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Dynamic Group Assessment for Prescriptive Teaching: Differential Effects of Treatments

  • David Tzuriel
  • Reuven Feuerstein
Part of the Disorders of Human Learning, Behavior, and Communication book series (HUMAN LEARNING)

Abstract

The concept of cognitive modifiability, its nature, antecedents, and applications for assessment and intervention, has been recently the focus of interest for many psychologists and educators. The interest in cognitive modifiability has been broadened mainly because of the comprehensive work of Feuerstein and his colleagues on assessment of learning potential and the development of the Learning Potential Assessment Device (LPAD) and the Instrumental Enrichment program for modification of the intellectual level of functioning (Feuerstein, Rand, Hoffman, 1979; Feuerstein, Rand, Hoffman & Miller, 1980; Feuerstein, Haywood, Rand, Hoffman, & Jensen, 1986). An important characteristic of the LPAD, which is the most extensive dynamic approach known in the literature, is the fact that both the assessment method and the systematic interventional program are intrinsically linked to the same theoretical framework.

Keywords

Teaching Condition Cognitive Modifiability Gain Score Dynamic Assessment Disadvantaged Child 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

  1. Feuerstein, R., Haywood, H. C, Rand, Y., Hoffman, M. B., & Jensen, M. R. (1986). Learning potential assessment device: Examiner manual. Jerusalem: Hadassah-WIZO-Canada Research Institute.Google Scholar
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  3. Feuerstein, R., Rand, Y., & Hoffman, M. (1979). The dynamic assessment of retarded performers. Baltimore: University Park Press.Google Scholar
  4. Feuerstein, R., Rand, Y., Hoffman, M., & Miller, R. (1980). Instrumental Enrichment: an intervention program for cognitive modifiability. Baltimore: University Park Press.Google Scholar
  5. Jensen, A. R., (1969). How much can we boost I.Q. and scholastic achievement? Harvard Educational Review, 37, 1–123.Google Scholar
  6. Raven, J. C. (1947). Progressive Matrices, Sets I and II. Dumfries: The Crichton Royal.Google Scholar

Copyright information

© Springer Science+Business Media New York 1992

Authors and Affiliations

  • David Tzuriel
  • Reuven Feuerstein

There are no affiliations available

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