CV
 
Publications
Dynamic Assessment (DA) Tests
Workshops
 
Contact Me
 
Back To Home Page
 
 
 
 
Papers

  • 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.

  • 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). Dynamic assessment of young children: Educational and intervention perspectives. Educational Psychology Review, 12, 385-435.

     

     

    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. (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.

 

          Values in Encyclopedias 

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

 

          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).