Luis Alberto Machado for Research on Cognitive Modifiability and the Development of Intelligence

Chair: Prof. Carmit Altman

Steering Committee: Prof. Heftziba Batya Lifshitz, Dr. Hindy Stern, Prof. Joel Walters

Objectives

The Luis Alberto Machado Chair is committed to advancing research and intervention in the fields of psychological and social aspects of language and cognitive development across the lifespan. Machado brings together research scientists from different fields, experts in intervention, experts in narrative studies, experts in bilingualism and language development and experts on disorders (Down Syndrome, Intellectual Disability, Developmental Language Disorder, Autism etc.) in an effort to come to a common research framework and contribute to assessment, intervention of children, adolescents and adults. From differential diagnosis to precise intervention, we will disseminate knowledge in conferences and workshops with policy makers, schools, clinics and parents.

Machado’s objectives are:

1.    Conducting interdisciplinary research on the interaction between linguistic-cognitive-social-emotional-psychological development.

2.    Designing and implementing evidence-based intervention programs tailored for children and adults with and without neurodevelopmental disorders. Special emphasis is placed on developmental trajectories among bilingual and diverse populations at-risk.

3.    Disseminating knowledge through national and international channels, aiming to impact educational and clinical practices across diverse populations.

Research Initiatives

The following projects will be conducted:

Narrative Intervention

Narrative intervention is closely connected to research on cognitive modifiability and the development of intelligence because it aligns with key theories in developmental and educational psychology that view intelligence as dynamic and shaped by experience. At its core, narrative intervention engages children in structured storytelling activities that require sequencing, perspective-taking, abstract thinking, and inference-making all of which are foundational components of higher-order cognition. This mirrors Feuerstein’s theory of cognitive modifiability, which emphasizes that intelligence is not fixed but can be enhanced through intentional, mediated learning experiences. In narrative intervention, the adult or peer acts as a mediator, guiding the child through complex language and thought processes, helping them to reflect, analyze, and revise their ideas. This kind of interaction fosters metacognitive growth and cognitive flexibility. Empirical research supports these theoretical links, showing that narrative intervention may improve macro and microstructure skills, causal relations and vocabulary (breadth and depth) as well as working memory and academic performance. These gains may reflect both fluid and crystallized aspects of intelligence. Therefore, narrative intervention is not just a language-based approach but a powerful, evidence-based method for fostering cognitive development in line with dynamic conceptions of intelligence.The current associated studies will examine the effect of a structured narrative intervention program on monolingual as well as bilingual (Arabic-Hebrew, Eritrean-Hebrew French-Hebrew, Russian-Hebrew and English-Hebrew) preschoolers and students with typical and atypical development.

This project includes Dr. Sveta Fichman, Dr. Odelya Ohana (postdoc), Sharon Malki-Levi, Nitzan Dadush Ph.D candidate), Galia Alexander (M.A. student).

Development and Cognitive Modifiability across Etiologies and Age Groups: A Comparative Study of Individuals with ID and DS

These studies are grounded in the framework of the Compensation Age  Theory (Lifshitz, 2020) and Cognitive Modifiability Theory (Feuerstein, 2003) and the development of intelligence approach, as they investigate how key indicators of higher-order cognition evolve across age, etiology, and cognitive profiles. By examining the influence of internal and external factors on development, they aim to reveal how intelligence can be shaped and supported through mediated, experience-based growth.

The study will investigate the effect of etiology (intellectual disability vs. Down syndrome) across different age groups (e.g., adolescents and young adults).‎ In addition,  we will focus on individuals with Down syndrome, examining the effect of age by comparing young adults ‎and late adults.‎ Finally, we will evaluate the relationship between cognitive abilities and endogenous variables (e.g., chronological age, ‎intelligence level) as well as exogenous variables (e.g., participation in cognitively stimulating leisure activities).‎ Another study will examine developmental trajectories of microstructure, macrostructure, and mental state termsamong adolescents and adults with intellectual developmental disability compared to typically developing individuals of the same chronological age in relation to three possible developmental pathways: impaired, stable, or continuous.

This project includes Ilanit Avraham, Hadas Duek
Co-supervisor: Prof. Batya Heftiba Lifshitz

Social evolving perspectives

The project investigates how bilingual students’ linguistic development and academic achievement are shaped by their evolving identities and sociocultural environments such as family language policies, peer interactions, naming practices, school practices and higher education settings. One study will focus on bilingual learners’ perceptions of identity alongside their language and literacy development, highlighting how flexible identity orientations (e.g., bicultural) correlate with varying literacy profiles in bilinguals’ two languages. This aligns with Feuerstein’s theory of cognitive modifiability, extending its scope to include identity and family langage policy as dynamic constructs  as learners construct meaning, navigate their sense of belonging and adapt across languages and cultural contexts. The inner experience of a multilingual individual involves a dynamic blending of languages, which continually influence each other and contribute to an ongoing cognitive reconstruction of self-identity.

According to Feuerstein’s theory of cognitive modifiability, intelligence is not a fixed trait but can be developed through mediated learning experiences and dynamic interactions with one’s environment. The early stages of identity formation play a fundamental role in development, partly due to the belief that identity forms primarily in later stages combined with the lack of suitable assessment tools for young children. Our research addresses this gap by utilizing tools appropriate for assessing identity formation in early childhood. Identity formation can be seen as a dynamic cognitive process shaped by ongoing integration of experiences, reflection, and the continuous reinterpretation of self across different social and linguistic contexts. The different studies sreflect this framework by illustrating how external social factors—language exposure and use, parental ideologies and their naming practices, educational settings, and cultural integration—serve as mediating structures that may impact children's thinking, identity construction, and academic engagement.

This project includes: Israela Jegna (M.A. student), Anguach Gatahun (M.A. student), Ziva Abeta (M.A), Sharon Fox (Ph.D student), Tamar Toledano (Ph.D candidate).Co- Supervisors: Prof. Sharon Armon-Lotem, Prof. Joel Walters

Translational Research

The three research initiatives are expected to contribute to Translational Research as follows: By linking narrative abilities to cognitive development, the narrative initiative translates Cognitive Modifiability Theory into insights for special education. Its findings will guide the design of individualized intervention programs for adolescents with IDD, enabling educators and clinicians to target specific narrative and cognitive deficits, ultimately improving communication skills and quality of life. The Cognitive modifiability initiative will inform educational interventions by applying structured storytelling to improve language and cognitive skills in bilingual children with and without DLD. Findings can inform classroom strategies and speech therapy programs, providing evidence-based tools to enhance academic outcomes and social integration for minority-language students in diverse educational settings. The third initiative takes sociocultural theory to practical applications by informing early childhood education policies and family support programs. Findings can be translated into culturally sensitive curricula and community interventions that strengthen bilingual identity and language skills, fostering social integration and academic success for immigrant children in preschool settings.

Dissemination

The main objectives of dissemination are:

• Raising awareness about the Machado chair’s research initiatives via social network pages and groups, e.g. designated website with posts on the projects’ progress and milestones (e.g., photovoice, and i-poem activities), Facebook; LinkedIn
• Maximising visibility of Chair’s research findings and achievements via a symposium “From Theory to Practice: Translational research in the cognitive-linguistic aspects of assessment and intervention in diverse populations” which will ensure full alignment of the Chair’s innovative activities with needs of the children and their families
• Engaging stakeholders: parents, special educators, researchers;
• Professional development through workshops targeting speech therapists, psychologists, and early childhood educators, focusing on psychological and social aspects of language and cognitive development across the lifespan, intervention strategies, and family-centered approaches