Analogical thinking modifiability and math processing strategy.

A sample of 48 children in Grade 2 was randomly assigned to an experimental (n = 24) and a control group (n = 24). Both groups were administered the Analogical Modifiability Puzzle Test (AMPT) and Math Accuracy and Processing Strategy (MAPS) test before and after a teaching phase of the AMPT. The MAPS test includes scores for Accuracy, Processing Strategy, and a Math-Total. The findings reveal significant treatment x time interactions for AMPT (near-transfer) and MAPS (far-transfer) scores. Hierarchical regression analysis showed that AMPT post-teaching score added significantly to Math Total. The findings indicate that Math Accuracy and Math Processing Strategies are affected by mediation for analogical thinking and that modifiability of analogical thinking significantly predicts Math-Total.

Changes in Brain Volume Resulting from Cognitive Intervention by Means of the Feuerstein Instrumental Enrichment Program in Older Adults with Mild Cognitive Impairment (MCI): A Pilot Study.

There is increasing interest in identifying biological and imaging markers for the early detection of neurocognitive decline. In addition, non-pharmacological strategies, including physical exercise and cognitive interventions, may be beneficial for those developing cognitive impairment. The Feuerstein Instrumental Enrichment (FIE) Program is a cognitive intervention based on structural cognitive modifiability and the mediated learning experience (MLE) and aims to promote problem-solving strategies and metacognitive abilities. The FIE program uses a variety of instruments to enhance the cognitive capacity of the individual as a result of mediation. A specific version of the FIE program was developed for the cognitive enhancement of older adults, focusing on strengthening orientation skills, categorization skills, deductive reasoning, and memory. We performed a prospective interventional pilot observational study on older subjects with MCI who participated in 30 mediated FIE sessions (two sessions weekly for 15 weeks). Of the 23 subjects who completed the study, there was a significant improvement in memory on the NeuroTrax cognitive assessment battery. Complete sets of anatomical MRI data for voxel-based morphometry, taken at the beginning and the end of the study, were obtained from 16 participants (mean age 83.5 years). Voxel-based morphometry showed an interesting and unexpected increase in grey matter (GM) in the anterolateral occipital border and the middle cingulate cortex. These initial findings of our pilot study support the design of randomized trials to evaluate the effect of cognitive training using the FIE program on brain volumes and cognitive function.

Mother-child and siblings' mediated learning strategies in families with and without children with intellectual disability.

The objectives of the research were to study differences in Mediated Learning Experience (MLE) strategies between mothers and their children in families with intellectually disabled and typically developing children and the cross-generation transmission of MLE strategies. Dyads of mother-child and siblings were observed interacting in free-play and teaching situations and their mediation strategies were analyzed by the Observation of Mediation Interaction scale. The child in the mother-child interaction was the older sibling in the siblings' interaction. Siblings samples were composed of two main groups: where the younger sibling (a) had an intellectual disability (ID, n = 25), or typically developing sibling dyads matched on (b) difference in mental age (TDM, n = 25) and (c) difference in chronological age (TDC, n = 25). The mediation strategies of older-younger siblings were compared to that of mother-child (with older sibling). The findings showed that siblings demonstrated higher level of MLE strategies than mothers in the ID group as compared with the two TD groups and that there is a cross-generation transmission of MLE strategies after controlling variables of group, mothers' years of education, level of occupation, and level of religiosity. The findings implications are related to the central role of siblings in families with a child with ID and working with families to enhance children's cognitive development.

Mental Rotation: The Effects of Processing Strategy, Gender and Task Characteristics on Children's Accuracy, Reaction Time and Eye Movements' Pattern.

The effects of gender, strategy and task characteristics on children's mental rotation (MR) behavioral measures and eye movements were studied. Eye movements reflect thinking pattern and assist understanding mental rotation performance. Eighty-three fourth-grade children (44 boys and 39 girls) were administered the Computerized Windows Mental Rotation test (CWMR) while having their eye movements monitored and completed a Strategy Self-Report (global/local/combined) and a Spatial Span (WM) subtest. Difficulty level affected performance and was reflected in a different eye movement pattern. Boys were more accurate than girls, but they did not differ in their eye movement pattern. Eye movement pattern was related to strategy, accu-racy and reaction time, revealing that the global and combined strategy were more effective compared with local strategy. WM was found to correlate with accuracy at the easy level of the test. The usage of eye movement measures assists in elaborating our knowledge regarding MR performance among chil-dren and enable a wider understanding regarding the interaction between gender, strategy and difficulty level.

The effects of mother-child mediated learning strategies on psychological resilience and cognitive modifiability of boys with learning disability.

BACKGROUND: The theoretical framework of the current study is based on mediated learning experience (MLE) theory, which is similar to the scaffolding concept. The main question of the current study was to what extent mother-child MLE strategies affect psychological resilience and cognitive modifiability of boys with learning disability (LD). Secondary questions were to what extent the home environment, severity of boy's LD, and mother's attitude towards her child's LD affect her MLE strategies and consequently the child's psychological resilience and cognitive modifiability. AIMS: The main objectives of this study were the following: (a) to investigate the effects of mother-child MLE strategies on psychological resilience and cognitive modifiability among 7- to 10-year-old boys with LD, (b) to study the causal effects of distal factors (i.e., socio-economic status [SES], home environment, severity of child's LD, mother's attitude towards LD) and proximal factors (i.e., MLE strategies) on psychological resilience and cognitive modifiability. METHODS: A sample of mother-child dyads (n = 100) were videotaped during a short teaching interaction. All children were boys diagnosed as children with LD. The interaction was analysed for MLE strategies by the Observation of Mediation Interaction scale. Children were administered psychological resilience tests and their cognitive modifiability was measured by dynamic assessment using the Analogies subtest from the Cognitive Modifiability Battery. Home environment was rated by the Home Observation for Measurement of the Environment (HOME), and mothers answered a questionnaire of attitudes towards child's LD. RESULTS: The findings showed that mother-child MLE strategies, HOME, and socio-economic level contributed significantly to prediction of psychological resilience (78%) and cognitive modifiability (51%). Psychological resilience was positively correlated with cognitive modifiability (Rc = 0.67). Structural equation modelling analysis supported, in general, the hypotheses about the causal effects of distal and proximal factors of psychological resilience and cognitive modifiability. CONCLUSION: The findings validate and extend the MLE theory by showing that mother-child MLE strategies significantly predict psychological resilience and cognitive modifiability among boys with LD. Significant correlation between psychological resilience and cognitive modifiability calls for further research exploring the role of MLE strategies in development of both.

Siblings' mediated learning strategies in families with and without children with intellectual disabilities.

Dyads of siblings in which the younger sibling had an intellectual disability (ID, n  =  25) were videotaped interacting. The ID group was compared with typically developing sibling dyads matched on mental age (n  =  25) and chronological age (n  =  25). We observed the mediation strategies, activation, and antimediation behaviors of older siblings and younger siblings' responsiveness to mediation. Mediation strategies were analyzed by the Observation of Mediation Interaction scale. The ID group scored highest on mediation strategies and lowest on activation and antimediation behaviors. Younger siblings' responsiveness to mediation was highest among the ID group. Mediation for Intentionality and Reciprocity and Meaning were positively associated with the verbal responsiveness of the younger siblings. Activation and antimediation behaviors were negatively associated with the verbal responsiveness.

Analogies solving by individuals with and without intellectual disability: Different cognitive patterns as indicated by eye movements.

Eighteen adults with intellectual disability (ID) and 20 children with typical development (TD) matched for cognitive level, participated in this study. Participants solved perceptual and conceptual analogies (from the Conceptual and Perceptual Analogical Modifiability Test-CPAM) while having their eye movements monitored. As predicted, the overall percent of correct answers was significantly higher for the TD group compared to that of the ID group. Comparison of the eye movement pattern of each group while solving the analogies revealed that in addition to the quantitative difference between the groups, there is a qualitative difference in the process of solving the analogies. The difference in the scanning pattern between the TD and the ID groups is interpreted as a reflection of two different types of strategies, Constructive matching and Response elimination, respectively.

New model of mapping difficulties in solving analogical problems among adolescents and adults with intellectual disability.

The main goal of the study was to map the difficulties and cognitive processes among adolescents (aged 13-21, N = 30) and adults (aged 25-66, N = 30) with mild and moderate intellectual disability (ID) when solving analogical problems. The participants were administered the Conceptual and Perceptual Analogical Modifiability test. A three-fold tailored dynamic assessment (DA) model for mapping difficulties was constructed based on Sternberg's analogical components model (encoding, inference, mapping, application): (a) mapping pre-teaching difficulties; (b) assessing the level of mediation; and (c) analyzing post-teaching responses. Another goal was to find out whether participants receiving "tailored" mediation would receive higher scores than participants receiving the standard DA procedure (adolescents aged 14-20; N = 30) and adults (25-55, N = 31). Repeated measures MANOVA of time × age × ID level indicated significant pre to post-teaching improvement across all age groups and ID levels. The adults gained more from mediation than the adolescents. The tailored DA model was more effective in producing change than the standard DA model. The greatest difficulties in the pre-teaching stage were in inference and mapping of perceptual analogies, where the participants received the highest level of mediation. Stepwise regression analysis indicated that inference, ID level and age predicted modifiability in the application of conceptual analogies, whereas encoding, ID level and mediation for inference predicted modifiability in the application of perceptual analogies.

Gender differences in spatial ability of young children: the effects of training and processing strategies.

A sample of 116 children (M=6 years 7 months) in Grade 1 was randomly assigned to experimental (n=60) and control (n=56) groups, with equal numbers of boys and girls in each group. The experimental group received a program aimed at improving representation and transformation of visuospatial information, whereas the control group received a substitute program. All children were administered mental rotation tests before and after an intervention program and a Global-Local Processing Strategies test before the intervention. The results revealed that initial gender differences in spatial ability disappeared following treatment in the experimental but not in the control group. Gender differences were moderated by strategies used to process visuospatial information. Intervention and processing strategies were essential in reducing gender differences in spatial abilities.

The effects of Peer Mediation with Young Children (PMYC) on children's cognitive modifiability.

Peer mediation with young children is a relatively novel approach aimed at teaching young children how to mediate to their peers. The main benefits of peer mediation are in developing children's mediation teaching style and cognitive modifiability. The peer mediation developed recently is based on Vygotsky's sociocultural and Feuerstein's mediated learning experience theories. The main objectives of the study were to investigate the effects of the Peer Mediation with Young Children (PMYC) programme on children's cognitive modifiability of mediators and learners and to study the effects of cognitive level of the learner and mediator on their cognitive modifiability following the programme. A sample of 178 pupils (89 mediators in Grade 3 and 89 learners in Grade 1) was randomly assigned to experimental (N=43 dyads) and control (N=46 dyads) groups. The mediators in the experimental group participated in the PMYC programme, whereas the mediators in the control group received a substitute intervention aimed at emphasizing general conditions of peer interaction. Following the intervention, mediators of both groups received a demonstration of a multimedia programme as a preparation for the peer mediation interaction and later taught it to their young counterparts. Following the teaching session (e.g. teaching of seriation problems), mediators in both groups were given a dynamic assessment measure of analogies. The learners however were given a test of seriation before and after the intervention. The findings showed that following the intervention the experimental mediators showed higher level of analogies scores, as well as higher improvement on the dynamic analogies measure as compared with control mediators. The experimental learners showed higher pre- to post-intervention achievements on the seriation problems as compared with control learners. The findings showed also that when there was a match between the mediator and learner's cognitive level (i.e. low-low or high-high) the differences between the experimental and control groups were minor and negligible. However, when the mediator-learner cognitive levels did not match, the experimental learners received higher scores than the control learners. Mediators in the experimental group had to cope with the incongruent cognitive level by facilitating their mediational approach and consequently enhancing the learner's performance. The findings are discussed in regard to Piaget, Vygotsky and Feuerstein's theories and recent research on peer assisted learning.