The Cognitive Elements of Neural Plasticity
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Professor Reuven Feuerstein
Professor Louis H. Falik
Rabbi Refael S. Feuerstein
The Feuerstein Institute
Jerusalem, Israel
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evelopments in the brain sciences over the last decade have confirmed that human modifiability is both neurophysiological and cognitive, in an inter-locking
and reciprocal relationship. Neural plasticity is now well recognized as a capacity
of the human brain to be modified in its structure and function by external stimulation. Further, the newest dimensions of the research are beginning to point to
this capacity as having the potential for changing the human gene structure and
the very matter of the brain.
The plethora of research and almost explosive expansion of conceptual understanding regarding
the function of the brain has identified a number of principles and elements that must be experienced to increase the potential for neuroplasticity that is present in all individuals. There is now a
platform of sufficient research on both animals and human subjects to confirm the effectiveness
of a variety of external stimulation and identify necessary elements that promote neural plasticity.
These remarkable and fast moving developments strengthen the connection between cognitive
modifiability—as a theory regarding human potential and technology of intervention—and neural
plasticity as a quality of human biology that can be affected in the service of enhancing human potential.
On the cognitive modifiability side there is a productive consonance between aspects of Feuerstein’s theory of structural cognitive modifiability (SCM)—and the operational constructs derived
from it: the Cognitive Map, Deficient Cognitive Functions, and parameters of MLE, and its applied
systems—and the process and functional elements that have been summarized as neural plasticity.
These constructs and the systems derived from them have been well described in numerous publications (c.f, Feuerstein, Feuerstein, Falik, and Rand, 2006; Feuerstein, Feuerstein, and Falik, 2010).
To summarize briefly, the “cognitive” and the “neurophysiological” are now closely linked together.
Cover: ktsdesign/Bigstockphoto.com
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Prof. Reuven Feuerstein, Prof. Louis H. Falik, Rabbi Refael S. Feuerstein
Defining Structural Cognitive Modifiability
The Activation Effect: Activity is important, but
not just any kind of unrelated activity! Specific
brain functions must be activated and stimulated to develop and sustain behavioral functions. In its most general sense it is the manifestation of the phrase use it or lose it. Others
have described this element in a slightly different way: neurons that fire together, wire together. Researchers have described the loss
of neural functioning through disuse, a phenomenon that has been called pruning. Activity has been identified as a critical dimension
of neural plasticity, with attention being paid
to the describing of its nature and the essential aspects that contribute to the potential
for structural modifiability. There are indications in the research that some kinds of activity are helpful and others not. In the range of
programs of intervention, there is considerable controversy regarding suitable and necessary activity.
The theory of structural cognitive modifiability (SCM) postulates that human mental and
behavioral structures can be modified as a consequence of exposure to conditions that precipitate change. They can occur both behaviorally
and in changes in the neuroanatomy of the brain.
The primary mechanism for producing change is
the provision of mediated learning experience
(MLE). MLE is a planned, intentional, and active
process that focuses, interprets, elaborates, and
generalizes the learner’s direct experience with
the world.
SCM posits that human beings can overcome
obstacles that have traditionally been considered barriers to change—etiology, severity of
condition, and critical developmental periods
(that may have been missed). The application
of SCM and MLE, through the applied systems
derived from them—the LPAD as an assessment
procedure, and Instrumental Enrichment to correct deficient cognitive functions—mobilizes
action to affect change where it was (or is) not The Specificity Effect: Building upon the activity element, interventions need to be specific
considered possible.
to the particular cortical function that is the
target of behavioral change. There is a relaCritical Elements in Promoting
tionship between the nature and type of inNeural Plasticity
tervention and the resulting plasticity and
modifiability of functions. This requires asGiven the rapidity of developments and the
sessment, calibration, and the provision of
wide scope of focus of both research and clinivaried activities and patterns of intervention.
cal activity, the degree of agreement regardThis has specific implications for the kinds of
ing these elements is noteworthy. Kleim and
programs developed, must be related both
Jones (2008) have reviewed a large body of reto theory and observations, and adjusted acsearch and summarized them well. They have
cordingly. The research gives us some guididentified ten critical elements pertaining to the
ance in this regard. We are encouraged by our
relationship between cognitive modifiability
review of the research and the identification
and neural plasticity. We have developed some
of critical dimensions of activity to present
descriptive and summarizing labels for these
the Feuerstein Instrumental Enrichment (FIE)
elements and in this paper elaborates them to
program as a paradigm to meet the specificserve as a focus for understanding the potential
ity element (in addition to other dimensions
for intervention programs to effect the necesas well), especially when we compared and
sary structural changes in both behavior and the
contrasted to other programs that are availneurophysiological substrates. We have added
able to promote neural plasticity.
two additional elements to those identified by
Kleim and Jones that appear to be validated by The Repetition Effect: Repetition is required for
our clinical experience, and well related to the
the functional changes to be structurally iminitial ten.
planted and manifested in behavior. The necNeuropsychotherapist.com
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The Cognitive Elements of Neural Plasticity
essary amount and duration of the repeated
exposures is unpredictable, influenced by the The Salience Effect: The intervention must be
nature of functioning, the type of interferimportant and meaningful to the individual.
ence, the readiness and skill levels of the parInterventions that do not convey this eleticipant, the nature of skills being acquired,
ment will not be responded to as successfully
and the like. However repetition alone is insufas those that are meaningful. This has been
ficient. There must be variation in task strucdescribed as the salience of the intervention.
ture to promote plasticity—simple redoing of
In the application of mediated learning expeactivities without systematic variation is not
rience (MLE) this is the mediation of meanenough. It appears that repetition cannot be
ingfulness of that to which the individual is
simply re-doing, but must have other characexposed. Meaningfulness is directly related
teristics such as novelty, challenge, and multo creating awareness, which can be considti-modality stimulation.
ered a sub-goal of the mediation of meaning,
in that the learner becomes aware of his/her
The Intensity Effect: Neural plasticity also refunctioning, of its value, of the changes that
quires a degree of intensity of intervention.
are experienced, and the importance (value,
These variables relate to the amount of time
salience, etc.) of these changes. Research has
spent in practice and contact with the intershown that this is an important element in
vention modalities. As with other elements,
neuroplastic activation. Here too, the importhe specific amount of exposure is hard to
tance of assessment and observation must be
predict—some learners need more and othemphasized to determine what is salient for
ers less. We believe that the production of
the learner, and how the learner has internalstructural cognitive modifiability requires duized what has been learned. This knowledge
rations of time and intensity of exposure that
guides the mediation regarding intensity, dutypically goes well beyond traditional and acration, modifiability of stimulation—all of the
cepted patterns of frequency and time duraaspects included in the provision of MLE, and
tion of sessions. In our applications (of the
structured into the activities of the FIE proFIE program and other MLE related intervengrams.
tions), we expose learners to upwards of 20
hours per week to achieve intended effects. The Optimal Timing Potential Effect: While we
This contrasts to the typical one or two hours
(the authors) do not believe in critical periods
of therapeutic or instructional contact. In this
as a barrier to change, it has been recognized
way the modifiability created becomes estabthat some kinds and propensities for change
lished in the neural structures.
are age related. For example, although it
may be easier to induce plasticity in younger
The Persistence Effect: Different forms of neubrains, the neurophysiological structures of
ral plasticity take place at different times,
adult brains and the elderly are also amenarequiring the provision of both intensity and
ble to change, but may require adjustments
repetition, which must be reflected in a dein aspects of structure and exposure. The isgree of persistence in treatment planning and
sue is the level of persistence, effort, and the
implementation over time. That is, when imtypes of intervention required to promote
mediate gains are not evident, one must not
plasticity at various ages and stages of develgive up, but push forward knowing that there
opment. In spite of the identification of this
is a pace of acquisition that occurs, often laelement, the research cautions us not to take
tently but eventually materializing. One is ofthe dimension of optimal timing as a reason
ten surprised at the gains that emerge after
to withhold or not initiate interventions.
seemingly endless unproductive encounters.
When they do emerge, they become cata- The Novelty Effect: Learning experiences must
lysts for rapid and significant changes.
be new and challenging for them to stimu-
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Prof. Reuven Feuerstein, Prof. Louis H. Falik, Rabbi Refael S. Feuerstein
late neural plasticity. If all one does is repeat
the learning experience. This takes the form
familiar tasks learning will not be facilitated.
of “what I have learned, why I am learning it,
Stimulation must challenge the learner, and
how will it contribute to further learning, how
novelty becomes an important aspect of exI have changed, what are my new interests,”
perience. There is some research showing
and many other similar insights. Even though
that simple game activities will not be effecthe individual is not necessarily aware of mirtive if the interventions do not incorporate the
ror neuron activity, the changes that occur
elements of novelty, presenting some degree
from such stimulation can certainly be exof challenge and complexity in the tasks. We
perienced, understood, and related to larger
have recognized this in the design of the FIE
structures of learning.
program and in the MLE that supports novelty and challenge as learners interact with it. The Multi-sensory Effect: Tasks should require perceiving and responding to stimuli
The Spread of Effect: Changes in functions refrom a number of modalities—seeing, hearsulting from a particular intervention can afing, touching, and doing. There is considerfect changes in other functions not directly
able evidence that sensory modalities protargeted by the original intervention. This
vide differential and reinforcing stimulation,
has been described as a transference effect,
and are reacted to by different neurophysiaided by the mirror neuron systems that have
ological processes, heightening the salience,
been discovered and tracked in neural anatspecificity, and selection efforts, which in turn
omy. Specifically, it has been shown in monstrengthen responding and create new struckeys and humans that activation in one part
tures. The brain responds to different sensory
of the brain will generate activities in other
experiences, and the mirror neurons activate
parts, through imitation that excites processdifferential processes in the neural structures,
es that activate the mirroring mechanisms,
in areas not initially stimulated, but related to
often without the individual’s awareness or
the activation.
conscious intention. In the application of
MLE, this is described as the parameter of the Activating Modifiability:
mediation of transference and must also be Behaviorially and Neurophysiologically
embedded in the structure and provision of
the intervention.
The mechanisms for activation appear to be
the direct exposure to stimulation, the imitation
The Selection Effect: There can be interference,
of meaningful experience established by the exwhereby plasticity stimulated or experienced
posure, and a kind of residual effect in the neural
in one area may interfere with changes in othsystem that is the consequence of learning—that
er areas. This must be accounted for in the inis, the structural meaning of prior experience
terventions selected, based on an analysis of
that can be genuinely considered cognitive. In
the needed behavior changes and the tasks
this sense, these elements—to both understand
selected for the intervention.
and activate them—require assessment, and the
selection of interventions reflective of both the
The Consciousness/Awareness Effect: We beknown elements contributing to neural plasticlieve that the learner’s awareness of the
ity and the levels of functioning of the individual
changes that occur in the process of respondto which the interventions are directed.
ing to stimulation is an important aspect of
cognitive modifiability. Exposure should
therefore explicitly mediate awareness, and
be structured to present opportunities for
the learner to reinforce the learning occurring
in real time and relate it to other aspects of
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The Cognitive Elements of Neural Plasticity
References
Feuerstein, R., Feuerstein, R.S., Falik, L. H., and Rand, Y. (2006) Creating and Enhancing Cognitive Modifiability: The Feuerstein Instrumental Enrichment Program. Jerusalem, Israel: ICELP Press.
Feuerstein, R., Feuerstein, R.S., Falik, L. H. (2010) Beyond Smarter: Mediated Learning and the Brain’s Capacity to Change. New York: Teacher’s College Press.
Kleim, J. A. & Jones, T.A. (2008) Principles of experience-dependent neural plasticity: implications for rehabilitation after brain damage. Supplement: Journal of Speech, Language, and Hearing Research, 51, 52255231.
Reuven Feuerstein, Ph.D.
A clinical-developmental psychologist by training, Reuven Feuerstein is Emeritus Professor of Education
at Bar-Ilan University and Vanderbilt University, Tennessee. He is the 1992 Israel Prize Laureate for Social
Sciences, and was submitted for consideration as a nominee for the 2011 Nobel Peace Prize.
Professor Feuerstein has created a detailed psycho-educational theory which has been researched on a
rare scale (several thousand articles and over a hundred books have been written on the theory). The theory
is based on the fundamental belief in the individual’s capacity to change, even if labelled “developmentally
delayed” or “learning disabled.” Anyone can be taught, or in his words – mediated – how to learn and how
to think.
Louis H. Falik, Ph.D.
Louis Falik is Professor Emeritus of Counseling, Department of Counseling, School of Education, San
Francisco State University. His primary instructional focus is: Marriage and Family Counseling Concentration; teaching courses in mental health counseling, consultation, clinical skills practica, legal and professional practice. Acting Chair of Department, 2000-2001 academic year. Retired, 2006.
He is also Training and Development Associate, at the International Center for the Enhancement of
Learning Potential, Jerusalem, Israel. He is responsible for training, coordinating development of programs
and research activities in cognitive modifiability (Instrumental Enrichment and Learning Potential Assessment Device).
Rabbi Rafael Feuerstein
Rabbi Refael (Rafi) Feuerstein was born in Jerusalem in 1959 to his father Prof. Reuven Feuerstein, founder of the well-known Feuerstein methodology for the advancement of thinking and learning skills, and to
his mother the late Berta Guggenheim Feuerstein, artist and doer of good deeds. He is married to Tal, a
cognitive therapist who works with brain-damaged individuals at the Feuerstein Institute. Rabbi Feuerstein
lectures very frequently in Israel and all over the world on education and therapy as well as on Judaism. He
is heavily involved in public affairs related to his three major fields of occupation – advancing the skills of
people with special needs, promoting educational policies according to the Feuerstein theories and advancing a shared Jewish identity in the State of Israel and throughout the Jewish world.
Cite as:
Feuerstein, R., Falik, L. H., & Feuerstein, R. S. (2013). The cognitive elements of neural plasticity. Retrieved
month day, year, from http://www.neuropsychotherapist.com/cognitive-elements-neural-plasticity
doi: 10.12744/tnpt.19.03.2013.01.
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Prof. Reuven Feuerstein, Prof. Louis H. Falik, Rabbi Refael S. Feuerstein
The Jerusalem International Conference on
Neuroplasticity and Cognitive Modifiability
The role of Cognitive Intervention in the shaping of wo/man
Jerusalem, 2-5 June 2013
www.brainconference.com
Gene expression, brain and behavior
Neural Plasticity Mechanisms
• The role of mirror neurons
• Functional connectivity
Clinical applications of the modifiability model
• Traumatic brain injury
• Mental health (depression, anorexia, schizophrenia)
• Developmental disorders of childhood and
adolsecents
Neural plasticity and language development
Cognitive modifiability and educational intervention programs
Cognitive modifiability in occupational therapy
Cognitive modifiability and speech therapy
The Materialistic versus Spiritual Perspectives on
Cognitive Modifiability and Neural Plasticity
T
his conference brings together revolutionary developments in two disciplines: cognitive modifiability
and the neurosciences. Neuroscience brings evidence that modifiability is possible, while cognitive modifiability shows how to make it happen. This meeting offers the opportunity for a worldwide gathering of
scientists, practitioners, therapists, and educators who come from different professional perspectives, but
share common interests to explore and become familiar with the developments in these related fields. The common
theme is modifiability. Revolutionary developments in brain sciences support the theory and belief that basic human
behaviors and functions can be modified.
The Potential to Respond to Critical Needs
From the perspective of both disciplines, it is now clear that systematic application of dynamic methods of assessment and intervention has the potential to produce cognitive and structural change. The advances of cognitive psychology and neuroscience, and the growing awareness they have generated, indicates that the three conventionally
accepted resistances to change can be overcome: etiology, critical periods, and severity of the condition
However, we are at the frontier of this knowledge. There is much to be learned in order to understand the implications of the convergence of cognitive modifiability and the revolution in the brain sciences and bring them into
wide acceptance and practice. The conference aims at providing researchers, psychologists, occupational and speech
therapists, as well as special and regular education specialists with new conceptual tools for dealing with the question
of modifiability in the laboratory, clinic, and the classroom.
Outcomes and Opportunities
The multicultural interaction between presenters and participants from different fields and professions is going
to develop better understanding of the challenges and enrich us with the new available methods and ideas. Personal
professional experience, research results, theories and practice will be discussed and new techniques will be presented in order to open new horizons for each one of the conference participants.
This is a critical period in the development of this dialogue and an opportunity for sharing knowledge and hope.
Jerusalem, as a modern centre for technological and academic activity and research also symbolizes the historical
core of human faith and soul. Is there a more appropriate place to host such a conference?
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