El desarrollo del potencial de aprendizaje Entrevista a Reuven Feuerstein

Sergio Noguez Casados




Resumen


A través de las respuestas que el Dr. Reuven Feuerstein nos ofrece en esta entrevista, podemos tener una primera aproximación al trabajo que él ha venido realizando desde hace más de 40 años. Su línea de trabajo se inscribe en la psicología cognitiva estructural con un interesante apoyo en nuevos usos de herramientas típicas de la psicometría, pero con énfasis en el desarrollo de habilidades del pensamiento y no en medir o señalar coeficientes de inteligencia.

El Dr. Feuerstein nos ofrece un balance actual de sus campos de trabajo más importantes, los cuales tienen aplicación a diferentes ámbitos de la educación, desde preescolar hasta entrenamiento de pilotos de alta tecnología.


Palabras clave


Modificabilidad cognitiva; operaciones mentales; funciones cognitivas deficientes; mediación del aprendizaje; mapa cognitivo; aprendizaje mediado.

Referencias


Herrnstein, R. y Murray, C. (1994). Bell curve. New York: Free Press.

Richelle, M. y Feuerstein, R. (1957). Enfants Juifs Nord-Africans. Jerusalem: Youth Aliyah.

Feuerstein, R. y Richelle, M. (en colaboración con A. Ray). (1963). Children of the Mellah: Socio-cultural deprivation and its educational significance. Jerusalem: Szold Foundation (en hebreo).

Feuerstein, R., Rand, Y., & Hoffman, M . (1979). The dynamic assessment of retarded performers: The learning potential assessment device (LPAD). Baltimore, MD: University Park Press.

Feuerstein, R., Rand, Y. Hoffman, M., y Miller, R. (1980). Instrumental Enrichment: An intervention program for cognitive modifiability. Baltimore, MD: University Park Press.

Feuerstein, R., Rand, Y. y Rynders, J. (1988). Don't accept me as I am: Helping "retarded" people to excel. Nueva York: Plenum Press (Segunda edición revisada publicada por Skylight en 1997; traducción al hebreo publicada por Freund en 1998; Traducción al alemán: Laat me niet zoals ik bem. Rotterdam: Leminscaat, 1993; traducción al italiano: Non accettarmi como sono. Milán: R.C.S. Libri).

Feuerstein, R., Klein, P., y Tannenbaum, A. (Eds.). (1991). Mediated learning experience: Theoretical, psychosocial, and learning implications. Tel Aviv y Londres: Freund.

Feuerstein, R. (1998). The theory of mediated learning experience: About human as a modifiable Being. Jerusalem: Ministry of Defense Publications.(en hebreo).

Capítulos y artículos

Feuerstein, R. y Richelle, M. (1958). Perception and drawing of the North African Jewish child. Megamot, 9, 156-162 (en hebreo).

Feuerstein, R. y Krasilowsky, D. (1967). The treatment group technique. Israeli Annals of Psychiatry and Related Disciplines, 5, 61-90.

Feuerstein, R. y Shalom, H. (1967). Methods of assessing the educational level of socially and culturally disadvantaged children. Megamot, 2-3, 177-187 (en hebreo).

Feuerstein, R. & Shalom, H. (1968). The learning potential assessment device. In B. W. Richards (Ed.), Proceedings of the First Congress of the International Association for the Scientific Study of Mental Deficiency. Reigate, Reino Unido: Michael Jackson.

Feuerstein, R. (1970). Les differences de fonctionnement cognitif dans des groupes socio-ethniques differents (tesis doctoral). París: Sorbonne.

Feuerstein, R. (1970). A dynamic approach to causation, prevention, and alleviation of retarded performance. En C. Haywood (Ed.), Social-cultural asspects of mental retardation. Nueva York: Appleton, Century, Crofts.

Feuerstein, R., Hanegby, R. y Krasilovsky, D. (1970). The corrective object relations: Theory and treatment group technique. Psychological Processes, 1, 2.

Feuerstein, R. (1971). Low functioning children in residential and day settings for the deprived. En M. Wolins y M. Gottesman (Eds.), Group care: An israeli Approach. Nueva York: Gordon and Breach.

Feuerstein, R. (1971). The redevelopment of the socio-culturally disadvantaged adolescent in group care. En M. Wolins y M. Gottesman (Eds.), Group care: An Israeli approach. Nueva York: Gordon and Breach.

Feuerstein, R. (1972). Alleviation of retarded performance. En H. P. David (Ed.), Child mental health in international perspective. Nueva York: Harper and Row.

Feuerstein, R. (1972). Cognitive assessment of the socio-culturally deprived child and adolescent. En L. J. Cronbach y P. Drenth (Eds.), Mental tests and cultural adaptation. The Hague: Mouton.

Feuerstein, R. y Krasilowsky, D. (1972). Intervention strategies for the significant modification of cognitive functioning in the disadvantaged adolescent. The Journal of the American Academy of Child Psychiatry, 11: 572-582.

Feuerstein, R., Krasilowsky, D. y Rand, Y. (1974). The evolvement of innovative educational strategies for the integration of high risk adolescents in Israel. Phi Delta Kappan, 35, 556-581.

Feuerstein, R. y Rand, Y. (1974). Mediated Learning Experience: An outline of proximal etiology for differential development of cognitive functions. Journal of International Council of Psychology, 9-10, 7-37.

Feuerstein, R. (1976). Dynamic assessment of cognitive modifiability in retarded performers: The Learning Potential Assessment Device. En B. B. Wolman (Ed.), International Encyclopedia of Neurology, Psychiatry, Psychoanalysis and Psychology (Sección XII). Nueva York.

Feuerstein, R., Hoffman, M., Krasilowsky, D., Rand, Y. y Tannenbaum, A. (1976). The effects of group care on the psychosocial habitation of immigrant adolescents in Israel, with special reference to high-risk children. International Review of Applied Psychology, 25, 189-201.

Feuerstein, R. (1977). Mediated Learning Experience (MLE): A theoretical basis for cognitive modifiability during adolescence. En P. Mittner (Ed.), Research to Practice in Mental Retardation: Education and Training (Vol. 2). Baltimore, MD: University Park Press.

Rand, Y., Feuerstein, R., Tannenbaum, A., Jensen, M. y Hoffman, M. (1977). An analysis of the effects of Instrumental Enrichment on disadvantaged adolescents. En P. Mittner (Ed.), Research to practice in mental retardation: Education and training (Vol. 2). Baltimore, MD: University Park Press.

Feuerstein, R., Krasilowsky, D. y Rand, Y. (1978). Modifiability during adolescence. En J. Anthony (Ed.), Yearbook of the International Association for Chile Psychiatry and Allied Professions. Londres: Wiley.

Feuerstein, R. (1979). Ontogeny of learning. En M. T. Brazier (Ed.), Brain mechanisms in memory and learning. Nueva York: Raven Press.

Rand, Y., Feuerstein, R., Hoffman, M., y Jensen, M. (1979). Cognitive modifiability in retarded adolescents. American Journal of Mental Deficiency, 83, 539-550.

Rand, Y., Tannenbaum, A. y Feuerstein, R. (1979). Effects of Instrumental Enrichment on the psycho-educational development of low-functioning adolescents. Journal of Educational Psychology, 71, 751-763.

Feuerstein, R. y Jensen, M. (1980). Instrumental Enrichment: Theoretical basis, goals, and instruments. The Educational Forum, 44, 401-423.

Feuerstein, R. (1981). Mediated learning experience in the acquisition of kinesics. En R. Saint-Claire y B. Hoffer (Eds.), Developmental kinesics: The emerging paradigm. Baltimore, MD: University Park Press.

Feuerstein, R., Miller, R., Rand, Y. y Jensen, M. (1981). Can evolving techniques better measure cognitive change? The Journal of Special Education, 15, 201-219.

Feuerstein, R. y Hoffman, M. (1982). Intergenerational conflict of rights: Cultural imposition and self-realization. Viewpoints in Teaching and Learning, 58, 44-63.

Feuerstein, R. (1984). On the desirability of preserving family and communal traditions. In The integration of immigrant adolescent: A selection of articles of Youth Aliyah. Jerusalem: Jewish Agency.

Feuerstein, R., Jensen, M., Rand, Y. y Hoffman, M. (1984). Instrumental Enrichment: An intervention program for structural cognitive modifiability. En J. Segal, S. Chipman y R. Glaser (Eds.), Thinking and learning skills (Vol. 1). Hillsdale, NJ: Erlbaum.

Feuerstein, R. y Klein, P. (1985). Environmental variables and cognitive development. En S. Harel y N. J. Anastasiow (Eds.), The at-risk infant: Psycho-socio-medical aspects. Baltimore, MD: Paul Brookes.

Feuerstein, R., Rand, Y., Jensen, M., Kaniel, S., Tzuriel, D., Ben Schachar, N. y Mintzker, Y. (1985/86). Learning potential assessment. Special Services in the Schools, 2, 85-106.

Feuerstein, R. (1986). The foster home group experiment. En Y. Kashti y M.Arieli (Eds.), Residential settings and the community. Tel Aviv: Freund.

Feuerstein, R., Hoffman, M., Rand, Y. Jensen, M., Tzuriel, D. y Hoffman, D. (1986). Learning to learn: Mediated learning experience and Instrumental Enrichment. Special Services in the Schools, 3, 49-82.

Feuerstein, R., Rand, Y., Jensen, M., Kaniel, S. y Tzuriel, D. (1987). Prerequisites for assessment of learning potential: The LPAD model. En C. Lidz (Ed.), The Dynamic Assessment. Nueva York: Guilford Press.

Arieli, M. y Feuerstein, R. (1987). The two-fold care organization: On the combination of group and foster situations. Child and Youth Care Quarterly, 16, 168-184.

Jensen, M. y Feuerstein, R. (1987). The LPAD: from philosophy to practice. En C. Lidz (Ed.), The Dynamic Assessment. Nueva York: Guilford Press.

Feuerstein, R., Jensen, M., Rand, Y., Kaniel, S. y Tzuriel, D. (1988). Cultural difference and cultural deprivation: A theoretical framework for differential intervention. En R. M. Gupta & P. Coxhead (Eds.), Cultural diversity and learning efficiency. Londres: Macmillan.

Strauss, R., Mintzker, Y., Feuerstein, R., Wexler, M-R. y Rand, Y. (1988). Social perception of the effects of Down Syndrome facial surgery: A school-based study of ratings by normal adolescents. Plastic and Reconstructive Surgery, 81, 841-846.

Tzuriel, D., Samuels, M. y Feuerstein, R. (1988). Non-intellective factors in dynamic assessment. En R. M. Gupta y P. Coxhead (Eds.), Cultural diversity and learning efficiency. Londres: Macmillan.

Kaniel, S. y Feuerstein, R. (1989). Special needs of children with learning difficulties. Oxford Review of Education, 15, 165-179.

Feuerstein, R. (1990). The cognitive modifiability of persons with Down Syndrome. En E. Chigier (Ed.), Looking up at Down Syndrome. Tel Aviv y Londres: Freund.

Feuerstein, R. (1990). Mediating cognitive processes to the retarded performer. En M. Schwebel, C. Maher y N. Fagley (Eds.), Promoting cognitive growth over the life-span. Hillsdale, NJ: Erlbaum.

Feuerstein, R. (1990). The theory of structural cognitive modifiability. En B. Presseisen (Ed.), Learning and thinking styles: Classroom interaction. Washington, DC: National Education Association.

Beker, J. y Feuerstein, R. (1990). Conceptual foundations of the modifying environment in group care and treatment settings for children and youth. Journal of Child and Youth Care, 5, 23-33.

Falik, L. y Feuerstein, R. (1990). Structural cognitive modifiability: A new cognitive perspective for counseling and psychotherapy. International Journal of Cognitive Education and Mediated Learning, 1, 143-150.

Feuerstein, R. (1991). Cultural difference and cultural deprivation. Differential patterns of adaptability. En N. Bleichrodt y P. Drenth (Eds.), Contemporary issues in cross-cultural Psychology. Amsterdam: Swets & Zeitlinger.

Feuerstein, R. y Feuerstein, S. (1991). Mediated learning experience: A theoretical review. En R. Feuerstein, P. Klein y A. Tannenbaum, (Eds.), Mediated learning experience: Theoretical, psychosocial, and learning implications. Tel Aviv y Londres: Freund.

Feuerstein, R., Rand, Y., Hoffman, M., Egozi, M. y Ben-Schachar, N. (1991). Intervention programs for retarded performers: Goals, means, and expected outcomes. En L. Idol y B. Jones (Eds.), Educational values and cognitive instruction (Vol. 2). Hillsdale, NJ: Erlbaum. [Reimpreso en M. Ben-Hur (Ed.). (1994), On Feuerstein's instrumental enrichment. Palatine, IL: IRI/Skylight].

Feuerstein, R y Tannenbaum, A. (1991). Mediating the learning experience of gifted underachievers. En B. Wallace y H. Adams (Eds.), Worldwide perspectives on the gifted underachievers. Bicester, Reino Unido: AB Academic Publishers.

Beker, J. y Feuerstein, R. (1991). Toward a common denominator in effective group care programming. Journal of Child and Youth Care, 7, 20-34.

Beker, J. y Feuerstein, R. (1991). The modifying environment and other environmental perspectives in group care. Residential Treatment of Children and Youth, 8, 21-37.

Kaniel, S., Tzuriel, D., Feuerstein, R., Ben-Schachar, N., y Eitan, T. (1991). Dynamic Assessment: Learning and transfer abilities of Ethiopian immigrants to Israel. En R. Feuerstein, P. Klein y A. Tannenbaum (Eds.). (1991). Mediated learning experience: Theoretical, psychosocial, and learning Implications. Tel Aviv y Londres: Freund.

Tzuriel, D. y Feuerstein, R. (1992). Dynamic assessment for prescriptive teaching. En C. Haywood y D. Tzuriel (Eds.), Interactive assessment. Nueva York: Springer.

Feuerstein, R. y Kozulin, A. (1995). The Bell Curve: Getting the facts straight. Educational Leadership, 52 (7), 71-74.

Durkin, R., Beker, J. y Feuerstein, R. (1995). Can environments modify and enhance the development of personality and behavior? Residential Treatment for Children and Youth, 12, 1-14.

Feuerstein, R. (1996). The mediated learning experience: Langeveld memorial lecture. University of Utrecht.

Feuerstein, R., Feuerstein, R. y Schur, Y. (1997). Process as content in education of exceptional children. En A. Costa y R. Liebman (Eds.), Supporting the spirit of learning: When process is content. Thousand Oaks, CA: Corwin Press. [Reimpreso en A. Kozulin (Ed.). (1997), The ontogeny of Cognitive Modifiability. Jerusalem: ICELP].

Feuerstein, R., Feuerstein, Ra. y Gross, S. (1997). The learning potential assessment device. En D. Flanagan, J. Genshaft y P. Harrison (Eds.), Contemporary Intellectual Assessment. Nueva York: Guilford Press.

Feuerstein, R., Falik, L. y Feuerstein, R. (1998). Feuerstein's LPAD. En R. Samuda (Ed.), Advances in Cross-Cultural Assessment. Thousand Oaks, CA: Sage.

Feuerstein, R., Jackson, Y. y Lewis, J. (1998). Feuerstein's IE and structural cognitive modifiability. En R. Samuda (Ed.), Advances in Cross-Cultural Assessment. Thousand Oaks, CA: Sage.