Cognitive Modifiability in Learning and Assessment
The key idea of cognitive modifiability came from Feuerstein’s concept
of structural cognitive modifiability (Feuerstein & Rand, 1990). His
concept is best illustrated by his theory of structural cognitive
modifiability (SCM), which states that “all human characteristics,
including personality, cognition and behavior are modifiable states.
Strang and Shayer (1993) observed that the cognitive functions approach
provided the teacher with “insight into the cognitive difficulties
associated with particular concepts so that these can be compensated for
in the selection of materials and in the teaching approach adopted” (p.
336). As Skuy and Mentis (1991) noted, Feuerstein’s criteria for MLE
and his list of cognitive dysfunctions (e.g., impulsivity, episodic
grasp of reality, need for accuracy) are two key dimensions for an
intervention program. They noted that Feuerstein’s checklist for
cognitive functions and dysfunctions enables one to gain insights into
his/her own cognitive skills and thus move to a level of reflective
thinking and metacognition.....
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