Theories behind the IQ FORM

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Theories
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to the
iq systems

The theoretical framework of the project originates from a multidisciplinary basis. Conceptually, the project has hierarchical levels:
     1. Meta theories which guide the high-level objectives of the project,
         as a comprehensive mission.
     2. Theoretical selections which aim to be in line with the meta
         theories and which have steered the design of practical tool sets.

Empowerment

The psychological and educational theoretical perspectives arise from the assumption that a learner is an active contributor in the learning process, but s/he needs support and facilitation to find his/her capacity and power. The fundamental aim of the project is empowerment of learners. The overall theoretical framework comes from the empowerment concept and other theoretical conceptual frames which serve the aims of empowerment.

The following theories provide concepts and outlines for how to promote the empowerment of learners in the IQ Learn:
     • Mediated learning theory (Feuerstein, R. 1990; Feuerstein, R. &
       Feuerstein, S. 1991; Feuerstein, Ra. S. 2000; Kozulin, A. &
       Rand, Y. 2000) (Completed list of references in the bottom of the page)
     • Individual differences in learning (Gardner, H. 1993; Snow, R. E.,
       Corno, L. & Jackson, D. 1994)
     • Self-regulation (Zimmerman, B. J. 2000; Pintrich, P. R. &
       Ruohotie, P. 2000)

The following theories form the concepts and the theoretical frame of
the IQ Team:
     • Group behavior and group roles (Johnson, D. W. & Johnson, F. P.
       2000)
     • Social interdependence (Deutsch 1949; 1962)
     • Group processes (Douglas, T. 1979; Allwood, J., Traum, D. &
       Jokinen, K. 2000; Preece, J. 2000)
     • Collaborative knowledge creation (Nonaka, I. & Takeuchi, H. 1995)

Allwood, J., Traum, D. & Jokinen, K. (2000). Cooperation, dialogue and ethics. Int. J. Human-Computer Studies 53, 871-914.

Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 199-231.

Deutsch, M. (1962). Cooperation and trust: Some theoretical notes. In M. R. Jones (Ed.). Nebraska symposium on motivation. Lincoln: University of Nebraska Press, 275-320.

Douglas, T. (1979). Group processes in social work: A theoretical synthesis. Chichester, UK: John Wiley.

Feuerstein, R. (1990). The theory of structural cognitive modiafiability. In Presseisen, B. (Ed.). Learning and thinking styles: Classroom interaction. Washington DC: National Education Association.

Feuerstein, R. & Feuerstein, S. (1991). Mediated learning experience: A theoretical review. In Feuerstein, R., Klein, P. & Tannenbaum, A. (Eds.). Mediated learning experience: Theoretical, psychological, and learning implications. Tel Aviv and London: Freund.

Feuerstein, Ra. S. (2000). Dynamic cognitive assessment and the instrumental enrichment program: Origins and development. In Kozulin, A. & Rand, Y. (2000). Experience of mediated learning. An impact of Feuerstein’s theory in education and psychology. Amsterdam: Pergamon.

Gardner, H. (1993). Multiple intelligences. The theory in practice. New York: Basic Books.

Johnson, D. & Johnson, F. P. (2000). Joining together: Group theory and group skills. 7th edition. Boston: Allyn & Bacon.

Kozulin, A. & Rand, Y. (2000). Experience of mediated learning. An impact of Feuerstein’s theory in education and psychology. Amsterdam: Pergamon.

Nonaka, I. & Takeuchi, H. (1995). The knowledge-creating company. USA: Oxford University Press, Inc.

Pintrich, P. R. & Ruohotie, P. (Eds.) (2000). Conative constructions and self-regulated learning. Hämeenlinna: RCVE.

Preece, J. (2000). Online communities: Designing usability, supporting sociability. Chichester, UK: John Wiley & Sons.

Salomon, G. (1993). No distribution without individual's cognition: A dynamic interactional view. In Salomon, G. (Ed.). Distributed cognitions: Psychological and educational considerations. Cambridge University Press, 111-138.

Snow, R. E., Corno, L. & Jackson, D. (1994). Individual differences in affective and conative functions. In Berliner, D. C. & Calfee, R. C. (Eds.). Handbook f educational psychology. New York: Simon & Schuster & MacMillan.

Zimmerman, B. J. (2000). Attaining self-regulation. A social cognitive perspective. In Boekaerts, M., Pintrich, P. & Zeidner, M. (Eds.). Handbook of self-regulation. Academic Press, 1-39.