Cognitive and Motivational Modifiability as a Function of the Instrumental Enrichment (IE) Program

Abstract

The Instrumental Enrichment (IE) program (Feuerstein, Rand, Hoffman, & Miller, 1980) is an intensive intervention curriculum, geared to enhance the capacity of the low functioning adolescent to modification as a result of exposures to new experiences. The IE program is based upon Feuersiein's Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) theory. An IE program group (n = 93) of 7th grade students of low SES background participated in the IE program for two years and were compared to a nonprogram group (n = 98) of similar social and academic background. Tests of cognitive modifiability were administered before and after IE using the Learning Potential Assessment Device (LPAD) by Feuerstein, Rand, and Hoffman, (1979). The Harter (1981) Intrinsic versus Extrinsic Orientation Scale and the Perception of Competence Scale (Harter, 1979) were administered before and after the IE program. A MANOVA carried out on the cognitive measures indicated that the IE program group showed higher gain scores than the nonprogram group on the LPAD Organizer test. Higher gain scores on the Organizer test were also found for the IE program participants who obtained the lowest scores on an initial indicator of cognitive modifiability. On the LPAD Set-Variations-II test the control group, unexpectedly, obtained higher gain scores between pre- and post-IE, when compared to the IE program group. Students with high initial cognitive performance (pre-IE) in the IE program group became significantly more internal than those in the nonprogram group on the Cognitive Informational Orientation factor of the IEPS. Results are explained in relation to Feuerstein's SCM and MLE theory.