Research Documents: Instrumental Enrichment Research compiled by the North American Feuerstein Alliance (NAFA)

While replications of studies are important to the validation of research findings, researchers often seek to advance the fields of their study and deepen the understanding of their subject matter by conducting original studies. Most research reports include in their conclusions questions for future such studies. This section offers a collection of research and evaluation questions that have been posed over the last decade in Feuerstein-related research reports, awaiting answers. In addition to a listing of research questions this section offers a listing of the measurement tools that have been used in important studies and may be used effectively in new studies.

This bibliography of FIE research documents is designed to provide helpful information on empirical reports regarding FIE implementation initiatives. It is not meant to be a comprehensive source; rather the listings in this part offer only selected research and evaluation articles that have been published recently, and some reports that are not recent but are most frequently referenced.

In the 5th edition of Arthur Ellis’s Educational Innovations (2008) the author asserts that the research support for FIE is exceptionally comprehensive as it encompasses the different areas of pure basic research, research on educational implication, and research on classroom practices. Indeed, every year new research and evaluation studies regarding FIE are reported around the world by scientists, doctoral students, and school educators; the abundance of research on FIE makes it exceedingly difficult to maintain a comprehensive bibliography. Most accessible are published documents, but there is also a growing number of research and evaluation studies that are filed by central school administrators and grant foundations.

Short of an exhaustive list, NAFA can offer a listing of articles which we judge to be valuable not only to researchers, but also to school administrators and educators who seek evaluation and research information with regard to Feuerstein’s theory and programs. Our bibliography includes publications of recent research papers and books, and is periodically updated to replace older articles by newly published ones within this limited space. This list refers only to selected publications and unpublished documents for which we hold copies. For visitors who seek more comprehensive bibliography lists, we offer links to other web sites, such as www.iriinc.us and www.icelp.info.

Peer-Reviewed Journal Articles:

Adams, M.J., (1989). Thinking Skills Curricula: Their Promises and Progress. Educational Psychologist, 24, 25–77.

Balingit, J. (2018). https://mobile.nytimes.com/2018/04/13/opinion/sunday/math-logic-smarter.html, Washington Post.

Ben-Hur, M., and Feuerstein, R. (2011). Feuerstein’s New Program for the Facilitation of Cognitive Development in Young Children. Journal of Cognitive Education and Psychology, 10, (3), 224-237.

Burden, R.L., (1987). “FIE Programme: Important Issues in Research and Evaluation,” European Journal of Psychology of Education, 11, 3–16.

Changing Children’s Minds: Instrumental Enrichment, a thinking skills programme. Research Report, Psychology Department, Queen’s University, Belfast, Northern Ireland (2010).

Chua, B.L., Tan,O, Chng, P. (2017). Mediated learning experience: Questions to enhance cognitive development in young children. Journal of Cognitive Education and Psychology. Vol.16,

Dorfzaun-Harif, I., Feuerstein, T., Ovadia, W., Ettinger, S., Lowewinger, Y., Tvito, H., Etzion, M., Rosenfelder, D.,and Hadass-Lidor, N. ( ). An innovative model for the dynamic neurocognitive rehabilitation for individuals with acquired brain injury. Jerusalem: Feuerstein Institute.

Hilliard, A. (1992). The pitfalls and promises of special education practice. Exceptional Children, Vol. 59 (2), 168-172.

Kaufman, R. and Burden, R. (2004). Peer tutoring between young adults with several complex learning difficulties: The effects of mediation training with Feuerstein’s Instrumental Enrichment programme. European Journal of Psychology and Education, 19 (1), 107-117.

Kleim, J.A., Jones, T.A. (2008). Principles of experience-dependent neural plasticity: Implications for rehabilitation after brain damage. Journal of Speech, Language, and Hearing Research, Vol. 51, 225-240.

Kloppers, M.M. and Grosser, M.M. Exploring the impact of Feuerstein’s Instrumental Enrichment Programme on the cognitive development of prospective mathematics educators. Journal for Transdisciplinary Research in Southern Africa, Vol.6, No.2, (2010).

Kozulin, A. The impact of cognitive education training on teachers’ cognitive performance. Journal of Cognitive Education and Psychology, Vol. 14,No.2 (2015)

Kozulin, A., Lebeer, J., Madella-Noja, A., Gonzalez, F., Jeffrey, I., Rosenthal, N., & Koslowsky, M. (2010). Cognitive modifiability of children with developmental disabilities: A multicentre study using Feuerstein’s Instrumental Enrichment-Basic program. Research in Developmental Disabilities, 31 (2), 551-559.

Kreiger, S. and Kaplan, M. (1990). Improving inattention and reading in inattentive children through MLE: A pilot study. International Journal of Cognitive Education and Mediated Learning, 1(3), 185-192.

Kroneberg, B. (1990). Feuerstein’s structural cognitive modifiability (SCM) and psychotherapy at a school for physically disabled pupils (diagnostic aspects). Journal of Cognitive Education and Mediated Learning, 1 (3), 185-192.

Leong, C. (1991). Developmental dyslexia revisited and projects. Annals of Dyslexia, 41, 23-40.

Martin, D.S. Instrumental Enrichment: Impacts upon learners who are deaf. Transylvanian Journal of Psychology, Special Edition (2015), 177-194

Martin, D. S., Craft, A., & Zhang, N. S. (2001). The impact of cognitive-strategy instruction on deaf learners: An international comparative study. American Annals of the Deaf, 146 (4), 319-331.

Mastropieri, M. and Bakken, J. (1990). Applications of metacognition in special education. Remedial and Special Education, 11(6), 32-35.

McNaughton, D. (1991). Augmentative and alternative communication intervention for a child with acquired aphasia with compulsive disorder: A case study. Journal of Speech, Language Pathology, and Audiology, 15(2), 35-41.

Perruisseau-Carrier, A. (1990). “L’education cognitive de de l’enfant et de l’adolescent handicape mental, “Cahiers de L’education: Pedagogies Informatique, 5 (Sept.- Oct.), 22-26.

Rand, Y., and Feuerstein, R. (1982). The active modification approach to the disabled: Theoretical considerations. Journal for the Developmentally Disabled (YAI), 184-190.

Salas, N., Assael, C., Huepe, D., Perez, T., Gonzalez, F., Morales, A., Arevalo, R., Epinoza, C. & Araya, G. (2010). Application of IE-Basic program to promote cognitive education and affective development in preschoolers: A Chilean study. Journal of Cognitive Education and Psychology, 9 (3), 285-297.

Savell, J.M., P. T. Towhig, and Douglas, L.R., (1986). Status of FIE. US Army Research Institute for the Behavioral and Social Sciences. Review of Educational Research 56 (4), 381–409.

Sanches, P. (1994). The study of Instrumental Enrichment as a tool for improving language proficiency. Teaching Thinking and Problem Solving, 13 (3).

Tzuriel, D. (2018).The effects of mediation of working memory in typically developing pre-schoolers on working memory, analogical reasoning, self-regulation, and academic achievement. British Journal of Educational Psychology.

Tzuriel, D. (2017). Mediated learning experience (MLE)) and cognitive modifiability: Theoretical aspects and research applications.

Tzuriel, D. and Groman, T. (2017). Dynamic assessment of figurative language of children in the autistic spectrum: The relation to some cognitive and language aspects. Journal of Cognitive Education and Psychology, Vol.16, 38ff.

Tzuriel, D. (Nov. 2014). Siblings’ mediated learning strategies in families with and without children with intellectual disabilities. American Journal on Intellectual and Developmental Disabilities. (https://www.researchgate.net/publication/267728161).

Posters/Papers Presented at Conferences:

Ben-Hur, M. (1994). “Mediating Intelligence: Feuerstein on Practice.” The Sixth International Conference on Thinking. Massachusetts Institute of Technology, July 1994.

Ben-Hur, M. (1994). Instrumental Enrichment: Strategies for Developing Thinking Skills in the Current Work Force.” The Sixth International Conference on Thinking. Massachusetts Institute of Technology, July 1994.

Skuy, M. (1992) Cognitive modifiability of adolescents with schizophrenia. Paper presented at the International Congress of Child Psychiatry, Paris.

Published Chapters/Books:

Berchin, J. (1991). Spontaneous comparative behavior and categorization: The links between mediated instruction and reading comprehension. In Advances in Cognition, Education, and Deafness. Washington, D.C.: Gallaudet University Press.

Ben-Hur, M. (Ed.) (1994). On Feuerstein’s Instrumental Enrichment: A Collection.
Palatine, IL: IRI/SkyLight Training and Publishing, Inc.

Feuerstein, R., et al (2006). Creating and Enhancing Cognitive Modifiability: The Feuerstein Instrumental Enrichment Program. Jerusalem: ICELP.

Feuerstein, R. and Rand, Y. (1997). Don’t accept me as I am: Helping retarded performers excel. Arlington Heights, IL.: Skylight Training and Publishing.

Feuerstein, R. (1980). Instrumental Enrichment: An intervention program for cognitive modifiability. Baltimore: University Park Press.

Gross, S., and Stevens, T. (2005). Mediation and assessment of a young and low-functioning child: An initial session. In O. Tan and A. Seng (Eds.) Enhancing Cognitive Functions.
Singapore: McGraw-Hill.

Kinard, J. and Kozulin, A. (2008). Rigorous mathematical thinking. New York: Cambridge University Press.

Kozulin, A. and Rand, Y. (2000). Experience of Mediated Learning: An Impact of Feuerstein’s Theory in Education and Psychology. Oxford, England: Pergamon.

Skuy, M., Mentis, M., Nkwe, I., and Arnott, A. (1994). Combining Instrumental Enrichment and creativity/socioemotional development for disadvantaged gifted adolescents in Soweto. In M. Ben-Hur (Ed.) On Feuerstein’s Instrumental Enrichment. Palatine, IL: Skylight Training and Publishing. pp. 161-190.

Williams, J. and Kopp, W. (1994). Implementation of Instrumental Enrichment and cognitive modifiability in the Taunton Public Schools: A model for systemic implementation in U.S. Schools. In M. Ben-Hur, (Ed.). On Feuerstein’s Instrumental Enrichment: A Collection.
Palatine, IL: IRI/SkyLight Training and Publishing, Inc. pp. 261-271.

Project Reports (Unpublished):

Ben-Hur, M. and Sugar, P. (2006). Alaska FIE-Basic Project. Unpublished Report to the Alaska State Department of Education.

Martin, D., Sharp, S., Spence, I., and Spence, A. (2009). The implementation of a mediated learning program with learning-disabled students at Ben Bronz Academy. West Hartford, CT. Unpublished Report.

Musel, D. and Ben-Hur, M. (2002). Cleveland High School students rock in math: Increased test scores lead to program expansion. New Explorer, Vol. 1 (2). Unpublished Report for Cleveland Office of the Superintendent.

O’Hanlon, K. (2009). Instrumental Enrichment: A thinking skills project report. Belfast: Queens University.

Roth, M. and Szamoskozi, S. (2001). Activating cognitive functions of children living in an impoverished environment: A Romanian perspective. Hampshire, England: Project INSIDE.

Research on Dynamic Assessment:

Ajideh, Parviz, Farahman Farrokhi, and Nava Nourdad. Dynamic assessment of EFL reading: Revealing hidden aspects at different proficiency levels. World Journal of Education 2.4 (2012): p102.

Caffrey, Erin, Douglas Fuchs, and Lynn S. Fuchs. The predictive validity of dynamic assessment a review. The Journal of Special Education 41.4 (2008): 254-270.

Kovalčíková, Iveta. From Dynamic Assessment of Cognitive Abilities to Educational Interventions: Trends in Cognitive Education.Journal of Pedagogy 6.1 (2015): 5-12. De Gruyter. Walter De Gruyter GmbH. Web. 9 Jan. 2016.

Norwich, Brahm, Pete Dudley, and Annamari Ylonen. Using lesson study to assess pupils’ learning difficulties.International Journal for Lesson and Learning Studies 3.2 (2014): 192-207.

Resing, Wilma, Claire E. Stevenson, and Tirza Bosma. Dynamic testing: Measuring inductive reasoning in children with developmental disabilities and mild cognitive impairments. Journal of Cognitive Education and Psychology 11.2 (2012): 159-178.

Tzuriel, David. Dynamic assessment of learning potential. Self-directed Oriented Assessments in the Asia-Pacific Learning-. Springer Publishing, Netherlands, (2013). 235-255.

Tzuriel, David. Revealing the Effects of Cognitive Education Programmes through Dynamic Assessment. Assessment in Education: Principles, Policy & Practice 18.2 (2011): 113-31. Taylor and Francis Online. Web. 9 Jan. 2016.