct of Feuerstein's learning theory of Structural Cognitive Modifiability, received particular attention and was monitored during the delivery of FIE.Data from the Raven Standard Progressive Matrices indicated that students in the experimental group (EG) improved their efficiency on this test.EG students outperformed CG students reliably on three of five scores yielded by the Test of Cognitive Skills.EG students also demonstrated consistent increments of their knowledge of FIE concepts, vocabulary, ability to "bridge", strategy and comparison skills.Maintenance probes given three weeks after FIE had been discontinued indicated EG students not only maintained their FIE knowledge, but also evidenced an improved ability to do so.University not only for her generous and warm support of my effort, but also for her insightful comments, patience, and humour.She believed when I doubted, and provided a source of energy when mine was flagging.I felt privileged to be her student.I would also like to express my gratitude to Krin Zook and Mike Warsh for their constant encouragement and for allowing me to work with a wonderful group of adolescents, who also deserve a warm thanks.We learned from each other and I will certainly always remember our time together.I would like to sincerely thank the scores of personnel from the Vancouver School District, especially Helen Kettle of the Student Assessment
Source: Summit (Simon Fraser University)
Author: Patrick Maxcy
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
Funder: Simon Fraser University
OpenAlex ID: W30243359