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February 2005

CURRICULUM VITAE


Name:                          David Tzuriel, Ph.D.

Home Address:            71, Herzel Street
                                    Kfar-Sava, 41223
                                    Israel
 

Telephone:                   

Home:                          +972 (09) 765-1392

Office:                          +972 (03) 531-8151

Website:                       https://faculty.biu.ac.il/~tzuried

Date of Birth:                September 23, 1946

Marital Status:              Married, 6 children


Topics
  1. Present Affiliations

  2. Higher Education

  3. Experience

  4. Scientific Areas Of Interest

  5. Academic Courses

  6. Research Grants

  7. International Workshops

  8. Membership in Professional Associations

  9. Organizational Experience

  10. Psychoeducational Dynamic Assessment Tests

  11. Review Of Tests

  12. Referee in Scientific Journals

  13. Books

  14. Monographs

  15. Refereed Publications

  16. Chapters in Books

  17. Papers Submitted

  18. In Preparation For Publication

  19. Ongoing Research Projects

  20. Plenary Sessions in International Forums

  21. Papers Presented At Scientific Conferences

  22. Review Of Books
     
  23. Values in Encyclopedias

 

Present Affiliations

 

Professor (Full), School of Education, Bar-Ilan University, Ramat-Gan, Israel.

  Chairman – School of Education.

  Chair – The Kounin-Lonenfeld Chair for Special Education Child.

 

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Higher Education

1973 ‑ 1977    Ph.D.         Clinical Psychology, George Peabody College for Teachers, Vanderbilt University, Department of Psychology and Human  Development, Nashville, Tennessee

 

1970 ‑ 1973   M.A.       Clinical Psychology, Bar‑Ilan University, Department of Psychology Ramat‑Gan, Israel

 

1967 ‑ 1970  B.A.        Psychology and Education, Bar-Ilan University, Department of Psychology and School of Education, Ramat-Gan, Israel

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Experience

1977 -                          Bar‑Ilan University, Teaching and Research, Early Education and Special Education Programs

2003-                           Chairman, School of Education

2000 - 004‏2                 Chairman, Doctoral Program, School of Education

1998 - 002‏2                 Chairman, Special Education Program (Graduate and Undergraduate(

1993 - 1996                 Academic Chairman:  Lookstein Center for Jewish Education in the Diaspora

1996 - 1997                 Visiting Professor at York University, Department of Psychology, North York Canada

1980 - 1988                 The Hadassah‑WIZO‑Canada Research Institute, Jerusalem, Israel. Senior Clinical Psychologist, Research Institute, diagnosis and treatment, Experience with the Learning Potential Assessment Device (LPAD), Mediated Learning Experience (MLE), and Instrumental Enrichment (IE).

1992 - 1996                 International Center for Enhancement of Learning Potential (ICELP), Jerusalem. Learning Potential Assessment Device (LPAD), Mediated Learning Experience (MLE), and Instrumental Enrichment (IE).

1987 - 1995                 Orot Israel Teachers College. Chairman - Special Education Program.

 

1987 - 1989                 Head of Young Cognitive Education Program: A Cognitive Intervention Project for Development of Young Children's Learning Ability and Thinking Skills (grades 1‑4).

 

1989 -                          Head of the Bright Start Intervention Program. Cognitive Curriculum for Young Children (CCYC) Project. Project for Development of Thinking Skills with Kindergarten Children.

 

1989 - 1990                 Vancouver Board of Education, British Columbia, Canada. Teaching a practicum on Dynamic Assessment of Learning Potential.

 

1989 - 1990                 Educational Psychology and Special Education Department, University of British Columbia, Vancouver, BC, Canada. Sabbatical, Teaching and research on mental retardation; learning disability and dynamic assessment of learning potential. Grant from Canada-Israel Foundation.

 

1984 - 1985                 Calgary Learning Center, University of Calgary, Calgary, Alberta, Canada. Sabbatical, research on dynamic assessment of learning potential (LPAD).

 

1978 - 1981                 Bar-Ilan University, M.A. Program, School of Education, Ramat-Gan, Israel. Coordinator of the M.A. Program.

 

1977 - 1980                 The Harry Schwachman Clinic, Children's Unit A, Sheba Medical Center Tel-Hashomer, Israel. Clinical Psychologist, Family and Group Therapy.

 

1976 - 1977                 Peabody College for Teachers of Vanderbilt University, The Kennedy Center for Human Development. Research Assistant.

 

1975 - 1976                 Eastern Pennsylvania Psychiatric Institute (EPPI), Children's Unit, Philadelphia, Pa. Clinical Psychologist (Internship).

 

1973 - 1975                 Peabody College for Teachers of Vanderbilt University, The Kennedy Center for Human Development. Research Assistant.

 

1970 - 1973              Psychology Department and School of Education, Bar-Ilan University, Ramat-Gan, Israel. Research Assistant and Lecturer.

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Scientific Areas of Interest

·        Dynamic Assessment of Learning Potential

·        Cognitive Education Programs – Development of Thinking Skills

·        Mother‑Child Mediated Learning Experience Interactions

·        Peer-Mediation for Young Children: Effects on Mediation Teaching Style and Cognitive Modifiability

·        Ego Identity Processes at Adolescence

·        Development of Spatial Abilities of Young Children.

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Academic Courses

·        Seminar in Development of Thinking Processes

·        Intervention Programs for Development of Thinking (M.A.)

·        Statistics and Research Methods

·        Cognitive and Developmental Aspects of Intrinsic Motivation (M.A.)

·        Practicum in Dynamic Assessment of Learning Potential (M.A.)

·        Theories of Personality

·        Seminar:  Critical Periods in Preschool Age

·        Practicum in Dynamic Assessment of Preschool Children (M.A.)

·        Educational Psychology (York University)

·        Developmental Psychology (York University)

·        Advanced Seminar in Novel Approaches in Mental Retardation (M.A.) (University of British Columbia)

·        The Learning Disabled Child (University of British Columbia)

·        Development of Individual Educational Programs for Learning Disabled Children (University of British Columbia)

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Research Grants
  Year Amount Name of Project
Kahanoff Foundation 1989 $65,000 Cognitive Curriculum for Young Children(CCYC)
Jewish Agency 1987 $50,000 Thinking and Learning Rehabilitation Project Ability Project Kfar Gevirol (TLAP)
  1988 $50,000  
  1989 $50,000  
Bar-Ilan University 1993 $4,000 Modifiability of Cognitive Style by Dynamic Assessment Procedures
Ministry of Education 1994 $30,000 Bright Start Program Department of Welfare and Remediation
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International Workshops

  • Dynamic Assessment of Learning Potential (with H.C. Haywood, June 1990), Cappilano College, Vancouver B.C., Canada.

  • Dynamic Assessment of Learning Potential, (February 1991; February 1995; February 1999) University of South Florida, Tampa, Florida, USA.

  • Teleconference on Dynamic Assessment (20 sites) (May 1990), University of British Columbia, Vancouver B.C., Canada.

  • Dynamic Assessment of Learning Potential of Preschool Children (December 1989), Hartford Public Schools, Hartford, Conn., USA.

  • Dynamic Assessment of Learning Potential (October 1989--‑April 1990; February, 1992; February, 1993; February 1994; February 1995; March 1997, February, 1998; October, 2002), Vancouver School Board and Variety Learning Center, Vancouver, BC Canada.

  • Dynamic Assessment of Learning Potential of Preschool Children (February, 1993; February, 1994), Hayward Public Schools, Hayward, CA, USA.

  • Dynamic Assessment of Learning Potential of Preschool Children (February, 1994; February, 1995), Seattle South Central School District, Seattle, Washington, USA.

  • Dynamic Assessment of Learning Potential of Preschool Children (February, 1994) San Francisco Public Schools, San Francisco, CA, USA.

  • Dynamic Assessment of Learning Potential of Preschool Children (February, 1993; February 1995; May 1997), School of Education, University of Tennessee at Knoxville, Tenn., USA.

  • Dynamic Assessment of Young Children (February 1992; February 1993), Pasadena Unified Schools, Pasadena, CA, USA.

  • Dynamic Assessment of Learning Potential (July, 1986; July, 1987; July, 1992; July, 1993; July, 1994; July, 1995; July, 1996), International Center for Enhancement of Learning Potential (ICELP), Jerusalem, Israel.

  • Dynamic Assessment of Young Children (November 1993, April 1996), University of Oslo, Oslo, Norway.

  • A novel dynamic‑interactive approach in assessment of learning skills with preschool children (July, 1994), International Conference of Applied Psychology, Madrid, Spain.

  • Dynamic Assessment of Learning Potential of Preschool Children (August 1994), American Psychological Association (APA), Los Angeles, CA, USA.

  • Dynamic Assessment of Learning Potential of Preschool Children (October, 1994; October 1995, February 1998) Detroit Public Schools, Detroit, Michigan, USA.

  • Dynamic Assessment of Learning Potential (November, 1994; August, 1995) Santiago, Chile.

  • Dynamic Assessment of Preschool Children (March 1995), BINOE, London, England.

  • Dynamic Assessment of Preschool Children (April 1995), Helsinki, Finland.

  • Dynamic Assessment of Learning Potential (April 1995; June 1997; July 2000; February 2001, October 2003, October 2004) Center for Development of Cognitive Modifiability, Kortrijk, Belgium.

  • Dynamic Assessment of Learning Potential (July 1995) San Paulo, Brazil.

  • Dynamic Assessment of Preschool Children (February 1996) Toronto, Canada.

  • Dynamic Assessment of Preschool Children (February 1996) North Vancouver, Canada.

  • Dynamic Assessment of Preschool Children (February 1996; February 1999) Surrey, Canada.

  • Dynamic Assessment of Preschool Children (June 1996) Sunderland, England.

  • Dynamic Assessment of Preschool Children (November 1996) Richmond, Canada.

  • Dynamic Assessment of Preschool Children (March 1997) Nanaimo, Canada.

  • Dynamic Assessment of Learning Potential (November 1996), BINOE, London, England.

  • Dynamic Assessment of Learning Potential (May 1997), BINOE, London, England--Advanced Workshop.

  • Graduate Seminar on Dynamic Assessment of Learning Potential (February 1998; February 1999, August, 2001), Touro College, New York, NY, USA.

  • Dynamic Assessment of Preschool Children (February 1998; February 1999, February 2001, February, 2005), Fitchburg, MA, and Brown University Rhode Island, USA.

  • Dynamic Assessment of Young Children (October 1998; May 1999; November, 2000; September, 2001; May 2002, June 2003, November 2004), Connecssioni Organization, Milan, Italy.

  • Dynamic Assessment of Young Children, (February 1999), Yale University, New Haven, CT, USA.

  • Dynamic Assessment of Young Children, (February 2001, February 2004), Strathclyde University, Glasgow, Scotland.

  • Dynamic Assessment of Young Children, Pre-Conference (VIII) Workshop, (June, 2001), International Association for Cognitive Education, (IACE) Jyvaskyla, Finland.

  • Dynamic Assessment of Young Children, (May, 1999; February, 2002; July, 2002), Nanyang Institute of Education, Singapore.

  • Dynamic Assessment of Young Children, (February, 1999; February 2001; April 2002; February 2004), Hampshire Educational Council.

  • Dynamic Assessment of Young Children, Pre-Conference Workshop, (October, 2001), California Association for Mediated Learning (CAMLE), Sacramento, CA, USA.

  • Dynamic Assessment of Young Children (November, 2002), Connessioni, Troina, Sicily, Italy.

  • The Bright Start Program (February 2003). Departmento de Educação Especial e Reabilitação, Faculdade de Motricidade Humana, Universidade Tècnica de Lisboa, Portugal.

  • Dynamic Assessment of Young Children (February 2003). Lambeth Educational Service, London UK.

  • Dynamic Assessment of Young Children (June 2003). Lesley College, MA, USA.

  • Dynamic Assessment of Young Children (July 2003). Pre-Conference Workshop, The International Association for Cognitive Education and Psychology (IACEP), Seattle WA.

  • Dynamic Assessment of Young Children (August 2003). Universidad Central de Chile, Santiago, Chile.

  • Dynamic Assessment of Young Children, (September 2003, December, 2003), Yayassan Mendaki Organization, Singapore.

  • Dynamic Assessment of Young Children, (September 2003), YMCA Organization, Singapore.

  • Dynamic Assessment of Young Children, (February 2004), NEPS—National Educational Psychology Service, Cork, Ireland.

  • Dynamic Assessment of Young Children, (January 2005), OPEKO, Heinola, Finland.

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Membership in Professional Associations

  • American Psychological Association (APA)
  • International Association for Cognitive Education (IACE)
  • Israeli Psychological Association (IPA).

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Organizational Experience

 

Chairman: The Fourth Conference of the International Association for Cognitive Education (IACE), Nof Ginossar (Israel), July 4-8, 1993

 

Organizing Committee:  The Eighth Conference of the International Association for Cognitive Education (IACE), Jyvaskyla, Finland

 

President Elect: The International Association for Cognitive Education and Psychology (IACEP) 1997-1999

 

President: The International Association for Cognitive Education and Psychology (IACEP) 1999-2001

 

Chairman: School of Education, Bar-Ilan University, Ramat-Gan Israel.

 

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Psychoeducational Dynamic-Interactive Tests

·        The Children's Analogical Thinking Modifiability Test (CATM) (with P. Klein)

 

·        The Children's Inferential Thinking Modifiability Test (CITM)

 

·        The Frame Test of Cognitive Modifiability (FTCM) (with P. Klein)

 

·        The Cognitive Modifiability Battery (CMB): Assessment and Intervention

 

·        The Children's Seriational Thinking Modifiability Test (CSTM)

 

·        The Seria-Think Instrument

 

·        The Children’s Conceptual and Perceptual Analogical Modifiability Test (CCPAM)

1.      Closed Analogies Version (with E. Galinka)

2.      Construction Analogies Version.

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Reviews of Tests

Samuels, M.T.(1998a). Tzuriel, D., & Klein, P.). The Children's Analogical Thinking Modifiability Test, Ramat-Gan, Israel, Bar-Ilan University, Journal of Psychoeducational Assessment, 16, 270-274.

Samuels, M.T. (1998b). Tzuriel, D. The Children's Inferential Thinking Modifiability Test, Ramat-Gan, Israel: Bar-Ilan University, Journal of Psychoeducational Assessment, 16, 275-279.

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Referee in Scientific Journals

  • International Journal of Cognitive Education – Also on Editorial Board.

  • Instruction and Learning.

  • Journal of Special Education.

  • International Journal of Dynamic Assessment and Instruction (also on Editorial Board).

  • International Journal of Disability and Education.

  • Megamot: Behavior Research Quarterly.

  • European Journal of Psychological Assessment.

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Books
 

Haywood, H.C. & Tzuriel, D. (Eds.) (1992). Interactive Assessment, New York: Springer-Verlag.

 

Tzuriel, D. (Ed.) (1992). Special issue: Mediated learning experience. Bisdeh Chemed (in Hebrew), Tel-Aviv: Religious Teachers Organization Press.

 

Tzuriel, D. (1998). Cognitive modifiability: The dynamic assessment of learning potential (in Hebrew), Tel-Aviv: Sifriat Poalim.

 

Tzuriel, D. (Ed.) (1999). Mediated learning experience: Theory, research, and applications (in Hebrew). Haifa:  Ach Press, Oranim College, and the International Center for Enhancement of Learning Potential (ICELP).

 

Tzuriel, D. (2001). Dynamic assessment of young children, New York: Kluwer Academic/Plenum Press.

 

Tzuriel, D. (2004). La valutazione dinamica delle abilita cognitive. (In Italian) Milano: Erickson

 
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Monographs
 

Tzuriel, D. (1999). Parent-child mediated learning transactions as determinants of cognitive modifiability: Recent research and future directions, Genetic, Social, and General Psychology Monographs, 125, 109-156.

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Refereed Publications

 

Tzuriel, D. & Klein, M.M. (1977). Ego identity: Effects of ethnocentrism, ethnic identification and cognitive complexity in Israeli Oriental and Western ethic groups. Psychological Reports, 40, 1099-1110.

 

Chasey, W.C., Haywood, H.C., & Tzuriel, D. (1977). Effects of various stimuli of activity level and learning by high and low‑active retarded children. The Research Quarterly, 48, 265-269.

 

Tzuriel, D. & Katzenelson, D. (1980). Psychological aspects of Cystic Fibrosis. Society and Welfare, 3, 284-295.

 

Tzuriel, D. (1981). Exploratory behavior as a function of motivational orientation, task imposition, sex, and age. Megamot: Behavior Research Quarterly, 2, 154-173.

 

Tzuriel, D. & Klein, P.S. (1983). Learning skills and types of temperament as discriminants between intrinsically and extrinsically motivated children. Psychological Reports, 53, 59-69.

 

Tzuriel, D. & Haywood, H.C. (1984). Exploratory behavior as a function of task conditions and motivational orientation. Personality and Individual Differences, 5, 67-76.

 

Tzuriel, D. (1984). Sex role typing and ego identity in Israeli Oriental and Western adolescents. Journal of Personality and Social Psychology, 46, 440-457.

 

Tzuriel, D. & Klein, P.S. (1985). Analogical thinking modifiability in disadvantaged, regular, special education and mentally retarded children. Journal of Abnormal Child Psychology, 13, 539-552.

 

Tzuriel, D. & Golinski, H. (1985). Teachers' social orientation and classroom achievements. British Journal of Subnormality, 9-18.

 

Tzuriel, D. & Haywood, H.C. (1985). Locus of control and childrearing practices in intrinsically motivated children. Psychological Reports, 57, 887-894.

 

Feuerstein, R., Rand, Y., Jensen, M., Kaniel, S., Tzuriel, D., Ben-Shachar, N., & Mintzker, Y. (1986). Learning potential assessment. Journal for Special Services in Schools, 2, 85-106.

 

Klein P.S. & Tzuriel, D. (1986). Preschoolers' type of temperament as predictor of potential learning disability. Israeli Journal of Psychiatry and Related Disciplines, 23, 49-61.

 

Feuerstein, R., Hoffman, M.B., Rand, Y., Jensen, M.R., Tzuriel, D., & Hoffman, D.B. (1986). Learning to learn: Mediated learning experiences and instrumental enrichment. Journal for Special Services in Schools, 3, 49-82.

 

Tzuriel, D. & Weller, L. (1986). Social and psychological determinants of breast-feeding and bottle-feeding mothers. Basic and Applied Social Psychology, 7, 85-100.

 

Skuy, M., Kaniel, S., & Tzuriel, D. (1988). Dynamic assessment of intellectually superior Israeli children in a low socio-economic status community. Gifted Education International, 5, 90-96.

 

Tzuriel, D. (1989). Development of motivational and cognitive-informational orientation from third to ninth grades. Journal of Developmental Applied Psychology, 10, 107-121.

 

Tzuriel, D. (1989a). Dynamic assessment of learning potential in cognitive education programs. The Thinking Teacher, 5, 1-4.

 

Tzuriel, D. (1989b). Dynamic assessment of learning potential: Novel measures for young children. The Thinking Teacher, 5, 5-9.

 

Tzuriel, D. (1989c). Inferential cognitive modifiability in young socially disadvantaged and advantaged children. International Journal of Dynamic Assessment and Instruction, 1, 65-80.

 

Kaniel, S. & Tzuriel, D. (1990). Educating non-literate immigrants: Conclusions and applications of research on Ethiopian immigrants to Israel. The Thinking Teacher, 5, 6-9.

 

Tzuriel, D. (1990). Ego identity versus identity diffusion at adolescence: Developmental and educational applications. Megamot: Behavior Research Quarterly, 32, 484-509.

 

Bar-Joseph, H. & Tzuriel, D. (1990). Suicidal attempts, suicidal inclinations and ego identity among adolescents. Adolescence, 25, 215-223.

 

Tzuriel, D. & Eran, Z. (1990). Inferential cognitive modifiability as a function of mother-child mediated learning experience (MLE) interactions among Kibbutz young children. International Journal of Cognitive Education and Mediated Learning, 1, 103-117.

 

Tzuriel, D. & Ernst, H. (1990). Mediated learning experience and structural cognitive modifiability: Testing of distal and proximal factors by structural equation model. International Journal of Cognitive Education and Mediated Learning, 1, 119-135.

 

Tzuriel, D. & Lifshitz, H. (1991). The effect of living at home or in institutions on the cognitive and social adaptations of retarded persons. Society and Welfare, 11, 127-147.

 

Tzuriel, D. & Caspi, N. (1992). Dynamic assessment of cognitive modifiability in deaf and hearing preschool children. Journal of Special Education, 26, 235-251.

 

Kravetz, S., Weller, A., Tennenbaum, R., Tzuriel, D., & Mintzker, Y. (1992). Plastic surgery on children with Down syndrome: Parents perception of physical, personal, and social functioning. Research in Developmental Disabilities, 13, 145-156.

 

Skuy, M., Apter, A., Dembo, Y., Kaniel, S., & Tzuriel, D. (1992). Cognitive modifiability of adolescents with schizophrenia. Journal of Child Psychology and Psychiatry, 33, 583-589.

 

Tzuriel, D. & Eiboshitz, Y. (1992). A Structured program for visual motor integration (SP‑VMI) for preschool children. Learning and Individual Differences, 4, 103-124.

 

Tzuriel, D. (1992). The dynamic assessment approach: A reply to Frisby and Braden. Journal of Special Education, 26, 302-324.

 

Tzuriel, D. (1992). Development of ego identity among Israeli Jewish and Arab adolescents. Journal of Youth and Adolescence, 26, 206-232.

 

Tzuriel, D. & Kaniel, S. (1993). Dynamic assessment of learning potential: Theoretical and empirical aspects and implications for education and treatment. Megamot: Behavior Research Quarterly, 33, 271-292.

 

Tzuriel, D. & Alfassi, M. (1994). Cognitive and motivational modifiability as a function of Instrumental Enrichment (IE) Program. Special Services in the Schools, 8, 91-128.

 

Tzuriel, D. (1996). Mediated learning experience in free-play versus structured situations among preschool low- medium- and high-SES. Child Development and Care, 126, 57-82.

 

Tzuriel, D. (1997). A novel dynamic assessment approach for young Children: Major dimensions and current research. Educational and Child Psychology, 14, 83-102.

 

Tzuriel, D. & Weiss, S. (1998). Cognitive modifiability as a function of mother-child mediated learning strategies, mothers’ acceptance-rejection, and children's personality. Early Development and Parenting, 7, 79-99.

 

Tzuriel, D., Kaniel, S., Zeliger, M., Friedman, A., & Haywood, H.C. (1998). Effects of the "Bright Start" program in kindergarten on use of mediated learning strategies and children’s cognitive modifiability. Child Development and Care, 143, 1-20.

 

Tzuriel, D., Kaniel, S., Kanner, E., & Haywood, H.C. (1999). The effectiveness of Bright Start program in kindergarten on transfer abilities and academic achievements. Early Childhood Research Quarterly, 114, 111-141.

 

Tzuriel, D. & Kaufman, R. (1999). Mediated learning and cognitive modifiability: Dynamic assessment of young Ethiopian immigrants in Israel. Journal of Cross-Cultural Psychology, 30, 359-380.

 

Tzuriel, D. (2000). The Seria-Think instrument: A novel measure for assessment and intervention in seriational-computational domain. School Psychology International, 20, 173-190.

 

Tzuriel, D. & Samuels, M.T. (2000). Dynamic assessment of learning potential: Inter-rater reliability of deficient cognitive functions, type of mediation, and non-intellective factors. Journal of Cognitive Education, 1, 1-23. (Online: HYPERLINK http://www.iace.coged.org/journal www.iace.coged.org/journal).

 

Tzuriel, D. (2000). Dynamic assessment of young children: Educational and intervention perspectives. Educational Psychology Review, 12, 385-435.

 

Tzuriel, D. (2001). Dynamic assessment is not dynamic testing. Issues in Education, 7, 237-249.

 

Tzuriel, D., & Shamir, A. (2002). The effects of mediation on seriational thinking modifiability in computer assisted dynamic assessment. Journal of Computer Assisted Learning, 18, 21-32. 

Haywood, H.C. & Tzuriel, D. (2002). Applications and challenges in dynamic assessment.  Peabody Journal of Education, 77, 38-61. 

Shamir, A., & Tzuriel, D. (2004). Children’s mediational teaching style as a function of intervention for cross-age peer-mediation. School Psychology International, 25, 58-97. 

Lifshitz, H. & Tzuriel, D. (2004). Durability effect of cognitive intervention program

among adults with intellectual disabilities. Journal of Cognitive Education and Psychology, 3, 297-322.

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Chapters in Books
 

Tzuriel, D. (1985). Sex role typing and ego identity components: Cross-cultural comparison of Israeli Jewish and Arabic adolescents. In I. Ryes Lagunes & Y.H. Poortinga (Eds.) From different perspective: Studies of behavior across cultures. LISSEE: Swets and Zeitlinger.

 

Tzuriel, D. & Klein, P.S. (1986). Innovations in assessment of young children's cognitive modifiability. In E. Chiger (Ed.) Special Education and Social Handicap. London: Freund.

 

Feuerstein, R., Rand, Y., Jensen, M.R., Kaniel, S., & Tzuriel, D. (1987). Prerequisites for assessment of learning potential: The LPAD model. In C.S. Lidz (Ed.) Dynamic Assessment (pp. 35-51). New York: Guilford.

 

Tzuriel, D. & Klein, P.S. (1987). Assessing the young child: Children’s analogical thinking modifiability. In C.S. Lidz, (Ed.) Dynamic Assessment (pp. 268-282). New York: Guilford.

 

Tzuriel, D., Samuels, M.T., & Feuerstein, R. (1988). Non-intellective factors in dynamic assessment. In R.M. Gupta & P. Coxhead (Eds.) Cultural Diversity and Learning Efficiency: Recent Developments in Assessment (pp. 141-163). London: NFER ‑ Nelson.

 

Jensen, M.R., Feuerstein, R., Rand, Y., Kaniel, S., & Tzuriel, D. (1988). Cultural differences and cultural deprivation: A theoretical framework for differential intervention. In R.M. Gupta & P. Coxhead (Eds.) Cultural Diversity and Learning Efficiency: Recent Developments in Assessments (pp. 64-88). London: NFER ‑ Nelson.

 

Samuels, M., Tzuriel, D., & Malloy-Miller, T. (1989). Dynamic assessment of children with learning difficulties. In R.T. Brown & M. Chazan (Eds.) Learning Difficulties and Emotional Problems. Calgary, Alberta: Detselig Enterprises.

 

Kaniel, S., Tzuriel, D., Feuerstein, R., Ben-Shachar, N., & Eitan, T. (1990). Dynamic assessment, learning, and transfer abilities of Jewish Ethiopian immigrants to Israel. In R. Feuerstein, P.S. Klein & A. Tannenbaum (Eds.) Mediated Learning Experience (MLE). (pp. 179-209). London: Freund.

 

Tzuriel, D. (1990). Cognitive modifiability, mediated learning experience and affective-motivational processes: A transactional approach. In R. Feuerstein, P.S. Klein & A. Tannenbaum (Eds.) Mediated Learning Experience (MLE). (pp. 95-120). London. Freund.

 

Tzuriel, D. & Feuerstein, R. (1992). Dynamic group assessment for prescriptive teaching: Differential effect of treatment. In H.C. Haywood & D. Tzuriel (Eds.) Interactive Assessment (pp.187-206). New York: Springer-Verlag.

 

Tzuriel, D. & Haywood, H.C. (1992). The development of interactive-dynamic approaches for assessment of learning potential. In H.C. Haywood & D. Tzuriel (Eds.) Interactive Assessment (pp.3-37). New York: Springer-Verlag.

 

Haywood, H.C. & Tzuriel, D. (1992). The status and future of interactive assessment. In H.C. Haywood and D. Tzuriel (Eds.) Interactive Assessment, 503-505. New York: Springer-Verlag.

 

Kaniel, S. & Tzuriel, D. (1992). The mediational approach in assessment and treatment of borderline psychotic adolescents. In H.C. Haywood & D. Tzuriel (Eds.) Interactive Assessment (pp. 399-418). New York: Springer Verlag.

 

Haywood, H.C., Tzuriel, D., & Vaught. S. (1992). Psychoeducational assessment from a transactional perspective. In H.C. Haywood and D. Tzuriel (Eds.) Interactive Assessment (pp. 38-63). New York: Springer-Verlag.

 

Tzuriel, D. (1999). Validation of mediated learning experience theory by structural equation model. In D. Tzuriel (Ed.) Mediated learning experience: Theory, research, and applications pp. 299-316). Haifa: Ach Press, Oranim College, and the International Center for Enhancement of Learning Potential (in Hebrew).

 

Tzuriel, D. (1999). Dynamic assessment in young age: Research aspects. In D. Tzuriel (Ed.) Mediated learning experience: Theory, research, and applications (pp. 275-298). Haifa: Ach, Oranim College, College, and the International Center for Enhancement of Learning Potential (in Hebrew).

 

Tzuriel, D. (1999). Dynamic assessment of preschool children: Principles and measures. In D. Tzuriel (Ed.) Mediated learning experience: Theory, research, and applications (pp. 182-212). Haifa: Ach Press, Oranim College, and the International Center for Enhancement of Learning Potential (in Hebrew).

 

Tzuriel, D. (1999). Dynamic assessment of learning potential with the LPAD. In D. Tzuriel (Ed.). Mediated learning experience: Theory, research, and applications (pp. 71-120). Haifa: Ach Press, Oranim College, and the International Center for Enhancement of Learning Potential (in Hebrew).

 

Tzuriel, D. (1999). The relation between parent-child mediated learning interactions and children’s cognitive modifiability. In A. Kozulin (Ed.) The Ontogeny of cognitive modifiability: Applied aspects of mediated learning experience and instrumental enrichment. Jerusalem: The International Center for Enhancement of Learning Potential.

 

Tzuriel, D. (2000a). Developmental perspectives of mediated learning experience theory. In A. Kozulin & Y. Rand (Eds.) The experience of mediated learning. (pp. 217-239). New York: Lawrence Erlbaum.

 

Tzuriel, D. (2000b). The Cognitive Modifiability Battery: Assessment and Intervention. In C.S. Lidz & J. Elliott (Eds.) Dynamic Assessment: Prevailing models and applications (pp. 375-406). New York: Elsevier Science.

 

Tzuriel, D. (2001). Dynamic Interactive Assessment of Children. In J.J.W. Andrews, H.L. Janzen, & D.H. Saklofske (Eds.) Ability, achievement, and behavior assessment: A practical handbook, (pp. 451-497). New York: Academic Press.

 

Tzuriel, D. (2002). Cognitive education: The menace and hope. In W. Resing, W. Ruijssenaars, & D. Aalsvoort (Eds.) Learning potential assessment and cognitive training: Actual research perspectives in theory building and methodology, 355-363. New York: JAI Press/Elsevier.

 

Shamir, A., & Tzuriel, D. (2002). Peer Mediation: A Novel Model for Development of Mediation Skills and Cognitive Modifiability of Young Children. In W. Resing, W. Ruijssenaars, & D. Aalsvoort (Eds.) Learning potential assessment and cognitive training: Actual research perspectives in theory building and methodology, 363-373. New York: JAI Press/Elsevier.

 

Tzuriel, D. (2003a). Foundations of dynamic assessment with young children. In Seng, A. S.H., Pou, L.K.H., & Seng, T.O. (Eds.) Mediated learning experience with children: Applications across contexts. Singapore: McGraw Hill Education (Asia). 

Tzuriel, D. (2003b). Dynamic Assessment measures for young children. In Seng, A. S.H., Pou, L.K.H., & Seng, T.O. (Eds.) Mediated learning experience with children: Applications across contexts. Singapore: McGraw Hill Education (Asia).

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Papers Submitted

  • Tzuriel, D. & Egozi, G. Gender differences in spatial abilities of young children: The effects of teaching and task characteristics.

  • Tzuriel, D. & Shamir, A. The effects of peer mediation with young children (PMYC) on childrens cognitive modifiability.

  • Tzuriel, D. Transfer effects of training in conceptual versus perceptual analogies among kindergarten children.

  • Lifshitz, H., Tzuriel, D., & Weiss, I. Effects of training in conceptual versus perceptual training among adolescents and adults with intellectual disability.

  • Fisherman, S. & Tzuriel, D. The relationship between ego identity and intimacy: Gender differences as a mediating factor.

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In Preparation for Publication

Tzuriel, D. & Bangio, E. Identifying potential of giftedness in young children by dynamic assessment and emotional intelligence measures. 

Isman, E. & Tzuriel, D. The effect of well being and attachment patterns on the quality of mediated interaction in a three generational perspective 

Tzuriel D., Shamir, A., & Balbul, Z. The effects of peer mediation in specific versus general domains on mediation teaching style and cognitive modifiability among young mediators and learners 

Caspi, R. & Tzuriel, D. The effects of mother-child mediated learning strategies and peer mediation program on cognitive modifiability among young children  

Stern, H., Tzuriel, D., & Disendrock, G. Understanding of causal relations and essentialness: Comparison between hearing impaired and hearing children

 

Tzuriel, D. & Weitz, A. Mother-child mediated learning experience (MLE) strategies and children’s cognitive modifiability among very low birth weight (VLBW) and normally born weight (NBW) children.

 

Tzuriel, D. & Birger, R. An educational intervention program for promoting ego identity development at adolescence.

 

Tzuriel, D. & Schanck, T. Dynamic assessment of learning potential a reflectivity-impulsivity dimension.

 

Tzuriel, D. & Gross, A. School achievements as a function of teacher's mediational strategies and attitudes towards cognitive modifiability, and students' intellectual skills and motivational orientation.

 

Tzuriel, D. & Even-Chen, B. The influence of life events, family functioning, perception of competence, and ego identity on suicidal tendencies of adolescents.


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Ongoing Research Projects
  • Tzuriel, D. The effects of mediation in closed versus construction analogies on performance of perceptual and conceptual analogies.

  • Tzuriel, D. Seriational thinking as a basis for mathematical thinking.

  • Tzuriel, D. Gender differences in development of spatial abilities.

  • Tzuriel, D. Effects of peer-mediation: Teaching how to mediate and its effects on cognitive modifiability of the learner and teacher.

  • Tzuriel, D. The relative prediction of cognitive modifiability by mother-child mediated learning strategies and peer-mediation among young children.

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Plenary Sessions in International Forums
 

Tzuriel, D. (July 1993). Parent-Child Mediated Learning Transactions as Determinants of Cognitive Modifiability: Recent Research and Future Directions. Plenary session at the 4th International Conference of the International Association for Cognitive Education (IACE), Nof Ginossar, Israel

 

Tzuriel, D. (December 1995). Dynamic-interactive assessment of learning skills with pre-school children. Keynote paper presented at the 2nd Congress of the European Association for Mediated Learning, Madrid, Spain

 

Tzuriel, D. (August 1995). La Importancia de los Primeros Anos para Desarrollar la Inteligencia y el Potencial de Aprendizaje en el Nino. Paper presented at the CEPAL (United Nations Headquarters), Santiago, Chile. Sponsored by UNICEF

 

Tzuriel, D. (July 1997). Plenary session on Mother-child mediated learning interactions and children's cognitive modifiability: Current research. Paper accepted for presentation at the 6th International Conference of the International Association for Cognitive Education (IACE), Stellenbosch, South Africa

 

Tzuriel, D. (May 1997). Keynote Speech: Dynamic assessment of preschool children: Educational, developmental, and interventional perspectives. Brown University, Providence, Rhode Island

 

Tzuriel, D. (September, 1998). Dynamic assessment of learning potential. Human Science Research Council, Pretoria, South Africa 

Tzuriel, D. (June 2001). The role of mediation in facilitating cognitive change and empowering human resiliency. Presidential address at the 8th international conference of the International Association for Cognitive Education (IACE), Jyvaskyla, Finland 

Tzuriel, D. (November 2002). El aprendizaje mediador como facilitador de los cambios cognitivos y optimizacion de la resiliencia humana. Segunda Coferencia LatinoAmericana de Educacion Cognitiva,Universidad Central de Chile y la International Association for Cognitive  Education and Psychology (IACEPI 

Tzuriel, D. (November 2002). Evaluacion Dinamica en el Contexto Familiar. Coferencia LatinoAmericana de Educacion Cognitiva, Universidad Central de Chile y la International Association for Cognitive Education and Psychology (IACEPI)

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Papers Presented at Scientific Conferences
 

Tzuriel, D. & Shaked, A. (May 1971). The self-concept among delinquent girls. The 11th Israeli Psychological Convention, Bar-Ilan University, Ramat-Gan, Israel.

 

Tzuriel, D. (April 1979). Exploratory behavior as a function of motivation orientation, task-imposition, age, and sex. The 16th Israeli Psychological Convention, Bar-Ilan University, Ramat-Gan, Israel.

 

Tzuriel, D. & Klein, M. (April 1979). Ego identity: Effects of ethnocentrism, ethnic identification, and cognitive complexity in Israeli Oriental and Western ethic groups. The 16th Israeli Psychological Convention, Bar-Ilan University, Ramat-Gan, Israel.

 

Tzuriel, D., Klein, M. & Namia, M. (February 1981). Intrinsic motivation and curiosity: The relationship to SES and Gender. Israel Educational Association Convention, Bar-Ilan University, Ramat-Gan, Israel.

 

Tzuriel, D. (August 1981). Sex role typing and ego identity in Israeli Oriental and Western adolescents. American Psychological Association Convention, Los Angeles, California.

 

Tzuriel, D. (December 1981). Sex role typing and ego identity in Israeli Oriental and Western adolescents. International Interdisciplinary Congress on Women, Haifa, Israel.

 

Tzuriel, D. & Katznelson, D. (May 1982). Self-concept and family relations among Cystic Fibrosis and Asthmatic Children. European Working Group on Cystic Fibrosis Convention, Brussels, Belgium.

 

Tzuriel, D. & Klein, P.S. (July 1983). Analogical thinking modifiability among disadvantaged, regular, special education, and mentally retarded children. Fourth International Congress of the European Association for Special Education (EASE), Tel Aviv, Israel.

 

Golinski, H. & Tzuriel, D. (February 1983). The Gunzburg Approach in care, education rehabilitation of moderate to low mentally retarded children. Israel Educational Research Association Convention, Hebrew University, Jerusalem, Israel.

 

Lifshitz, H. & Tzuriel, D. (February 1983). Cognitive modifiability and social competence among institutional mentally retarded persons versus mentally retarded persons living at home. Israel Educational Research Association Convention. Hebrew University, Jerusalem, Israel.

 

Tzuriel, D. & Klein, P. (August 1983). Development of measure of children's analogical thinking modifiability. American Association Convention, Anneheim, California.

 

Tzuriel, D. (August 29 - September 1, 1983). Sex role typing and ego identity components: Cross-cultural comparison of Israeli, Jewish and Arabic Adolescents. Paper presented at the 7th International Congress of Cross-Cultural Psychology. Acapulco, Mexico.

 

Tzuriel, D. & Feuerstein, R. (September 1984). Dynamic assessment for prescriptive teaching: Differential effects of treatments. Paper presented at the 23rd International Congress of Psychology, Acapulco, Mexico.

 

Tzuriel, D. (May 30-31, 1985). Dynamic assessment of cognitive functions. Symposium on Down syndrome and Related Conditions. Foothills Hospital, Calgary.

 

Tzuriel, D. (May 30-31, 1985). Learning potential. Symposium on Down syndrome and related Conditions. Foothills Hospital, Calgary.

 

Tzuriel, D. (July 1986). Motivational and personality determinants of cognitive modifiability. Paper presented at the 21st International Congress of Applied Psychology, Jerusalem, Israel.

 

Tzuriel, D. & Eiboshitz, Y. (July 1986). Structured program of visual motor integration (SP-VMI) for preschool children. Paper presented at the 21st International Congress of Applied Psychology, Jerusalem, Israel.

 

Tzuriel, D. & Bar-Joseph, H. (July 1986). Identity development and suicidal tendencies in adolescence: Implications for assessment, prevention, and psychotherapy. Paper presented at the 21st International Congress of Applied Psychology, Jerusalem, Israel.

 

Tzuriel, D. & Klein, P.S. (July 13-17, 1986). The dynamic method: A different approach to decision-making about cognitive modifiability of young children. Paper presented at the 28th World Congress of OMEP, Jerusalem.

 

Tzuriel, D. & Klein, S. (July 1986). The learning potential assessment device (LPAD): A dynamic approach with optimal arousal of motivation and reduction of anxiety. Paper presented at Society for Test Anxiety Research (STAR), 7th Annual Meeting, Jerusalem.

 

Tzuriel, D. (July 1986). Non-intellective factors in dynamic assessment. Paper presented at the First International Conference on Mediated Learning Experience, Jerusalem.

 

Tzuriel, D. & Alfasi, M. (March 1987). Cognitive and motivational change as a function of Instrumental Enrichment and initial cognitive modifiability. Paper presented at the 21st Convention of the Israeli Psychological Association, Tel Aviv.

 

Tzuriel, D. & Birger, R. (March 1987). Communication styles in the family, ego identity at adolescence and adolescents' reaction to death. Paper presented at the 21st Convention of the Israeli Psychological Association, Tel Aviv.

 

Tzuriel, D. & Bar-Joseph, H. (March 1987). Ego identity and suicidal inclinations at adolescence. Paper presented at the 21st Convention of the Israeli Psychological Association, Tel Aviv.

 

Kaniel, S. Feuerstein, R., Tzuriel, D., Ben-Shachar, N., & Eitan, T. (March 1987). Cognitive modifiability of Ethiopian immigrants Jews. Paper presented at the 21st Convention of the Israeli Psychological Association, Tel Aviv.

 

Samuels, M.T., Tzuriel, D., & Malloy-Miller, T. (April 1987). Dynamic assessment of children with learning difficulties. Paper presented in the Society for Research in Child Development, San Antonio.

 

Samuels, M.T., Tzuriel, D., & Malloy-Miller, T. (July 1987). Dynamic assessment of learning potential. Paper presented at the 48th Annual Convention of the Canadian Psychological Association, Vancouver, BC.

 

Tzuriel, D. & Alfassi, M. (August 1987). Cognitive and motivational modifiability as a function of Instrumental Enrichment. Paper presented at the 95th Annual Convention of the American Psychological Association, New York.

 

Tzuriel, D. & Klein, P.S. (February 1988). Dynamic assessment of analogical thinking modifiability of kindergarten children by the CATM test. Paper presented at the 8th Convention of Israel Education Research Association. Tel Aviv University.

 

Tzuriel, D. (July 1988). A new method of assessing young children's cognitive modifiability: The CATM test. Paper presented at the 1st Conference on Individual Differences: Psychological, Educational and Neurological Implications, Tel-Aviv, Israel.

 

Samuels, M. & Tzuriel, D. (July 1988). Patterns of mediation during dynamic assessment. Paper presented at the 1st International Convention on Individual Differences: Psychological, Educational, and Neurological Implications. Tel Aviv, Israel.

 

Tzuriel, D. (February 1989). Validation of the structural cognitive modifiability (SCM) theory by structural equation model (SEM). Paper presented at the First Convention of LISREL Applications in Social Sciences, Bar-Ilan University, Ramat-Gan, Israel.

 

Tzuriel, D. (February 1989). Confirmatory factor analysis of the Intrinsic versus Extrinsic Orientation scale. Paper presented at the First Convention of LISREL Applications in Social Sciences, Bar-Ilan University, Ramat-Gan, Israel.

 

Tzuriel, D. (August 1989). Inferential thinking modifiability of young advantaged and disadvantaged children. Paper presented at the 2nd International Convention on Mediated Learning Experience, Knoxville, Tenn.

 

Tzuriel, D. (August 1989). Dynamic assessment of preschool children. Workshop presented at the 2nd International Convention on Mediated Learning Experience, Knoxville, Tenn.

 

Tzuriel, D. & Eran, Z. (August 1989). Inferential cognitive and modifiability as a function of mother-child mediated learning experience interactions among Kibbutz young children. Paper presented at the 2nd International Convention on Mediated Learning Experience, Knoxville, Tenn.

 

Tzuriel, D. & Ernst, D. (August 1989). Mediated learning experience and structural cognitive modifiability: Testing the distal and proximal factors by structural equation model. Paper presented at the 2nd International Convention on Mediated Learning Experience, Knoxville, Tenn.

 

Tzuriel, D. (August 1989). Workshop on preschool measures of dynamic assessment. Summer Institute of the Learning Centre, Calgary, Alberta.

 

Tzuriel, D. (March 1990). Structural cognitive modifiability through mediated learning experience. Paper presented at the Special Education Association (SEA) Conference of British Columbia, Victoria, B.C.

 

Tzuriel, D. & Eiboshitz, Y. (July 1990). Structured program of visual motor integration for preschool children. Paper presented at the Second Conference of International Association of Cognitive Education (IACE), Mons, Belgium.

 

Tzuriel, D., Menashe, B. & Shemesh, D. (July 1990). The Thinking and Learning Abilities Program (TLAP). Paper presented at the Second Conference of International Association for Cognitive Education (IACE), Mons, Belgium.

 

Tzuriel, D. (May 1990). The effects of distal and proximal factors (mediated learning experience) on cognitive modifiability. Paper presented at the 3rd Annual Conference of British Columbia Student Services Connections '90. Simon Fraser University, Vancouver, B.C.

 

Tzuriel D., Ernst, H., & Eran, Z. (January 1991). The relation between mother-child mediated learning experience interactions and cognitive modifiability: Summary of recent research. Paper presented at 9th Convention of the Israeli Educational Research Association.

 

Tzuriel, D. & Gross, A. (February 1992). Achievements in Talmud as a function of teacher's mediational strategies and attitudes towards cognitive modifiability, and students' intellectual skills and motivational orientation. Paper presented at the Third International Conference on Cognitive Education: Models of Cognitive Instruction of the International Association for Cognitive Education. Riverside, CA.

 

Kaniel, S. & Tzuriel, D. (February 1992). Educating non-literate immigrants: Conclusions and applications of research on Ethiopian Jews in Israel. Paper presented at the Third International Conference on Cognitive Education: Models of Cognitive Instruction of the International Association for Cognitive Education. Riverside, CA.

 

Tzuriel, D. & Kaniel, S. (February 1992). Cognitive Curriculum for Young Children (CCYC): Implementation of the CCYC in Israel. Paper presented at the Third International Conference on Cognitive Education: Models of Cognitive Instruction of the International Association for Cognitive Education. Riverside, CA.

 

Tzuriel, D. & Oster, H. (February 1992). Mediated learning experience in free versus structured situations among preschool children of low- medium-, and high-SES. Paper presented at the Third International Conference on Cognitive Education: Models of Cognitive Instruction of the International Association for Cognitive Education. Riverside, CA.

 

Tzuriel, D. (February 1992). Dynamic assessment of learning potential: Is it domain specific or generalized? Paper presented at the Third International Conference on Cognitive Education: Models of Cognitive Instruction of the International Association for Cognitive Education. Riverside, CA.

 

Bar-Joseph, H. & Tzuriel, D. (June 1992). Prediction of adolescents' gender differences in suicidality by ego identity and self-concept. Paper presented at the 4th European Symposium on Suicidal Behavior, Odense, Denmark.

 

Tzuriel, D. & Ernst, H. (July 1992). Cognitive modifiability as a function of mediated learning, SES-level and situation. Paper presented at the 25th International Congress of Psychology, Brussels, Belgium.

 

Tzuriel, D. (July 1992). Dynamic assessment (DA) of learning potential: Domain specific or generalized? Paper presented at the 25th International Congress of Psychology, Brussels, Belgium.

 

Tzuriel, D. (July 1992). Ego identity and emotional disturbance at adolescence. Paper presented at the 25th International Congress of Psychology, Brussels, Belgium.

 

Tzuriel, D. (February 1993). Dynamic assessment of learning potential among preschool Ethiopian immigrants to Israel. Paper presented at the Society for Cross Cultural Research (SCCR), Washington. DC.

 

Tzuriel, D. (February 1993). Dynamic assessment of preschool children. Paper presented at the National Institute of Child Health and Human Development (NICHD).

 

Tzuriel, D. (July 1993). The Effectiveness of Bright Start Program: A Follow-up Study on Israeli Grade 1 Children. Paper presented at the 4th Conference of the International Association for Cognitive Education (IACE), Nof Ginossar, Israel.

 

Tzuriel, D. (July 1993). Cognitive Modifiability of Ethiopian Immigrant Children to Israel. Paper presented at the 4th Conference of the International Association for Cognitive Education (IACE), Nof Ginossar, Israel.

 

Tzuriel, D. (December 1993). The Bright Start Program: Follow-up study with grade-1 disadvantaged children. Paper presented in the Second International Conference Promoting and Expanding Opportunities in Jewish Special Education.

 

Tzuriel, D. (March 1994). Using cognitive approaches as cognitive tools for integration of children from diverse cultures in Israel. Paper presented the Conference on Individual Differences and Educational Excellence, Touro College, New York.

 

Tzuriel, D. & Kaniel, S. (March 1994). Bright Start program in Israel: Immigrant, "culturally deprived" children. Paper presented at the 27th Annual Gatlinburg Conference on Research and theory in MR/DD. Gatlinburg, Tenn.

 

Tzuriel, D. & Schanck, T. (March 1994). The effects of mediated learning experience (MLE) within dynamic-interactive group testing on impulsivity reflectivity. Paper presented at the 27th Annual Gatlinburg Conference on Research and theory in MR/DD. Gatlinburg, Tenn.

 

Tzuriel, D. (July 1994). A novel dynamic-interactive approach in assessment of learning skills with preschool children. International Conference of Applied Psychology, Madrid, Spain.

 

Tzuriel, D. & Schanck, T. (July 1994). Assessment of learning potential and reflectivity-impulsivity dimension. Paper presented at the International Conference of Applied Psychology, Madrid, Spain.

 

Tzuriel, D. (July 1994). Cognitive functioning and assessment of Ethiopian immigrant children in Israel. Paper presented in a Symposium on Cognitive Education: Individuals with learning difficulties chaired by J.P. Das International Conference of Applied Psychology, Madrid, Spain.

 

Tzuriel, D., Kaniel, S. & Yehudai, M. (July 1994). Mediated learning experience (MLE) interactions among Ethiopian immigrant and Israeli-born mothers. Paper presented at 12th International Congress of the International Association for Cross-Cultural Psychology, Pamplona, Spain.

 

Tzuriel, D. (August 1994). Dynamic assessment of learning potential. Workshop presented at the APA Convention for Division 33, Los Angeles, CA.

 

Tzuriel, D. & Even-Chen, B. (August 1994). The influence of life events, family functioning, perception of competence, and ego identity on suicidal tendencies of adolescents. Paper presented at the APA Convention Division 7, Los Angeles, CA.

 

Tzuriel, D. (July 1995). Dynamic approach to assessment of learning. Paper presented at the XVIII International School Psychology Colloquium, Dundee, Scotland.

 

Tzuriel, D. (July 1995). Dynamic nature of teaching and learning. Paper presented at the XVIII International School Psychology Colloquium, Dundee, Scotland.

 

Tzuriel, D. (December 1995). Panel discussion on heredity, environment and modifiability. Paper presented at the 2nd Congress of the European Association for Mediated Learning, Madrid, Spain.

 

Tzuriel, D. (November 1996). The Parent-child mediated learning interactions and children's cognitive modifiability. Paper presented at the North American Branch of the International Association for Cognitive Modifiability, Vancouver, Canada.

 

Tzuriel, D. (March 1997). The Parent-child mediated learning interactions and children's cognitive modifiability. Paper presented at the North American Branch of the International Association for Cognitive Modifiability, Vancouver, Canada.

 

Tzuriel, D (February 1997). Can we change intelligence? The sky is the limit. Paper invited by the Board of Jewish Education for the Inter-School Professional Development Day, Toronto, Canada.

 

Tzuriel, D. (March 1997). Mediated learning strategies and children’s cognitive modifiability: Theoretical aspects and current research. The Second Conference on the Teaching of Intelligence, IRI-Skylight, Vancouver, Canada.

 

Tzuriel, D. (April 1997). Program for enhancement of ego identity (PEEI). Paper presented at the Society for Research on Child Development (SRCD), Washington, D.C.

 

Tzuriel, D. (May 1997). Mother-child mediated learning interactions and children’s cognitive modifiability among very low birth weight and normally born children. Paper presented at 103rd Conference of the American Association for Mental Retardation (AAMR), New York.

 

Tzuriel, D. (July 1997). Chairman and presenter of a symposium on the Cognitive Modifiability Battery (CMB): Assessment and Intervention. Symposium and paper accepted for presentation at the 6th Conference of the International Association for Cognitive Education (IACE), Stellenbosch, South Africa.

 

Tzuriel, D., & Weitz, A. (May 1998). Mother-child mediated learning experience (MLE) strategies and children’s cognitive modifiability among very low birth weight (VLBW) and normally born weight (NBW) children. The 2nd International Conference, Beit Issie Shapiro, Israel.

 

Shamir, A. & Tzuriel, D. (June 1999). Peer-mediation with young children: The effects of intervention on children’s mediational teaching style and cognitive modifiability. Paper presented at the 7th Conference of the International Association for Cognitive Education (IACE), Calgary, Canada.

 

Tzuriel, D. & Hatzir, A. (June 1999). The effects of mediational strategies of fathers and mothers and amount of time they spent with their young children on children’s cognitive modifiability. Paper presented at the 7th Conference of the International Association for Cognitive Education (IACE), Calgary, Canada.

 

Tzuriel, D. & Shamir, A. (June 1999). Computer-Assisted Dynamic Assessment of Seriational Thinking. Paper presented at the 7th Conference of the International Association for Cognitive Education (IACE), Calgary, Canada. 

Shamir, A., Tzuriel, D., & Rosen, M. (June 2001). The effects of peer mediation with young children (PMYC) program and children’s verbal ability on mediational teaching style and performance on math problems among children of high- versus low- verbal ability. Paper presented at the 8th International Conference of the International Association for Cognitive Education (IACE), Jyvaskyla, Finland. 

Tzuriel, D. & Galinka, E. (June 2001). Effects of teaching in perceptual and conceptual analogies on analogical cognitive modifiability among 4- and 5-years old kindergarten children. Paper presented at the 8th International Conference of the International Association for Cognitive Education (IACE), Jyvaskyla, Finland. 

Tzuriel, D. (June 2001). Prediction of auditory associations and expressive language processing by pre- and post-teaching scores of conceptual and perceptual analogies. Paper presented at the 8th International Conference of the International Association for Cognitive Education (IACE), Jyvaskyla, Finland. 

Tzuriel, D. & Egozi, G. (June 2001). Gender differences in spatial abilities of young children: The effects of learning and task dimensions. Paper presented at the 8th International Conference of the International Association for Cognitive Education (IACE), Jyvaskyla, Finland. 

Tzuriel, D. (July 2002). Dynamic Assessment of Young Children: Developmental and Educational Applications. Symposium presented at the XXV International Congress of Applied Psychology, Singapore. 

Tzuriel, D. (July 2002). Evaluation of Cognitive Education Programs by Dynamic Assessment Approach. Paper presented at the XXV International Congress of Applied Psychology, Singapore. 

Tzuriel, D. (July 2003). A constructivist approach to dynamic assessment: Construction analogies version of the CCPAM. Paper presented at the 9th International Conference of the International Association for Cognitive Education and Psychology (IACEP) University of Washington, Seattle, Washington.

 

Tzuriel, D. Weiss, I., & Yosef, L. (July 2003). Mediation of construction versus closed analogies: Which modality is more effective for causing cognitive change? Paper presented at the 9th International Conference of the International Association for Cognitive Education and Psychology (IACEP) University of Washington, Seattle, Washington.

 

Lifshitz, H. Tzuriel, D., & Weiss, I. (July 2003). Conceptual and perceptual analogies among adolescents and adults with intellectual disability. Paper presented at the 9th International Conference of the International Association for Cognitive Education and Psychology (IACEP) University of Washington, Seattle, Washington.

 

Tzuriel, D. & Flor-Maduel (July 2003). Cognitive modifiability in conceptual and perceptual analogies and emergent writing. Paper Presented at the 9th International Conference of the International Association for Cognitive Education and Psychology (IACEP) University of Washington, Seattle, Washington.

 

Tzuriel, D. & Zilber, D. (July 2003). Prediction of readiness for math by conceptual and perceptual analogies. Paper presented at the 9th International Conference of the International Association for Cognitive Education and Psychology (IACEP) University of Washington, Seattle, Washington.

 

Tsemach, O. & Tzuriel, D. (July 2003). Prediction of Ego Identity by Cognitive Modifiability, and Modifiability of Emotional Intelligence among Adolescents. Paper presented at the 9th International Conference of the International Association for Cognitive Education and Psychology (IACEP) University of Washington, Seattle, Washington.

 

Tzuriel, D. (November 2004). Valutazione statica e valutazione dinamica: Un cambiamento di paradigma nei modelli e nelle practice di assessment, Universita degli Studi di Milano Bococca,Facolta di Scienze della Formazione.

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Review of Books

 

Burden, B. (2002). Dynamic assessment of young children by David Tzuriel, British Journal of Educational Psychology, 72, 607-608.

 

Deutsch, R. (2002). Many perspectives and applications on a single theme: A joint review of three books on dynamic assessment, Journal of Cognitive Education and Psychology, 3, 304-310.

 

Helps, S. (2003). Dynamic assessment of young children by David Tzuriel, Child and Adolescent Mental Health, 8, 46.

 

Pena, E. (2004). Tzuriel, D. (2001). Dynamic Assessment of Young Children, Journal of Psychoeducational Assessment


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Values in Encyclopedias

 

Tzuriel, D. (2002). Dynamic assessment of learning potential. Encyclopedia of Education (2nd ed.), 127-131. New York: McMillan Press.

 

 

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