Structural Cognitive Modifiability

The theory of structural cognitive modifiability emerged in the 1950s.

Cognitive refers to changes related to thinking, cognitive abilities, and cognition. Modifiability is the disposition for change, and the term structural implies that such changes are not random but deep, involving a change in the very structure of thinking.

A fundamental principle and conviction of Feuerstein, supported gradually by numerous research studies, practices, and neuroscientific research, is that the structure of human cognitive functions and forms of thinking are modifiable, changeable. Cognitive modification arises either through direct exposure of the subject to the environment or through mediated learning, targeted interaction between the individual and a mediator (Feuerstein et al., 2008).

The aim of applying the theory is to work with a child so that they can use what they have learned in completely new situations in an original way.

The phases of structural change proceed as follows:

Initially, the same strategy is used in the same conditions, then the same strategy is used in different conditions. Subsequently, a new strategy is created based on the original one.

The theory of structural cognitive modifiability is applied in:

- Experiential Mediated Learning (Mediated Learning Experience),

- Dynamic Assessment LPAD (The Learning Propensity Assessment Device),

- Instrumental Enrichment.

Experience of Mediated Learning

The main tool here is the so-called Mediated Learning Experience (further referred to as MLE). Mediated learning (further referred to as ML) is the opposite of direct learning - it is based on a direct response to stimuli. It expresses an interactive process in which parents, other significant adults (teachers, assistants, psychologists...), or peers intervene between the stimulus situation and the child and adjust the stimuli to their developmental needs. Thus, a mediator is inserted into the classic stimulus-organism-response scheme:

S - stimuli from the environment, 

O - organism processing these stimuli, 

H - human - mediator (parent, caregiver, teacher), 

R - organism's response

Criteria of Mediated Learning Experience

The basic, most important, universally (interculturally shared) criteria are:

- Focus and Reciprocity (interaction is influenced by the mediator's intention, and this intention is transmitted to the child, thus reciprocity should be established, eliciting the need and willingness to respond).

- Transfer (leads the individual from a specific situation to application in other situations).

- Mediation of Meaning (enrichment of stimuli with their emotional, cultural, religious, social significance, "why and for what," engaging in the mediator's intentions, crucial for awakening the child's internal motivation).

Additional, so-called supplementary, situational criteria, which unlike the previous ones, may be culturally conditioned, include, for example:

- Mediation of a sense of competence: the sense of competence leads to the development of positive self-esteem, it is created in situations where the child has the opportunity to be competent. During work with the student, it is important to equip them with everything they need to be competent. It is important to create situations that the student can successfully manage and increase their complexity, interpret individual steps with an emphasis on those that most influenced successful solutions, and convey to the student that thanks to these competencies, they will handle further tasks.

- Mediation of behavior regulation and control: involves suppressing or supporting certain behavior. Feuerstein perceives impulsive behavior of children in the classroom as a reaction to the teacher's approach, which only values results and speed.

- Mediation of behavior with sharing: leads to cooperation and sharing of feelings, impressions.

- Mediation of individual differences and psychological diversity: supports the process of self-awareness and acceptance of different opinions.

- Mediation of behavior leading to seeking, identifying, and achieving goals.

- Mediation of the challenge to seek new and more complex things.

- Mediation of awareness of the human being as a variable entity.

- Mediation of the pursuit of optimistic alternatives.

- Mediation of a sense of belonging.

Degree of Mediation

The degree of mediation represents the intensity of interaction, indicating how active the mediator and the student are. During work, it is essential to constantly reflect on the form of mediation used, its intensity, and its effect. It is important to provide only the necessary support.

Examples of Mediation

- Behavior regulation

- Information gathering – order of systematically collecting information, description of work process

- Rule – identify, formulate, describe, apply

- Attention focusing – minimal mediation level – ("Look again, pay attention, think it over.")

- Motor mediation – pointing out where to start, what to focus on, ...

- Verbal mediation – description, explanation, namin

IE Process

It is a diagnostic system that is an alternative to the commonly used diagnostics in counseling centers and clinical psychologists. Its use is particularly suitable in cases where the results of regular assessment do not correspond to the performance that a child usually demonstrates and also when dealing with a child from a different environment (linguistic, cultural, social). It is suitable for a child facing learning deficits, acquiring new knowledge, and its utilization, problem-solving.

Important starting points for IE are the aforementioned theories and principles, as well as Vygotsky's Zone of Proximal Development (the teacher, the diagnostician has the opportunity to observe how far the student can go with adequate guidance) and Piaget's division of mental operations.

IE is more interested in the learning process than in current performance (as in static diagnostics), in the child's potential, in the ability to use mediator guidance to complete a given task, in changing abilities and skills that can be achieved.

Static, standardized diagnostics, which determine the current level of cognitive abilities, compare the mastery of a given task with norms – with the results of the majority of the same-age population. Dynamic diagnostics has no norms or precisely defined task formulations; thorough knowledge of the principles of work is important.

During the examination itself, the student learns, and thus, we can observe how they proceed in similar tasks, whether there has been a change in problem-solving strategies. Because we assume that the process of cognition is changeable, we are interested in these changes during diagnostics – how they occurred and what type of support proved effective. As mentioned above, we are interested in the process by which the student arrived at a solution, why they think the answer is correct (more than the result itself). Throughout the examination, we consider which mental operations are functional and which are deficient. Each diagnosed individual is approached individually during dynamic diagnostics, as mentioned earlier. We observe how the student learns but at the same time, we try to prevent the feeling of failure and inability to complete the task. We enable the student to experience success by providing them with appropriate tools and procedures for successful completion of the task.

The first phase of IE diagnostics involves assigning a so-called pretest (diagnostic material or any assignment that meets its parameters). During its solution by the student, we observe how the student can cope with the given task, how far they can go on their own, without further support. When they no longer progress, the teaching (intervention) phase follows. During this phase, basic concepts related to the task are explained to the student, work procedures are developed, and various problem-solving strategies are presented – all using the principles of mediated learning with the active participation of the student. After that, a posttest is assigned, which is similar to the pretest and is intended to show how the student can use what they learned in the previous phase.

The tools used for IE examination must provide an opportunity to verify how the diagnosed individual can use the learning phase (where work procedures, work principles, important concepts are discussed). Virtually any task meeting the necessary parameters can be used. In contrast, diagnostic tools used in static assessment are standardized and used in the same way according to the manual. The results are then compared with norms.

When evaluating the results, we are interested in how the student arrived at the solution – whether correct or incorrect, what effect each form and degree of mediation had, which type of task or form of assignment suited the student more and which less.

The aim of diagnostics is to determine which form of mediation and support has proven effective and led to a change in thought processes, what procedures and principles are necessary for change. Recommendations for both the student and teachers and parents are part of the report. When presenting the results of diagnostic activity, it is important to focus not only on the student's strengths but also to provide information about the conditions under which change is possible for the student and how this situation can be repeatable.

The time-consuming nature of dynamic assessment is undeniable.

Instrumental Enrichment

After creating diagnostics for students, workbooks were developed to develop deficient cognitive functions and support changes at the level of intellectual structure.

The basic series of this program consists of 14 workbooks focusing on the development of various cognitive functions called instruments. These are pencil-and-paper exercises. Each of the instruments comprises approximately 15 sheets. The basic series of instrumental enrichment is used for children from 8 years old. The program can be used for group work (ideal group size around 8 children, but it can also be used with the whole class) as well as individually.

The program was originally intended for the integration needs of children from different cultural backgrounds who came to Israel after World War II. Gradually, it began to be used for children with mental disabilities (e.g., Down syndrome), children with learning disorders, individuals after brain injury, and also became part of the school curriculum. Currently, the method is also used in working with adults and seniors.

Summary for Practice

Teachers can draw inspiration for dynamic diagnostics in their practice from dynamic evaluation conducted by trained psychologists. Especially teaching assistants have sufficient time to observe children's learning potential and their reactions to appropriate forms and methods of mediation. Mediators in education work on a similar principle of pretest - mediation - posttest. During mediation, they use suitable materials, instructions, and ask questions regarding the student's thought processes and approaches. Subsequently, they use the posttest to assess the effectiveness of mediation, individual capacity for change, and the learning process.

In practice, this means:

- Belief in the possibility of changing the structure of human cognitive functions and forms of thinking

- Importance of asking process-oriented questions (how did you arrive at that...)

- Discussion about both good and bad answers (working with mistakes)

- Guiding towards planning, creating strategies – avoiding solutions through trial and error

- Connecting the new with what the child already knows

- Transferring what has been learned to other areas

- Changing modalities (visual, verbal, ...)

- Encouraging the creation of practical aids – e.g., a glossary of terms

Dynamic diagnostics in the practice of educators is associated with observation and conducting interviews with the student during the mediation of new experiences and with the analysis of their activity results after the experience of mediation.