Feuerstein, R., Rand, Y., Hoffman, M. et al.: Cognitive modifiability in retarded adolescents: Effects of Instrumental Enrichment

Pediatric Rehabilitation

Volumn 7, Issue 1, 2004, Pages 17-19

  Forsyth, R J ^a  

^a NEWCASTLE UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; ADOLESCENT; ADOLESCENT DISEASE; COGNITION; CONTROLLED STUDY; DAY CARE; EDUCATION PROGRAM; ENVIRONMENTAL ENRICHMENT; GENERAL ENRICHMENT PROGRAM; HUMAN; INSTRUMENTAL ENRICHMENT; INTERMETHOD COMPARISON; MAJOR CLINICAL STUDY; MENTAL DEFICIENCY; NEUROPSYCHOLOGICAL TEST; PRIORITY JOURNAL; RESIDENTIAL CARE; REVIEW; SCHOOL; SELF CONCEPT; SOCIAL INTERACTION;

ADOLESCENT; COGNITION DISORDERS; EDUCATION OF MENTALLY RETARDED; HUMANS; MENTAL RETARDATION; PSYCHOLOGICAL TESTS; TEACHING;

EID: 0742288945     PISSN: 13638491     EISSN: None     Source Type: Journal    
DOI: 10.1080/13638490310001655140     Document Type: Review

References (2)

1. PALINCSAR, A. S.: Social constructionist perspectives on teaching and learning. Annual Review of Psychology, 49: 345-375, 1998.
2. FEUERSTEIN, R. and RAND, Y.: Don't Accept Me As I Am: Helping Retarded Performers Excel. revised ed. (Arlington Heights: SkyLight), 1997.