Cognitive modifiability of new immigrant adults.

Abstract

The first research question of this study concerns the plasticity of cognitive processes of adult learners confronted with the task of adapting to a new language and an unfamiliar system of formal education. The second question inquires into the relative contribution of two different forms of cognitive intervention—the Learning Potential Assessment Device (LPAD) procedure and the cognitive education program—to the cognitive modifiability of immigrant adults. Both forms of intervention were studied in the past but never in comparison. It seemed, therefore, important to compare the performance of immigrant adult students who received only the LPAD procedure with that of the students who received both LPAD and a prolonged cognitive intervention. The results indicate that the cognitive processes of adult immigrants are modifiable, often no less than those of school-age children and that the participation in cognitive education program has an added value for students with relatively high preprogram performance as compared to LPAD alone.

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