Магистерская диссертация выполнена на 115 страницах, состоит из введения, двух глав, заключения, списка литературы из 129 наименований, содержит 5 рисунков, 9 таблиц, имеет 8 приложений. Объект исследования: особенности выполнения когнитивных заданий подростками с РАС. Предмет исследования: специфика выполнения когнитивных задач подростками с РАС в среде виртуальной реальности. Для реализации задач исследования были выбраны следующие методики: прогрессивные матрицы (Дж. Равен), корректурная проба Бурдона, «Запоминание зрительных образов», Кубики Кооса, «Узнавание наложенных изображений» (фигуры Поппельрейтора). Выборка исследования составляет 25 подростков с диагностированным РАС, один из них с лёгкой умственной отсталостью, один – с тяжёлой, все остальные – с сохранным интеллектом. Гетерогенность состава выборки – 19 мальчиков и 6 девочек. Респонденты были отобраны на добровольной основе, не имели эпи-активности и иных противопоказаний. Средний возраст составил 15,5 лет. Поиск респондентов осуществлялся на базе ГБОУ Свердловской области «Екатеринбургская школа №4, реализующая адаптированные основные общеобразовательные программы», а также через группу для родителей подростков с РАС. В первой главе проведён литературный обзор научных статей по изучению психолого-педагогических особенностей подростков с РАС, определены основные причины и факторы риска развития РАС, изучены различные симуляторы и программы в виртуальной реальности, доступные для использования подростками с РАС, а также их преимущества. Во второй главе описывается опыт применения виртуальной реальности для подростков с РАС. Описываются этапы обширного исследования, включающего оценку особенностей влияния ситуации погружения на самочувствие подростков с РАС, а также возможностей по оценке когнитивных функций у данной категории лиц. Заключение посвящено основным выводам по результатам исследования и обсуждению дальнейших перспектив исследования. / The master's thesis is made on 115 pages, consists of an introduction, two chapters, a conclusion, a list of references from 129 titles, contains 5 figures, 9 tables, has 8 appendices. The object of research: features of the performance of cognitive tasks by adolescents with ASD. Subject of research: specifics of performing cognitive tasks by adolescents with ASD in a virtual reality environment. To implement the research objectives, the following methods were chosen: progressive matrices (J. Raven), Bourdon’s proofreading test, “Memorizing visual images,” Koos Cubes, “Recognition of superimposed images” (Poppelreitor figures). The study sample consists of 25 adolescents diagnosed with ASD, one of them with mild mental retardation, one with severe mental retardation, and all the rest with intact intelligence. The sample composition is heterogeneous: 19 boys and 6 girls. The respondents were selected on a voluntary basis and did not have epi-activity or other contraindications. The average age was 15.5 years. The search for respondents was carried out on the basis of the State Budgetary Educational Institution of the Sverdlovsk Region “Ekaterinburg School No. 4, which implements adapted basic general education programs,” as well as through a group for parents of adolescents with ASD. The first chapter contains a literature review of scientific articles on the study of the psychological and pedagogical characteristics of adolescents with ASD, identifies the main causes and risk factors for the development of ASD, studies various simulators and virtual reality programs available for use by adolescents with ASD, as well as their advantages. The second chapter describes the experience of using virtual reality for adolescents with ASD. The stages of an extensive study are described, including an assessment of the characteristics of the influence of the immersion situation on the well-being of adolescents with ASD, as well as the possibilities for assessing cognitive functions in this category of individuals. The conclusion is devoted to the main conclusions based on the results of the study and discussion of further prospects for the study.

In the secondary school situation, a pupil needs to read to learn, therefore it is imperative to comprehend what is read. Reading comprehension is one of the two functions of reading and it is dependent on the abilities of the reader, the reader's interpretation of the text and the context in which the text is read. In examining reader characteristics, it is evident that it is very difficult for learning disabled pupils with a reading comprehension deficit to comprehend successfully. Their · unique problems can be exacerbated by such external factors as text components and the context in which the reading takes place. Reading comprehension has been instructed to learning disabled secondary school pupils using reading methods and strategies, to facilitate reading comprehension. From this practical experience and the literature studied, guidelines have been formulated for teachers to use to improve the reading comprehension skills of learning disabled secondary school pupils. / Educational Studies / M. Ed. (Orthopedagogics)

Durant les dernières décennies, les différences intersexes en matière de conduite avec les capacités affaiblies par l’alcool (CCAA) ont suscité l’attention, alors que le comportement est en augmentation chez les femmes tandis qu’il diminue chez les hommes. Les données suggèrent que, chez les femmes, la CCAA s’associe à des caractéristiques psychologiques différentes de celles qui se retrouvent chez les contrevenants masculins (c.-à-d. davantage de problèmes liés à l’alcool et aux drogues et de psychopathologies, mais moins de recherche de sensations et de comportements délinquants). Malgré ce profil différentiel, les femmes contrevenantes de la CCAA demeurent une population hautement méconnue, particulièrement en ce qui a trait au profil des récidivistes. Alors que chez les hommes, des données émergentes indiquent que des limitations cognitives sont présentes chez les récidivistes et qu’elles constituent potentiellement un mécanisme sous-jacent au comportement, le profil cognitif des femmes récidivistes demeure inexploré. Des données exploratoires obtenues chez les contrevenantes et la documentation de champs de recherche connexes suggèrent que les femmes se distinguent notamment en ce qui concerne leur fonctionnement exécutif qui pourrait être préservé, alors que leur fonctionnement visuospatial serait déficitaire en comparaison de leurs vis-à-vis masculins. L’objectif de la présente thèse est d’approfondir les connaissances sur les caractéristiques des femmes récidivistes, ce qui permettra de mieux comprendre l’hétérogénéité de cette population et de générer des hypothèses au regard des mécanismes cognitifs sous-jacents à la répétition du comportement de CCAA. Plus spécifiquement, la thèse a pour objectif premier d’étudier les différences entre les sexes en matière de fonctionnement visuospatial et de mémoire visuelle, d’attention et de fonctionnement exécutif (c.-à-d. flexibilité cognitive, abstraction, inhibition). L’objectif secondaire consiste à comparer ces contrevenants au regard de leurs caractéristiques psychologiques (problèmes liés à l’alcool et aux drogues, impulsivité, recherche de sensations, traits antisociaux, anxiété et dépression). L’hypothèse examinée soutient que les femmes et les hommes récidivistes de la CCAA performent moins bien que les femmes et les hommes non-contrevenants en termes de fonctionnement visuospatial, attentionnel et exécutif. En outre, il est attendu que les femmes récidivistes présentent des performances inférieures à celles des hommes récidivistes en ce qui a trait aux fonctions visuospatiales. Par ailleurs, l’hypothèse prévoit que les hommes récidivistes aient des performances inférieures à celles des femmes récidivistes sur le plan exécutif et attentionnel. En matière de caractéristiques psychologiques, il est attendu que les femmes et les hommes récidivistes présentent significativement plus de problèmes liés à l’alcool et aux drogues, d’impulsivité, de recherche de sensations et d’indices de psychopathologies (tendance antisociale, dépression, anxiété) que les non-contrevenants. En outre, il est attendu que les femmes récidivistes présentent plus de problèmes liés à l’alcool et aux drogues et d’indices de dépression et d’anxiété que les hommes récidivistes. Enfin, il est attendu que les hommes récidivistes présentent significativement plus d’impulsivité, de recherche de sensations et de traits antisociaux que les femmes récidivistes. Ces hypothèses se confirment partiellement, alors que les hommes récidivistes (n = 39) présentent des performances inférieures à celles des hommes non-contrevenants (n = 20) et des femmes récidivistes (n = 20) sur le plan attentionnel et exécutifs. Toutefois, les femmes récidivistes ne se distinguent pas des femmes non-contrevenantes (n = 20) en matière de fonctionnement neuropsychologique. En ce qui a trait aux caractéristiques psychologiques, les résultats soutiennent partiellement les hypothèses. La discussion met en lumière que les femmes et des hommes récidivistes présentent des caractéristiques similaires, hormis en ce qui a trait au fonctionnement attentionnel et exécutif qui semble jouer un rôle dans la récidive au masculin, alors que cela n’apparaît pas être le cas chez les femmes chez qui le comportement pourrait être davantage situationnel. La nécessité que des études futures soient réalisées au moyen de devis expérimentaux, de même que les difficultés inhérentes au recrutement des femmes récidivistes sont discutées. / During the past decade, female driving while impaired by alcohol (DWIA) have gathered more attention as DWIA is increasing in females while decreasing in males. Data suggest that DWIA risk in females is associated with distinct psychological characteristics from those of male offenders (i.e. more alcohol and drug-related problems, and psychopathology, while less sensation seeking and delinquency). Despite this differential profile, female DWIA offenders remain a highly unknown population, especially regarding recidivism. In addition, growing data, mostly based on male offenders, support the idea that cognitive limitations are present in recidivists and represent a potential underlying mechanism to their behavior. Exploratory data collected in female offenders and data from other germane research fields suggest that female recidivists are cognitively distinct, especially in terms of executive functioning that could be relatively spared while their visuospatial functioning would be more impaired in comparison of male offenders. The objective of this dissertation is to enhance knowledge on female recidivist’s characteristics. This will allow a better comprehension of the heterogeneity of DWIA recidivist’s population and generate hypotheses concerning potential mechanisms that underlie their repetitive DWIA behavior. The thesis is especially targeting neuropsychological and psychological characteristics of female recidivists. More specifically, the study’s first aim is to examine DWIA recidivists sex differences regarding visuospatial functioning, attentional and executive functions (i.e. cognitive flexibility, abstraction, inhibition). The secondary objective is to compare offenders on psychological characteristics (alcohol and drug use, impulsivity, sensation seeking, anxiety, depression and antisocial tendencies). It is hypothesized that female and male DWIA recidivists would present a lower performance than their respective non-offender counterparts in terms of visuospatial, attentional and executive functions. In addition, it is expected that female recidivists would present a lower visuospatial performance than male recidivists. It is also hypothesized that male recidivists would exhibit lower attentional and executive performances than female recidivists. Regarding psychological characteristics, it is expected that recidivists would present more alcohol and drug-related problems, impulsivity, sensations seeking and psychopathology (antisocial tendencies, depression, anxiety) than non-offenders and that female recidivists would present more alcohol and drug-related problems, depression and anxiety than male recidivists. Finally, hypotheses suggest that male recidivists would present more impulsivity, sensations seeking and antisocial tendencies than female recidivists. These hypotheses are partially supported as male recidivists (n = 39) present lower attentional and executive performances than male non-offenders (n = 20) and female recidivists (n = 20). However, female recidivists do not significantly differ from female non-offenders (n = 20) in terms of neuropsychological functioning. In regard to psychological characteristics, results partially support hypotheses. The discussion highlights female and male similar characteristics except for attentional and executive mechanisms that seem to play a role in male recidivism, while it is apparently not the case in female recidivists whose behavior could be more situational. The need for further studies with experimental design as well as difficulty in female recruitment are discussed.

This Master thesis aims to solve the question of developmentally-creative possibilities in the schooling process. This question is contextualized education of socially disadvantaged pupils. Because in shaping the learning competencies, this area is not developed enough and specific methods are somewhat rigid, it will be introduced one of the option how to to develop learning skills and abilities of the pupils , and which are in the teaching competencies deemed as essential. In this context will be introduced stimulatory and intervention program of Instrumental Enrichment as a concrete form of execution of Mediated learning and also as an effort of perspective innovation of curriculum. With the intention to point out the limitless possibilities of developing pupil's learning potential, the text focuses on the theoretical and conceptual bases, which constitute the entire program. The program is the instrumental set of tools that lead to the activation of cognitive structures and their subsequent enrichment. Therefore, except the theoretical foundations are also presented cognitive strategies metacognitive training that simplify cognitive modifiability, and that lead to the development of pupils' learning potential.

The thesis is concerned with the application of Feuerstein's theory of mediated learning experience to teaching in the first year of primary school. It summarises basic information about Feuerstein's work, the theories of mediated learning experience and structural cognitive modifiability. It also deals with the application of mediated learning experience to teaching in the first year of primary school. In this respect, it characterises the period of early school age and the role of the teacher. The central theme of the work, the theory of mediated learning experience, is an approach targeted at the process and structure of thought. The application of this theory is aimed at the individual's general cognitive development, especially the development of the thinking process. The principal goal of the thesis is to introduce the possibilities of applying the theory of mediated learning to teaching in school and thus contribute to the spread of this methodology only recently introduced to the Czech Republic, which can be considered a helpful and meaningful way to enrich teaching and support the children's cognitive development.

A Sociedade e o mercado de trabalho exigem de cidadãos e trabalhadores, nos últimos tempos, um perfil de desempenho diferente daquele até então aceito. As principais carências do trabalhador dizem respeito, dentre outras necessidades, ao desempenho de certas competências pessoais e a melhoria do funcionamento cognitivo. As escolas, responsáveis pela preparação dessas pessoas para viver em Sociedade - o que inclui a preparação para o mundo do trabalho - não costumam realizar ações educacionais intencionais na direção da melhoria do desenvolvimento cognitivo de seus alunos. O foco do presente estudo está na possibilidade da Escola realizar intencionalmente o desenvolvimento cognitivo de estudantes, futuros trabalhadores. utilizando um programa já existente, criado e estruturado para essa finalidade por Reuven Feuerstein. No final da década de 1940, coube a Feuerstein a tarefa de educar centenas de crianças e jovens, órfãos da guerra, para que se tornassem cidadãos autônomos e produtivos. Diante da necessidade real de modificar o desempenho cognitivo e resgatar a cidadania dessas pessoas, Feuerstein criou - a partir de sua visão de mundo, de um conjunto de crenças por ele estabelecido e de sua experiência - duas teorias: Modificabilidade Cognitiva Estrutural e Experiência de Aprendizagem Mediada e três sistemas inter-relacionados, ou seja, um sistema de avaliação: Avaliação Dinâmica do Potencial de Aprendizagem, um sistema de intervenção: Programa de Enriquecimento Instrumental e um sistema de manutenção: Modelagem de Ambientes Modificadores. Avaliar o efeito do primeiro nível do Programa de Enriquecimento Instrumental (PEI I) no desenvolvimento cognitivo de estudantes da 3ª série de Escolas pública ou privada de Ensino Médio é o objetivo amplo desse trabalho. Em resumo, foram envolvidos no projeto 96 estudantes (54 rapazes e 42 moças) de duas Escolas de Ensino Médio: uma privada e outra pública. Sessenta e sete desses alunos participaram dos grupos experimentais que se submeteram ao PEI I e as outras 29 pessoas integraram grupos de controle, não participando, portanto, da aplicação do Programa. Todos os estudantes participaram de uma avaliação inicial diante de seis instrumentos, sendo que alguns deles permitiam avaliação dinâmica. Da análise dos resultados dos instrumentos, que envolviam avaliação dinâmica, foram levantadas necessidades e estabelecidos procedimentos de intervenção. Os alunos dos grupos experimentais foram submetidos ao primeiro nível do Programa de Enriquecimento Instrumental (PEI I). Durante a aplicação do PEI I, alunos participaram de avaliação intermediária, realizada a partir da aplicação de instrumento de avaliação e ou de questionário para levantamento da percepção dos estudantes sobre o PEI. Finalmente, todos os participantes foram submetidos a uma avaliação final. Os resultados foram analisados de forma descritiva e estatística. Os testes U ou de Mann- Whitney e o teste t de Student foram utilizados para indicar semelhanças e diferenças prováveis entre os desempenhos dos grupos de alunos. A partir da discussão desses resultados foram montadas proposições que justificaram as seguintes conclusões: A modificabilidade cognitiva estrutural dos estudantes dos grupos experimentais foi ampliada. O desenvolvimento cognitivo demonstrado pelos estudantes dos grupos experimentais foi maior que o desempenho cognitivo demonstrado pelos alunos do grupo de controle. / In the recent past, both society and labour market are demanding from citizens a performance far different from those accept until then. The major lacks of workers may concern, among others, to the development of specific personal competences and to the improve of the cognitive process. Schools, responsible for the preparation for life in society - including the life in the labour market - don\'t usually take intentional educational actions aiming the improve of the cognitive development of their students. The focus of the present study is mainly on analyzing the possibility of Schools to make an intentional effort to develop student\'s cognitive habilities, future workers, using a preexisting program created and structured for this meaning by Reuven Feuerstein. In the late 40\'s, Feurstein took the task of teaching hundreds of children and teenagers, war orphan children, to become autonomous and productive citizens. Facing the real need of improving their cognitive habilities and rescuing their citizenship, Feuerstein came up - using his own wide world perception, personal beliefs and experience - with two theories: Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) and three interrelated systems, or an evaluation system: Learning Potential Assesment Device (LPAD), an interventional system: Feuerstein Instrumental Enrichment (FIE) and a maintenance system: Shaping Modifying Environments (ME). The aim of this paper is to evaluate the effect of the first level of the Feuerstein Instrumental Enrichment (FIE I) on 3rd grade public or private High School student\'s cognitive development. Summing up, there were 96 students involved in this project (54 boys and 42 girls) from two different High Schools: one private and one public. Sixty seven of these students were placed on experimental groups that were submitted to FIE I and the other 29 kids took part on control groups, staying away from the program application. All the students participated on an initial evaluation, facing six instruments, some of then allowing a dynamic evaluation. From the instrument result analysys, needs were raised and intervention procedures were established. The students\'s experimental group was submitted to the first level of the Feuerstein Instrumental Enrichment (FIE I). During its application, the students had an intermediary evaluation, made by the application of the evaluation instrument and by a questionnaire to measure the student\'s level of perception about the (FIE I). Finally, all the participants were submitted to a final evaluation. The results were analyzed in a descriptive statistical way. The U or Mann-Whitney tests and the t for Student test were used to indicate probable similarities and differences among the student\'s groups performances. From its discussion were put together propositions to justify the following conclusions: The student\'s experimental group structural cognitive modifiability was raised. The cognitive development shown by the student\'s experimental group was higher than the cognitive performance shown by the student\'s control group.

Abstract Childhood development has always been a major topic when studying psychology and biology. This makes sense because the brain develops from the time a child is conceived to the time that child has reached around the age of twenty-seven. Doctors, psychologists, and sociologists look at numerous things when studying childhood development. However, how common is it for researchers to study how the fine and performing arts affect childhood development? Sociologists tend to be extremely open and mindful of all aspects of things such as culture, sexuality, religion, and even age. By taking a sociological standpoint when studying the arts and studying childhood development, society is able to make connections between the two that leads to better understanding of a child's development socially, mentally, and academically.

Antecedents: No hi ha gaire coneixement sobre el neurodesenvolupament de preescolars i la seva susceptibilitat enfront a factors ambientals. Objectius: Avaluar les respostes del neurodesenvolupament en nens i les seves característiques psicomètriques, i, si factors ambientals primerencs (ex., duració de la lactància materna i mares que fumen) poden influir tals respostes. Mètodes: Dues cohorts prospectives des del naixement en població general (Menorca (N=421) i Ribera d'Ebre (N=79)) van se seguides fins als 4 anys d'edat durant un període de dos anys (2001-2003). Els nens van ser avaluats per tres psicòlegs i els seus respectius mestres per les funcions neuropsicològiques (MCSA), els comportaments de dèficit d'atenció i d'hiperactivitat (TDAH-DSM-IV) i la competència social (CPSCS); junt amb l'administració (en persona) a les mares de qüestionaris generals.Resultats: Les respostes van mostrar característiques psicomètriques acceptables i els patrons neuropsicològics del TDAH eren consistents amb altres troballes sobre TDAH. La lactància materna de llarga durada estava associada amb una millora de totes les àrees comportamentals avaluades. Fumar durant l'embaràs estava associat a puntuacions cognitives més baixes.Conclusions: Avaluar el neurodesenvolupament a preescolars sans és factible i necessari per investigar efectes primerencs de factors ambientals i aplicar polítiques preventives de salut pública. / Background: Little is known about neurodevelopment among preschoolers and its susceptibility to environmental factors.Objectives: Assess neurodevelopmental outcomes and their psychometric characteristics in children; and, if early environmental factors (i.e., duration of breastfeeding and maternal smoking) influence the neurobehavioral outcomes. Methods: Two prospective population-based birth cohorts (Menorca (N=421) and Ribera d'Ebre county (N=79)) were followed up at the age of 4 years during a two year period (2001-2003). Children were assessed by three psychologists and their respective teachers for neuropsychological functions (MCSA), inattention-hyperactivity behaviors (ADHD-DSM-IV) and social behavior (CPSCS); in addition to maternal in person general questionnaires. Results: Outcomes showed acceptable psychometric characteristics and ADHD neuropsychological patterns were consistent with other ADHD findings. Long-term breastfeeding was associated with the improvement of all behavioral areas assessed. Maternal smoking during pregnancy was associated with lower cognitive scores.Conclusions: Assessing neurodevelopment in healthy preschoolers is feasible and necessary to investigate early effects of environmental factors and apply public health preventive policies.

In the secondary school situation, a pupil needs to read to learn, therefore it is imperative to comprehend what is read. Reading comprehension is one of the two functions of reading and it is dependent on the abilities of the reader, the reader's interpretation of the text and the context in which the text is read. In examining reader characteristics, it is evident that it is very difficult for learning disabled pupils with a reading comprehension deficit to comprehend successfully. Their · unique problems can be exacerbated by such external factors as text components and the context in which the reading takes place. Reading comprehension has been instructed to learning disabled secondary school pupils using reading methods and strategies, to facilitate reading comprehension. From this practical experience and the literature studied, guidelines have been formulated for teachers to use to improve the reading comprehension skills of learning disabled secondary school pupils. / Educational Studies / M. Ed. (Orthopedagogics)

A Sociedade e o mercado de trabalho exigem de cidadãos e trabalhadores, nos últimos tempos, um perfil de desempenho diferente daquele até então aceito. As principais carências do trabalhador dizem respeito, dentre outras necessidades, ao desempenho de certas competências pessoais e a melhoria do funcionamento cognitivo. As escolas, responsáveis pela preparação dessas pessoas para viver em Sociedade - o que inclui a preparação para o mundo do trabalho - não costumam realizar ações educacionais intencionais na direção da melhoria do desenvolvimento cognitivo de seus alunos. O foco do presente estudo está na possibilidade da Escola realizar intencionalmente o desenvolvimento cognitivo de estudantes, futuros trabalhadores. utilizando um programa já existente, criado e estruturado para essa finalidade por Reuven Feuerstein. No final da década de 1940, coube a Feuerstein a tarefa de educar centenas de crianças e jovens, órfãos da guerra, para que se tornassem cidadãos autônomos e produtivos. Diante da necessidade real de modificar o desempenho cognitivo e resgatar a cidadania dessas pessoas, Feuerstein criou - a partir de sua visão de mundo, de um conjunto de crenças por ele estabelecido e de sua experiência - duas teorias: Modificabilidade Cognitiva Estrutural e Experiência de Aprendizagem Mediada e três sistemas inter-relacionados, ou seja, um sistema de avaliação: Avaliação Dinâmica do Potencial de Aprendizagem, um sistema de intervenção: Programa de Enriquecimento Instrumental e um sistema de manutenção: Modelagem de Ambientes Modificadores. Avaliar o efeito do primeiro nível do Programa de Enriquecimento Instrumental (PEI I) no desenvolvimento cognitivo de estudantes da 3ª série de Escolas pública ou privada de Ensino Médio é o objetivo amplo desse trabalho. Em resumo, foram envolvidos no projeto 96 estudantes (54 rapazes e 42 moças) de duas Escolas de Ensino Médio: uma privada e outra pública. Sessenta e sete desses alunos participaram dos grupos experimentais que se submeteram ao PEI I e as outras 29 pessoas integraram grupos de controle, não participando, portanto, da aplicação do Programa. Todos os estudantes participaram de uma avaliação inicial diante de seis instrumentos, sendo que alguns deles permitiam avaliação dinâmica. Da análise dos resultados dos instrumentos, que envolviam avaliação dinâmica, foram levantadas necessidades e estabelecidos procedimentos de intervenção. Os alunos dos grupos experimentais foram submetidos ao primeiro nível do Programa de Enriquecimento Instrumental (PEI I). Durante a aplicação do PEI I, alunos participaram de avaliação intermediária, realizada a partir da aplicação de instrumento de avaliação e ou de questionário para levantamento da percepção dos estudantes sobre o PEI. Finalmente, todos os participantes foram submetidos a uma avaliação final. Os resultados foram analisados de forma descritiva e estatística. Os testes U ou de Mann- Whitney e o teste t de Student foram utilizados para indicar semelhanças e diferenças prováveis entre os desempenhos dos grupos de alunos. A partir da discussão desses resultados foram montadas proposições que justificaram as seguintes conclusões: A modificabilidade cognitiva estrutural dos estudantes dos grupos experimentais foi ampliada. O desenvolvimento cognitivo demonstrado pelos estudantes dos grupos experimentais foi maior que o desempenho cognitivo demonstrado pelos alunos do grupo de controle. / In the recent past, both society and labour market are demanding from citizens a performance far different from those accept until then. The major lacks of workers may concern, among others, to the development of specific personal competences and to the improve of the cognitive process. Schools, responsible for the preparation for life in society - including the life in the labour market - don\'t usually take intentional educational actions aiming the improve of the cognitive development of their students. The focus of the present study is mainly on analyzing the possibility of Schools to make an intentional effort to develop student\'s cognitive habilities, future workers, using a preexisting program created and structured for this meaning by Reuven Feuerstein. In the late 40\'s, Feurstein took the task of teaching hundreds of children and teenagers, war orphan children, to become autonomous and productive citizens. Facing the real need of improving their cognitive habilities and rescuing their citizenship, Feuerstein came up - using his own wide world perception, personal beliefs and experience - with two theories: Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) and three interrelated systems, or an evaluation system: Learning Potential Assesment Device (LPAD), an interventional system: Feuerstein Instrumental Enrichment (FIE) and a maintenance system: Shaping Modifying Environments (ME). The aim of this paper is to evaluate the effect of the first level of the Feuerstein Instrumental Enrichment (FIE I) on 3rd grade public or private High School student\'s cognitive development. Summing up, there were 96 students involved in this project (54 boys and 42 girls) from two different High Schools: one private and one public. Sixty seven of these students were placed on experimental groups that were submitted to FIE I and the other 29 kids took part on control groups, staying away from the program application. All the students participated on an initial evaluation, facing six instruments, some of then allowing a dynamic evaluation. From the instrument result analysys, needs were raised and intervention procedures were established. The students\'s experimental group was submitted to the first level of the Feuerstein Instrumental Enrichment (FIE I). During its application, the students had an intermediary evaluation, made by the application of the evaluation instrument and by a questionnaire to measure the student\'s level of perception about the (FIE I). Finally, all the participants were submitted to a final evaluation. The results were analyzed in a descriptive statistical way. The U or Mann-Whitney tests and the t for Student test were used to indicate probable similarities and differences among the student\'s groups performances. From its discussion were put together propositions to justify the following conclusions: The student\'s experimental group structural cognitive modifiability was raised. The cognitive development shown by the student\'s experimental group was higher than the cognitive performance shown by the student\'s control group.