ABSTRACT
This chapter describes Instrumental Enrichment (IE), a program outside the curriculum, involving solving puzzles (similar to conventional intelligence tests), and bridging to the solution of real-world problems. It was formulated by Israeli psychologist Reuven Feuerstein (1921–2014), known for his theory of intelligence, which stated it was not fixed, but modifiable. Regarding effects, significant but modest effect sizes were found in achievement, ability and behavior. Another researcher found effect sizes of 0.24 for non-verbal ability, 1.41 for verbal ability, 0.60 for full-scale ability, 0.26 for general achievement and 0.29 for mathematics achievement. Evaluation of the BASIC IE program for early years found effect sizes from 0.30 to 0.52. A two-year follow-up found large gains for IE participants compared to controls. Theoretically, the idea of “mediated learning” is central – an adult demonstrates, the student imitates, then the student performs independently. The program itself is more than 500 pages of paper-and-pencil exercises in 14 different instruments, to be completed over three years, covering pattern detection, pattern comparisons, orientation in space, syllogisms, transitive relations and representations. Four examples of IE activities are given. Training for IE is described and current locations for training given. IE has been spread to a great many countries, many subjects, and higher education and the workplace. References and Bibliography conclude the chapter.
