the cognitive elements of neural plasticity...

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The Cognitive Elements of Neural Plasticity

Professor Reuven Feuerstein Professor Louis H. Falik

Rabbi Refael S. FeuersteinThe Feuerstein Institute

Jerusalem, Israel

Developments in the brain sciences over the last decade have confirmed that hu-man 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 stimu-lation. 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 experi-enced 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 po-tential.

On the cognitive modifiability side there is a productive consonance between aspects of Feuer-

stein’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 publi-cations (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.

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Prof. Reuven Feuerstein, Prof. Louis H. Falik, Rabbi Refael S. Feuerstein

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Defining Structural Cognitive Modifiability

The theory of structural cognitive modifi-ability (SCM) postulates that human mental and behavioral structures can be modified as a con-sequence of exposure to conditions that precipi-tate 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 consid-ered 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 cor-rect deficient cognitive functions—mobilizes action to affect change where it was (or is) not considered possible.

Critical Elements in Promoting Neural Plasticity

Given the rapidity of developments and the wide scope of focus of both research and clini-cal activity, the degree of agreement regard-ing these elements is noteworthy. Kleim and Jones (2008) have reviewed a large body of re-search and summarized them well. They have identified ten critical elements pertaining to the relationship between cognitive modifiability and neural plasticity. We have developed some descriptive and summarizing labels for these elements and in this paper elaborates them to serve as a focus for understanding the potential for intervention programs to effect the neces-sary structural changes in both behavior and the neurophysiological substrates. We have added two additional elements to those identified by Kleim and Jones that appear to be validated by our clinical experience, and well related to the initial ten.

The Activation Effect: Activity is important, but not just any kind of unrelated activity! Specific brain functions must be activated and stimu-lated to develop and sustain behavioral func-tions. In its most general sense it is the mani-festation of the phrase use it or lose it. Others have described this element in a slightly dif-ferent way: neurons that fire together, wire to-gether. Researchers have described the loss of neural functioning through disuse, a phe-nomenon that has been called pruning. Activ-ity has been identified as a critical dimension of neural plasticity, with attention being paid to the describing of its nature and the essen-tial aspects that contribute to the potential for structural modifiability. There are indica-tions in the research that some kinds of activ-ity are helpful and others not. In the range of programs of intervention, there is consider-able controversy regarding suitable and nec-essary activity.

The Specificity Effect: Building upon the activ-ity element, interventions need to be specific to the particular cortical function that is the target of behavioral change. There is a rela-tionship between the nature and type of in-tervention and the resulting plasticity and modifiability of functions. This requires as-sessment, calibration, and the provision of varied activities and patterns of intervention. This has specific implications for the kinds of programs developed, must be related both to theory and observations, and adjusted ac-cordingly. The research gives us some guid-ance in this regard. We are encouraged by our review of the research and the identification of critical dimensions of activity to present the Feuerstein Instrumental Enrichment (FIE) program as a paradigm to meet the specific-ity element (in addition to other dimensions as well), especially when we compared and contrasted to other programs that are avail-able to promote neural plasticity.

The Repetition Effect: Repetition is required for the functional changes to be structurally im-planted and manifested in behavior. The nec-

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essary amount and duration of the repeated exposures is unpredictable, influenced by the nature of functioning, the type of interfer-ence, the readiness and skill levels of the par-ticipant, the nature of skills being acquired, and the like. However repetition alone is insuf-ficient. There must be variation in task struc-ture to promote plasticity—simple redoing of activities without systematic variation is not enough. It appears that repetition cannot be simply re-doing, but must have other charac-teristics such as novelty, challenge, and mul-ti-modality stimulation.

The Intensity Effect: Neural plasticity also re-quires a degree of intensity of intervention. These variables relate to the amount of time spent in practice and contact with the inter-vention modalities. As with other elements, the specific amount of exposure is hard to predict—some learners need more and oth-ers less. We believe that the production of structural cognitive modifiability requires du-rations of time and intensity of exposure that typically goes well beyond traditional and ac-cepted patterns of frequency and time dura-tion of sessions. In our applications (of the FIE program and other MLE related interven-tions), we expose learners to upwards of 20 hours per week to achieve intended effects. This contrasts to the typical one or two hours of therapeutic or instructional contact. In this way the modifiability created becomes estab-lished in the neural structures.

The Persistence Effect: Different forms of neu-ral plasticity take place at different times, requiring the provision of both intensity and repetition, which must be reflected in a de-gree of persistence in treatment planning and implementation over time. That is, when im-mediate gains are not evident, one must not give up, but push forward knowing that there is a pace of acquisition that occurs, often la-tently but eventually materializing. One is of-ten surprised at the gains that emerge after seemingly endless unproductive encounters. When they do emerge, they become cata-lysts for rapid and significant changes.

The Salience Effect: The intervention must be important and meaningful to the individual. Interventions that do not convey this ele-ment will not be responded to as successfully as those that are meaningful. This has been described as the salience of the intervention. In the application of mediated learning expe-rience (MLE) this is the mediation of mean-ingfulness of that to which the individual is exposed. Meaningfulness is directly related to creating awareness, which can be consid-ered a sub-goal of the mediation of meaning, in that the learner becomes aware of his/her functioning, of its value, of the changes that are experienced, and the importance (value, salience, etc.) of these changes. Research has shown that this is an important element in neuroplastic activation. Here too, the impor-tance of assessment and observation must be emphasized to determine what is salient for the learner, and how the learner has internal-ized what has been learned. This knowledge guides the mediation regarding intensity, du-ration, modifiability of stimulation—all of the aspects included in the provision of MLE, and structured into the activities of the FIE pro-grams.

The Optimal Timing Potential Effect: While we (the authors) do not believe in critical periods as a barrier to change, it has been recognized that some kinds and propensities for change are age related. For example, although it may be easier to induce plasticity in younger brains, the neurophysiological structures of adult brains and the elderly are also amena-ble to change, but may require adjustments in aspects of structure and exposure. The is-sue is the level of persistence, effort, and the types of intervention required to promote plasticity at various ages and stages of devel-opment. In spite of the identification of this element, the research cautions us not to take the dimension of optimal timing as a reason to withhold or not initiate interventions.

The Novelty Effect: Learning experiences must be new and challenging for them to stimu-



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late neural plasticity. If all one does is repeat familiar tasks learning will not be facilitated. Stimulation must challenge the learner, and novelty becomes an important aspect of ex-perience. There is some research showing that simple game activities will not be effec-tive if the interventions do not incorporate the elements of novelty, presenting some degree of challenge and complexity in the tasks. We have recognized this in the design of the FIE program and in the MLE that supports nov-elty and challenge as learners interact with it.

The Spread of Effect: Changes in functions re-sulting from a particular intervention can af-fect changes in other functions not directly targeted by the original intervention. This has been described as a transference effect, aided by the mirror neuron systems that have been discovered and tracked in neural anat-omy. Specifically, it has been shown in mon-keys and humans that activation in one part of the brain will generate activities in other parts, through imitation that excites process-es that activate the mirroring mechanisms, often without the individual’s awareness or conscious intention. In the application of MLE, this is described as the parameter of the mediation of transference and must also be embedded in the structure and provision of the intervention.

The Selection Effect: There can be interference, whereby plasticity stimulated or experienced in one area may interfere with changes in oth-er areas. This must be accounted for in the in-terventions selected, based on an analysis of the needed behavior changes and the tasks selected for the intervention.

The Consciousness/Awareness Effect: We be-lieve that the learner’s awareness of the changes that occur in the process of respond-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

the learning experience. This takes the form of “what I have learned, why I am learning it, how will it contribute to further learning, how I have changed, what are my new interests,” and many other similar insights. Even though the individual is not necessarily aware of mir-ror neuron activity, the changes that occur from such stimulation can certainly be ex-perienced, understood, and related to larger structures of learning.

The Multi-sensory Effect: Tasks should re-quire perceiving and responding to stimuli from a number of modalities—seeing, hear-ing, touching, and doing. There is consider-able evidence that sensory modalities pro-vide differential and reinforcing stimulation, and are reacted to by different neurophysi-ological processes, heightening the salience, specificity, and selection efforts, which in turn strengthen responding and create new struc-tures. The brain responds to different sensory experiences, and the mirror neurons activate differential processes in the neural structures, in areas not initially stimulated, but related to the activation.

Activating Modifiability: Behaviorially and Neurophysiologically

The mechanisms for activation appear to be the direct exposure to stimulation, the imitation of meaningful experience established by the ex-posure, and a kind of residual effect in the neural system that is the consequence of learning—that is, the structural meaning of prior experience that can be genuinely considered cognitive. In this sense, these elements—to both understand and activate them—require assessment, and the selection of interventions reflective of both the known elements contributing to neural plastic-ity and the levels of functioning of the individual to which the interventions are directed.



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References

Feuerstein, R., Feuerstein, R.S., Falik, L. H., and Rand, Y. (2006) Creating and Enhancing Cognitive Modifiabil-ity: 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 Capac-ity to Change. New York: Teacher’s College Press.

Kleim, J. A. & Jones, T.A. (2008) Principles of experience-dependent neural plasticity: implications for rehabili-tation after brain damage. Supplement: Journal of Speech, Language, and Hearing Research, 51, 5225-5231.

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 Concentra-tion; teaching courses in mental health counseling, consultation, clinical skills practica, legal and profes-sional 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 Assess-ment Device).

Rabbi Rafael Feuerstein

Rabbi Refael (Rafi) Feuerstein was born in Jerusalem in 1959 to his father Prof. Reuven Feuerstein, found-er 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 advanc-ing 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.



The Jerusalem International Conference on

Neuroplasticity and Cognitive ModifiabilityThe role of Cognitive Intervention in the shaping of wo/man

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This conference brings together revolutionary developments in two disciplines: cognitive modifiability and the neurosciences. Neuroscience brings evidence that modifiability is possible, while cognitive modi-fiability 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 assess-ment and intervention has the potential to produce cognitive and structural change. The advances of cognitive psy-chology 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 impli-cations 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 pre-sented 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?

Jerusalem, 2-5 June 2013www.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, schiz-

ophrenia)• Developmental disorders of childhood and

adolsecents

Neural plasticity and language development

Cognitive modifiability and educational interven-tion programs

Cognitive modifiability in occupational therapy

Cognitive modifiability and speech therapy

The Materialistic versus Spiritual Perspectives on Cognitive Modifiability and Neural Plasticity

http://www.brainconference.com/en/

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