David Tzuriel

Bar Ilan University | BIU · Faculty of Education

De doelstellingen van deze studie waren het onderzoeken van (a) verschillen in figuurlijk taalgebruik, analoog redeneren, uitvoerende functies (EF), theory of mind (ToM) en lokale/centrale coherentie (LCC) van kinderen met hoogfunctionerend autisme (HFA; n = 32) en normaal ontwikkelende (TD; n = 32) kinderen; (b) verbetering van figuurlijk taalgebr...

Background and Aims This study examined the effects of working memory training (WMT) on WM and fluid intelligence. A novel four‐pronged model of mediated learning, cognitive functions, task characteristics and metacognition is presented as a conceptual basis for the Modifiability of a Working Memory Program (MWMP). Our basic assumption is that incr...

A sample of 48 children in Grade 2 was randomly assigned to an experimental (n = 24) and a control group (n = 24). Both groups were administered the Analogical Modifiability Puzzle Test (AMPT) and Math Accuracy and Processing Strategy (MAPS) test before and after a teaching phase of the AMPT. The MAPS test includes scores for Accuracy, Processing S...

The goals of the current study are to examine (a) the effect of mediation of Construction Analogies versus mediation of Closed Analogies on cognitive modifiability in analogical thinking (b) the effect of mediation of analogies on working memory (WM), and (c) the correlation pattern between analogical thinking and WM in Construction and Closed anal...

Dynamic assessment (DA) of self-regulation and planning behavior are neglected area of research. The objective of this study is to present a novel DA method of executive functions using the Seria-Think Instrument-Revised (STI-R). The reliability and validity the STI-R was examined with children in grades 3–6. Children were randomly assigned to an e...

There is increasing interest in identifying biological and imaging markers for the early detection of neurocognitive decline. In addition, non-pharmacological strategies, including physical exercise and cognitive interventions, may be beneficial for those developing cognitive impairment. The Feuerstein Instrumental Enrichment (FIE) Program is a cog...

There is increasing interest in identifying biological and imaging markers for the early detection of neurocognitive decline. In addition, non-pharmacological strategies including physical exercise and cognitive interventions may be beneficial for those developing cognitive impairment. The Feuerstein Instrumental Enrichment (FIE) Program is a cogni...

Over the past three decades, much research has been devoted to the effects of peer-assisted learning (PAL) on the social, behavioral, affective, and cognitive development of learning peers (Topping & Ehly, 1998; O’Donnell & King, 1999; Rekrut, 1994; Topping, 2001, 2010; Topping et al., 2013). The literature indicates that PAL positively affects chi...

Spatial skills, the ability to encode, remember, and mentally manipulate the spatial features and relations of objects or space, are central to our daily functioning. They allow us to recall the location of car keys, navigate a route to work, and provide directions to the nearest restaurant or café. Spatial skills also are pivotal for academic achi...

A growing body of theory and research in the last four decades supports the crucial role of active parental interactions in enhancing children’s cognitive development.

The study of transmission of teaching strategies in a cross-generational perspective is a novel area of study that captured the interest of theoreticians and researchers (e.g., Feuerstein et al., 2002; Gauvein, 2009; Isman & Tzuriel, 2008, 2016; Neppl, Conger, Scaramella, & Ontai, 2009). The mechanisms of transmission of parents’ mediation strategi...

Cognitive education may be defined broadly as “a teaching and learning strategy whose major goal is the development and encouragement of systematic processes of perceiving, thinking, learning, and problem solving” (Haywood in Journal of Cognitive Education and Psychology 12:26–44, 2013). The most basic and universal characteristics of cognitive edu...

The Bright Start program designed by Haywood, Brooks and Burns (1992) is aimed at developing cognitive and metacognitive functions of young children. The major outlines of the Bright start were portrayed in Chap. 15. In this chapter I discuss mainly the effectiveness and empirical validation of the program. The Bright Start has been studied in seve...

Executive functions (EF) have been defined as a set of heterogeneous, higher-order interrelated cognitive processes involved in goal-directed, flexible, and adaptive behavior and the top-down regulation of cognition and behavior, that are particularly triggered in novel, challenging, and complex situations (Miyake et al., 2000). EF are considered b...

The emotional, motivational, and personality (EMP) factors (e.g., anxiety, task-intrinsic motivation, frustration tolerance, need for mastery, accessibility to mediation, cognitive flexibility) are intimately related to mediated learning experience (MLE) strategies and have an impact on cognitive modifiability and academic achievements (Tzuriel,.Dy...

Previous research on sibling dyads in typically developing (TD) children has found that siblings may serve as an important factor influencing one another’s cognitive development (e.g., Abramovitch et al., 1986; Dunn et al., 1994; Klein et al., 2002, 2003; Knott et al., 1995, 2007; McAlister & Peterson, 2013; Pepler et al., 1981; Tzuriel & Hanuka-Le...

A growing body of theory and research in the last four decades support the crucial role of active environmental stimuli, especially parental, siblings’, teachers’, and peers’ mediation in enhancing children’s cognitive development and cognitive plasticity.

One of the main objectives of dynamic assessment (DA) is assessment of learning processes and learning potential of children coming from diverse cultural backgrounds, various socioeconomic (SES) groups, and children with special needs.

Tzuriel’s DA instruments have been developed and used in research projects for the last four decades. They originally were developed for assessment of young children but during the years were extended to include older children and adults with learning difficulties and served as the main operation of several intervention programs. In the following I...

The main purposes of this chapter are to present (a) the differences between mother–child MLE strategies and peer-mediation strategies and (b) the relative contribution of MLE strategies within the family system as compared with the impact of cognitive intervention for peer-mediation on both, children’s MLE style and on cognitive modifiability.

An integrative component of the Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE) theory is related to the conceptualization of the developing individual as an open system that is modified by mediating agents, much like (Vygotsky, Mind in Society: The Development of Higher Psychological Process, Harvard University Press,...

The need to develop DA procedures for young children derive from several developmental factors, the most important of which is the necessity to intervene as much as earlier to prevent future learning difficulties.

Feuerstein’s Structural Cognitive Modifiability and Mediated Learning Experience theory (SCM-MLE, Feuerstein, in: Presseisen (ed) Learning and thinking styles: Classroom interaction, National Education Association, 1990; Feuerstein et al., The dynamic assessment of retarded performers: The learning potential assessment device—Theory instruments and...

According to Vygotsky’s (Thought and language, MIT Press, 1962; Mind in society: The development of higher psychological process, Harvard University Press, 1978; Wertsch (ed) The concept of activity in Soviet psychology, Sharpe, 1981; Thought and language, MIT Press, 1934/1986) sociocultural theory children’s cognitive development comes about throu...

During the last two decade there has been a dramatic growth in the use of computer-based learning for instructional purposes. Previous research showed that use of computers for assessment and learning tools improved diagnostic processes and academic achievements.

The Feuerstein Instrumental Enrichment (FIE) Program is a process-oriented program based on Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE) theory. It is aimed at promoting learning how to learn, development of deficient cognitive functions, problem-solving strategies and metacognitive abilities. The FIE program was de...

Hardcover Ca. 109,99 € | Ca. £99.99 | Ca. $139.99 Ca. 117,69 € (D) | Ca. 120,99 € (A) [1] | Ca. CHF 130,00 eBook Available from your library or springer.com/shop MyCopy [3] This book portrays an extensive and intensive discussion of theories and research that refer to Vygotsky's and Feuerstein's theories of mediated learning and their effects on le...

Research findings indicate that cognitive achievements are significantly improved by practice of cognitive abilities in the 3D Immersive Virtual Reality (3D-IVR) environment. The current study focuses on the effects of two spatial characteristics of the computer environment, Rotation of Information Resources (RIR) and Shift of Viewing Angles (SVA),...

This book portrays an extensive and intensive discussion of theories and research that refer to Vygotsky’s and Feuerstein’s theories of mediated learning and their effects on learning potential and cognitive modifiability. Most topics are discussed in relation to a broad spectrum of developmental and cognitive research that are under the conceptual...

Dynamic assessment (DA) is guided by theoretical conceptualization about the nature of cognitive modifiability and needs to construct diagnostic measures for children who do not reveal their learning potential in conventional static tests. The development of DA was stirred by inadequacy of conventional testing to provide precise answers for individ...

המבחן כולל תרגיל להבנת הנקרא וליכולת זיכרון ושמונה עשר תרגילים נוספים לבדיקת יכולת הסקה קוהרנטית מקומית. בכל תרגיל שני משפטים המתארים סיטואציה ושלושה משפטים נוספים, כאשר אחד מהם מגשר ביניהם באופן המתאים ביותר. טווח הציון הגולמי במבחן זה הנו 18 – 0 כאשר כל תשובה נכונה מזכה בנקודה. מקדם המהימנות קרונבך-אלפא שנמצא במדגם של 50 משתתפים היה 75.. לצורכי ה...

Studies distinguishing between adolescent suicide attempters and others usually deal with demographic, physiological, or familial contributing factors. The objective of this study was to investigate the relationship between ego identity development and suicidal inclinations at adolescence. The main hypothesis was that ego identity formation at adol...

The main objectives of this study were to construct a conceptual model of parent–child math discourse strategies (MDS) and explore (a) the differences betweenmother's and father's MDS with their children, (b) the relations between parents' MDS and children's responses, and (c) the relations between parent–child MDS and children's math performance....

The effects of gender, strategy and task characteristics on children's mental rotation (MR) behavioral measures and eye movements were studied. Eye movements reflect thinking pattern and assist understanding mental rotation performance. Eighty-three fourth-grade children (44 boys and 39 girls) were administered the Computerized Windows Mental Rotat...

The current criterion for acceptance to universities in Israel is based on psychometric testing that presents a strong barrier for acceptance of students of Ethiopian origin (SEO) to the universities. Based on the sociocultural theories of Vygotsky and Feuer-stein, we suggest an intervention aimed at integrating SEO, considered to be "cul-turally d...

increasing evidence indicates that practising cognitive abilities in computerised environments and especially in the 3D Immersive Virtual Reality (3D-ivr) environment, significantly improves cognitive achievements. This chapter's focus is on the effects of two spatial computer environment characteristics: Rotation of Information Resources (RIR) and...

Children with specific learning disabilities (SLD) exhibit specific difficulties in high-order components of emotional understanding that involve language (e.g., recognition of complex emotions from situations), or defining emotions and providing examples. The objectives of the current study were to study (a) modifiability of emotional understandin...

The present study examined the role of language capacities in explaining differences in social information processing (SIP) among three school-age groups: high-functioning children with autism spectrum disorder (ASD, IQ > 75), children with specific learning disorder (SLD), and children with typical development (TD). Participants were 96 boys in Gr...

The present study examined the role of language capacities in explaining differences in social information processing (SIP) among three school-age groups: high-functioning children with autism spectrum disorder (ASD, IQ > 75), children with specific learning disorder (SLD), and children with typical development (TD). Participants were 96 boys in Gr...

The focus of this chapter is on the effects of mediated learning experience (MLE) interactions on children's cognitive modifiability. The MLE theory is presented followed by selected research findings, demonstrating the impact of MLE strategies in mother-child interactions in facilitating cognitive modifiability. Research findings support the effec...

The main objectives of this study were to investigate the effects of mediation with a puppet on teachers' mediated learning experience (MLE) strategies. The sample was composed of 18 teachers and 145 kindergarten children, selected from special education (n=68) and regular (n=77) kindergartens. About half of each group was assigned to a puppet and...

The effects of intervention for peer-mediation and mother-child mediated learning experience (MLE) strategies on children’s MLE strategies and cognitive modifiability (CM) was investigated on a sample of 100 mother–child dyads. CM was examined in domains of executive functions and analogical reasoning. The MLE interactions were analyzed by Observat...

The Seria-Think Instrument-Revised (ST-R, Tzuriel, 2000) is a DA instrument aimed at assessment of process-oriented cognitive behavior in the mathematics domain. The ST-R is based on a variety of arithmetic and mental rotation skills, especially seriating and math operations. The ST-R requires planning, self-regulation, systematic exploratory behav...

Children, 4–6 years of age, in special education kindergartens were randomly assigned to a classification training ( n = 45) and a comparison ( n = 49) group. Children in the training group were taught the Classification unit of Bright Start, whereas those in the comparison group received a regular content-oriented curriculum. Both groups were give...

The objectives of this study were to examine (a) differences in figurative language, analogical reasoning, executive functions (EF), theory of mind (ToM), and local/ central coherence (LCC) of children with high-functioning autism (HFA; n = 32) and typically developing (TD; n = 32) children; (b) improvement of figurative language using dynamic asse...

Children, 4–6 years of age, in special education kindergartens were randomly assigned to a classification training (n 5 45) and a comparison (n 5 49) group. Children in the training group were taught the Classification unit of Bright Start, whereas those in the comparison group received a regular content-oriented curriculum. Both groups were given...

Objective: Suicide is the leading cause of death among Israeli youths but data on causes are scarce. This study used psychological autopsies of 70 Israeli school students who committed suicide during 2004-2011, attempting to determine the causes. Methods: Four narratives of the self were identified (qualitative analysis) and compared (quantitati...

Increasing evidence reveals the efficacy of dynamic assessment procedure (DA) in providing rich and reliable feedback regarding children's cognitive modifiability. Children's cognitive modifiability was examined using DA in two computerized environments: 3D Immersive virtual reality (3D IVR) and 2D. Children in grades 1 and 2 (n =117) were randomly...

A focus of interest among researchers and educators is to find teaching methods adjusted to developmental aspects in early childhood. Teaching that generates significant learning and creates motivation, interest and enjoyment in young children is a real challenge in contemporary education. The effectiveness of using puppets in early childhood has b...

The objectives of this study were to examine (a) the effect of dynamic assessment (DA) in a 3D Immersive Virtual Reality (IVR) environment as compared with computerized 2D and noncomputerized (NC) situations on cognitive modifiability, and (b) the transfer effects of these conditions on more difficult problem solving administered two weeks later in...

Dyads of siblings in which the younger sibling had an intellectual disability (ID, n = 25) were videotaped interacting. The ID group was compared with typically developing sibling dyads matched on mental age (n = 25) and chronological age (n = 25). We observed the mediation strategies, activation, and antimediation behaviors of older siblings and y...

Copyright: © 2014 Tzuriel D. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Abstract This study examines differential relations of ego identity (EI) with cogniti...

We examined the effects of the Seria-Think Program (STP) on planning, self-regulation, and math performance among third grade children with attention deficit hyperactivity disorder (ADHD). The STP aims at developing cognitive functions of self-regulation, planning, simultaneous consideration of several sources of information, prediction, comparison...

According to the Weak Central Coherence Theory (WCCT) individuals in the autistic spectrum have a tendency to local information processing. This tendency might create a delay in the use of higher level contexts and figurative language (Frith, 1989). "Figurative language is a directed, automated and natural reflection of the way people think, conclu...

The focus of this article is on the effects of mediated learning experience (MLE) interactions on children's cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilitating cognitive modifiability. Research findings derive from mother–child interactions, p...

The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilitating cognitive modifiability. Research findings derive from mother–child interactions, p...

This chapter focuses attention on dynamic assessment (DA) of learning potential approach. DA refers to an assessment of a child’s perception, learning, thinking, and problem solving using an active teaching process, with an aim to modifying his/her cognitive functioning and observing subsequent changes in learning and problem-solving patterns withi...

This study was designed to investigate the differences in cognitive modifiability, emotional-motivational factors, cognitive behavioral characteristics during dynamic assessment (DA), and openness to mediation and level of mediation among gifted versus nongifted children. One hundred forty-five 3rd-grade children in 4 groups (gifted [G], n = 41; ou...

The major objective of this paper is to demonstrate the effectiveness of dynamic assessment (DA) in revealing outcomes of cognitive education programmes. Three programmes based on mediated learning experience theory are reviewed: Feuerstein’s Instrumental Enrichment, Bright Start, and Peer Mediation with Young Children. In all three programmes DA w...

Eighteen adults with intellectual disability (ID) and 20 children with typical development (TD) matched for cognitive level, participated in this study. Participants solved perceptual and conceptual analogies (from the Conceptual and Perceptual Analogical Modifiability Test-CPAM) while having their eye movements monitored. As predicted, the overall...

Previous research has shown that mediated learning experience (MLE) strategies are important for the development of cognitive skills. Theoretically, grandparents have a significant role in the intergenerational transmission of MLE strategies. The purpose of this study is to investigate the resemblances and unique characteristics of mothers' and gra...

The main goal of the study was to map the difficulties and cognitive processes among adolescents (aged 13-21, N = 30) and adults (aged 25-66, N = 30) with mild and moderate intellectual disability (ID) when solving analogical problems. The participants were administered the Conceptual and Perceptual Analogical Modifiability test. A three-fold tailo...

Previous research has emphasized phonological, morphological, and syntactical awareness, naming, and phonological working memory as specific domain determinants of early literacy. General cognitive processes and intelligence have not usually been considered important in the early stages of acquisition of early literacy. The main objective of this s...

A sample of 116 children (M=6 years 7 months) in Grade 1 was randomly assigned to experimental (n=60) and control (n=56) groups, with equal numbers of boys and girls in each group. The experimental group received a program aimed at improving representation and transformation of visuospatial information, whereas the control group received a substitu...

The effects of a peer-mediation program and training in analogies versus math on mediation strategies, cognitive modifiability, and math were investigated with 78 tutor-tutee dyads. Experimental group tutors (EGT, n = 39) received the Peer-Mediation for Young Children program, whereas control group tutors (CGT, n = 39) received a substitute program...

The authors proceed from the presentations at the 20th anniversary conference of the International Association for Cognitive Education and Psychology (IACEP), "Dynamic Assessment: Progress, Problems, and Prospects," to present their reflections on the major issues of dynamic assessment (DA). Among the topics discussed are the following: what DA act...

The objectives of this study were to investigate the effects of Analogical Reasoning Programme (ARP) on improvement of analogical reasoning processes and academic achievements in math and reading comprehension. The ARP is based on the Analogies subscale of the Cognitive Modifiability Battery (CMB): Assessment and Intervention. A sample of 53 childr...

The purpose of this study was to investigate the relationships between mother-child mediated learning experience (MLE) strategies and mothers' attachment and mental health. Fifty two Israeli mother-child dyads were videotaped at home in two interaction conditions: free play and structured. The interactions were analyzed using the Observation of Med...

Peer mediation with young children is a relatively novel approach aimed at teaching young children how to mediate to their peers. The main benefits of peer mediation are in developing children's mediation teaching style and cognitive modifiability. The peer mediation developed recently is based on Vygotsky's sociocultural and Feuerstein's mediated...

The Peer Mediation with Young Children (PMYC) was investigated in computerized versus noncomputerized environments using process (e.g., mediation strategies) and performance variables (e.g., cognitive modifiability) as outcome measures. The sample consisted of 108 pupils drawn from fourth- (tutors) and first-grade (tutored) classes randomly assigne...

The main objectives of this study were to investigate: (a) gender differences in spatial abilities of kindergartners, (b) the effects of a teaching, using dynamic assessment (DA), on cognitive modifiability of spatial abilities, and (c) the effects of task characteristics (rotation, symmetry, complexity) on mental rotation performance. Thirty two b...

The study's main objective was to investigate the transfer effects of training in one type of analogies (conceptual versus perceptual) on performance of the second type. A sample of 396 kindergarten children (mean age = 5:8 years) were randomly assigned to three experimental (E1, E2, E3) and one control group. Groups E1 and E2 received training in...

The objectives of the current study were to examine: (a) the effects of the Peer Mediation with Young Children (PMYC) program on mediators’ and learners’ mediation style in the context of maths teaching; and (b) the interaction effects of the intervention program, children's verbal ability, and maths level on pre- to postintervention improvement in...

In order to investigate the effects of cognitive early education on the seriational performance and learning effectiveness of transcultural children, 20 young Ethiopian children whose families had immigrated to Israel were given two tests of seriational thinking before and after they received mediational instruction in the Pattern and Sequence unit...

The objective of this study was to investigate whether adolescents and adults with mild and moderate intellectual disability (ID) can improve their level of analogical reasoning following a short but intensive teaching stage within a dynamic assessment procedure. The sample was composed of two age groups: adolescents (n = 24, ages 15 to 21) and adu...

The main objective of this study was to investigate the effects of a programme providing cross-age peer-mediation on mediation teaching style of mediators and learners in a learning situation. A second objective was to investigate the effects of the mediators‘ and learners‘ cognitive level on different criteria of mediation. The sample was composed...

21 adults with intellectual disabilities were examined three years after participating in a cognitive intervention program in order to assess the durability of their cognitive achievements. The sample consisted of two age groups: 30-49 years (n=12) and 50-59 years (n=9). The primary intervention method was the Instrumental Enrichment Program. The e...

Abstract. This study examined the effects of the computer-assisted dynamic assessment (DA) on cognitive performance as compared to DA with an examiner. The DA approach is based on Feuerstein’s mediated learning experience theory and Tzuriel’s DA approach with young children. A sample of kindergarden children (n = 60) were assigned to either a Compu...

Tzuriel’s (1992a, 1997a, 1998, 1999a, 2000a, c, d) approach with young children is based on both, Vygotsky’s sociocultural approach and Feuerstein’s MLE theory. The assessment approach is characterized by innovations of test materials, assessment procedures adapted for the developmental stages of young children, and a recording and scoring system....