Reuven Feuerstein (Hebrew: ראובן פוירשטיין; August 21, 1921 – April 29, 2014) was a Romanian-born Israeli clinical, developmental, and cognitive psychologist, known for his theory of intelligence.
These interlocked practices provide educators with the skills and tools to systematically develop students’ cognitive functions and operations to build meta-cognition.
He attended lectures given by Karl Jaspers, Carl Jung, Bärbel Inhelder, Marguerite Loosli Uster and Léopold Szondi.
[8][9] The improvements Feuerstein witnessed in victims after they received extra psychological and educational attention made him question current beliefs regarding the stability and innateness of intelligence.
Like the social psychologist, Feuerstein gave further insight on cognitive functioning such as logical memory, voluntary attention, categorical perception and self-regulation of behavior.
According to Piaget, it is through the normal child's own natural material actions and problem-solving experiences that mind and intelligence eventually evolve toward the development of logic and abstract thinking.
[4] Another important conceptual tool of the dynamic assessment process is the need to understand the relationship between the characteristics of the task and the performance of the subject.
The cognitive map describes the mental act in terms of several parameters that permit an analysis and interpretation of a subject's performance by locating specific problem areas and producing changes in corresponding dimensions.
The manipulation of these parameters becomes highly important in the subject-examiner interaction, by helping the examiner to form and validate hypotheses regarding the subject's performance difficulties.
Deliberately free of specific subject matter, the tasks in the instruments are intended to be transferable (bridged) to all educational and everyday life situations.
The FIE- BASIC program includes a total of 7 instruments[29] taught over 2–4 years depending on the learner's needs and/or the development of implementation.
The use of the FIE-B can be a preparation for the use of the FIE-Standard (mentioned above), taking students to higher levels of mental processing and cognitive functioning.
19) Michael, J. Begab, Head of the Mental Retardation Research Center of The NICHD, (1980) – “Feuerstein has introduced a determinate of cognitive development that is not part of Piagetian theory and more importantly has converted a descriptive system into a instructional and operational one.
The author has achieved this very difficult goal through an unusual blend of talents: clinical acumen and insight of the highest order; a wealth of experience with troubled and handicapped children and youth from diverse cultures; a gift for conceptualization and integration of theory; ingenuity; resourcefulness and open mindfulness; and above all, total commitment to the worth and dignity of all human beings and to their capacity for positive change.