Induction of Logic Structures in the Mentally Retarded: An Assessment and Intervention Instrument

Paour, Jean-Louis

doi:10.1007/978-1-4612-4392-2_5

Cited by 25 publications

(14 citation statements)

References 22 publications

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“…Explicit memory is influenced by chronological age, intelligence, psychiatric disorders and neurological impairments (Reber, Waikenfeld, and Hernstadt 1991;Schacter, Chin, and Ochsner 1993). Participants with ID exhibit difficulties in verbal rehearsal (Borkowski, Carr, and Pressley 1987), reduced ability in retrieval (Winters and Semehuk 1986), strategy use (Paour 1992), and attention deficits (Reed 1996). However, in 17.5% of the studies there was no difference between participants with ID and TD (Carlesimo, Marotta, and Vicari 1997;Dulaney and Ellis 1991;Henry and Gudjonsson 2003;Perrig and Perrig 1995;Vicari, Bellucci, and Carlesimo 2001).…”

Section: Discussionmentioning

confidence: 95%

Meta‐analysis of explicit memory studies in populations with intellectual disability

Lifshitz

Shtein

Weiss

et al. 2011

European Journal of Special Needs Education

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Section: Discussionmentioning

confidence: 95%

Meta‐analysis of explicit memory studies in populations with intellectual disability

Lifshitz

Shtein

Weiss

et al. 2011

European Journal of Special Needs Education

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“…First, methods aimed at unqualified adults are extensively derived from research in the domain of special education and practices based upon such research (e.g., Paour, 1992). Overhasty consideration that the difficulties of these adults are identical to those of mentally retarded children or adolescents seems dubious at the very least.…”

Section: Resultsmentioning

confidence: 99%

An evaluation of two cognitive learning methods in adults on pre-qualification schemes: Logo and logical reasoning workshops (ARL)

Chartier¹

1996

Eur J Psychol Educ

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Two groups of adults on AFPA pre-qualificati on training schemes were each exposed to a different programme. explici tly aimed at improving th eir cognit iv e s kills : Ateliers de Ra isonn em ent Logique/Logical Reasoning Workshops and Logo exercises. They were compared with a control group receiving special treatment. members being informed that they were participating in an experiment. This latter group was exposed. for an essentially similar period, to training in the use ofoffice -work softw are and computer-assisted education.The three groups were tested. at the beginning and end of the scheme. on a number of cognitive dimensions. The level of self-esteem ofparticipants. their attitude to comp uters and the internality of their attributions were also evaluated.Results showed: I) a modest increase in cognitive effi ciency in each group at the end oftraining and ambiguous variations in conative variables; 2) no superiority of the Logo group over the control group ; 3) superiority of the ARL group for two cognitive variables of the ten studied (combinatory analysis and p erceptive fi eld independence). The extent of the difference was invariably less that one standard-deviation of the distribution of sc ores. These results. and in particular the absence of transfer of acquisitions. seem insufficient to justify the conclusion ofany spec ific effic acy ofthis last method.

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“…A avaliação assistida pode ser concebida como um conceito amplo, que vai além de técnicas e procedimentos específicos, pois inclui várias teorias, metodologias, funções e objetivos, relacionando-se a novas concepções de inteligência e a várias propostas de avaliação: a "propensibilidade" à aprendizagem, de Feuerstein (1979) (Paour, 1992); a "perspectiva transacional da avaliação psicoeducacional" proposta por Tzuriel (HAYWOOD; TZURIEL; VAUGH, 1992); a "avaliação psicopedagógica dinâmica" de Fonseca (2001) Sua origem está datada na década de 70 do século passado, com os trabalhos de Reuven Feuerstein e seus colegas, em Israel, insatisfeitos com os métodos de avaliação tradicionais em fornecerem informações sobre a habilidade para aprender dos estudantes. Passaram, então, a desenvolver esta modalidade de avaliação voltada ao fornecimento de informações que possam ser diretamente aplicadas na prática por educadores e psicólogos clínicos e escolares (CAMPIONE, 1989;HAYWOOD;TZURIEL, , 2002LIDZ, 1989LIDZ, , 1991LINHARES, 1995;TZURIEL, 2001;STERNBERG;GRIGORENKO, 2002).…”

Section: Necessidades Educativas Especiaisunclassified

Avaliação assistida para crianças com necessidades educacionais especiais: um recurso auxiliar na inclusão escolar

Enumo

2005

Rev. bras. educ. espec.

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RESUMO: a inclusão escolar dos portadores de necessidades educativas é proposta dominante na Educação Especial e na Educação em geral nas últimas décadas, direcionando programas e políticas educacionais e de reabilitação em vários países, incluindo-se o Brasil. Exige a transformação da escola, defendendo a inserção de alunos com quaisquer necessidades no ensino regular, cabendo às escolas se adaptarem às características dos alunos, o que leva à ruptura com o modelo tradicional de ensino. Reside aqui o mérito e o início dos problemas. As instituições de Ensino Fundamental têm encontrado dificuldades na inclusão escolar, a começar pelo diagnóstico das dificuldades de aprendizagem, terminando na pouca capacitação profissional para atender pedagógica e psicologicamente essa população. Procurando contribuir neste aspecto básico do processo inclusivo -o diagnóstico da criança com necessidades educativas especiais -, a avaliação assistida se apresenta como uma modalidade de avaliação complementar à avaliação tradicional de habilidades cognitivas e lingüísticas. Esta inclui ajuda do examinador durante o processo, após uma fase inicial sem ajuda, sendo comum em pesquisa o procedimento teste-ajuda-reteste, em que o sujeito funciona como seu próprio controle. Esta modalidade de avaliação do processamento cognitivo e lingüístico favorece o desempenho e se apresenta como mais prescritiva à adaptação curricular. Utilizada especialmente na Educação Especial, esta é uma proposta de avaliação ainda pouco utilizada no Brasil, onde se encontram tipicamente trabalhos de pesquisa desde a década de 90 do século passado. PALAVRAS-CHAVE: avaliação assistida; inclusão escolar; crianças com necessidades educacionais especiais.ABSTRACT: the school inclusion of people with educational needs is dominant proposition in Special Education and Education in general, in the last decades, addressing programs and educational and rehabilitation politics in several countries, including Brazil. It demands the transformation of school, proposing the students' insertion with any needs in the regular school, letting to the schools the adaptation to the students' characteristics, what makes the rupture to the traditional model of teaching and is the problem starting. The institutions of Basic School have been having difficulties in the school inclusion, starting in the diagnosis of the learning disabilities, finishing in the little professional training to assist pedagogically and psychologically that population. Trying to contribute in this basic aspect of the inclusive process -the child's diagnosis with special educational needs -, the dynamic assessment is a complementary modality to the traditional evaluation of cognitive and linguistic abilities. This includes the examiner's help during the process, after an initial phase without help, being common in research works the procedure test-aided-retest, in that the subject works as his own control. This evaluation modality of the cognitive and linguistic processing favors the acting and it comes as more ...

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Induction of Logic Structures in the Mentally Retarded: An Assessment and Intervention Instrument

Cited by 25 publications

References 22 publications

Meta‐analysis of explicit memory studies in populations with intellectual disability

Meta‐analysis of explicit memory studies in populations with intellectual disability

An evaluation of two cognitive learning methods in adults on pre-qualification schemes: Logo and logical reasoning workshops (ARL)

Avaliação assistida para crianças com necessidades educacionais especiais: um recurso auxiliar na inclusão escolar

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