Abstract
M.A.
In this study, a test-train-retest cognitive assessment model was used. The training model for mediation was group-administered, standardised to correspond to a Theorist learning style and presented on video. The aim was to establish whether this form of testing is viable. In addition, the influence of the following variables on learning potential scores was examined:
•
General cognitive ability (measured by Cattell's Culture Fair Intelligence Test, Scale 2, Form A) .
•
Fourteen personality factors (measured by the High School Personality Questionnaire) .
•
Ten motivational traits (measured by the Picture Motivation Tests) .
•
Four learning styles (measured by the Learning Styles Questionnaire) .
The ability to transfer what had been learned during mediation was also examined. Transfer was defined as the difference between the CCFIT, Scale 2, Form A and Form B,
(administered as pre-and post-tests). Learning potential scores were defined as the difference between the preand
post-test scores of Raven's Standard Progressive Matrices, using a Solomon 4-Group Design to control for possible practice effects. The mediation was standardised according to the LSQ's Theorist learning style using Feuerstein's Set Variations 1 as a teaching tool. The subjects were 120, black (mostly African), Grade 10 learners.