Publications

Tzuriel, D. & Klein, M.M. (1977). Ego identity: Effects of ethnocentrism, ethnic identification, and cognitive complexity in Israeli Oriental and Western ethnic 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 a 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. (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., 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 and Psychology, 1, 1–23.

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.

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

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.

Tzuriel, D., Haywood, H.C., & Mandel, R. (2005). Effects of the sequence and pattern unit of Bright Start on seriational and math problem solving among kindergarten children of Ethiopian immigrants to Israel. Journal of Cognitive Education and Psychology, 5, 72–88.

Tzuriel, D. (2005). Dynamic assessment of learning potential: A new paradigm. Transylvanian Journal of Psychology, 1, 1–16.

Lifshitz, H., Tzuriel, D., & Weiss, I. (2005). Effects of training in conceptual versus perceptual analogies among adolescents and adults with intellectual disability. Journal of Cognitive Education and Psychology, 5, 144–167.

Shamir, A., Tzuriel, D., & Rozen, M. (2006). Peer Mediation: The effects of program intervention, math level, and verbal ability on mediation style and improvement in math problem solving. School Psychology International, 27, 209–231.

Tzuriel, D. & Shamir, A. (2007). The effects of peer mediation with young children (PMYC) on children's cognitive modifiability. British Journal of Educational Psychology, 77, 143–165.

Tzuriel, D. (2007). Transfer effects of teaching conceptual versus perceptual analogies. Journal of Cognitive Education and Psychology, 6, 194–217.

Tzuriel D. & Egozi G. (2007). Dynamic assessment of young children's spatial abilities: The effects of gender and task characteristics. Journal of Cognitive Education and Psychology, 6, 218–247.

Tzuriel, D. (2007). Dynamic assessment: An integrative model for assessment of human learning and human functioning. PsycCRITIQUES — Contemporary Psychology: APA Review of Books.

Shamir, A., Tzuriel, D., & Guy, R. (2007). Computer-supported collaborative learning: The cognitive effects of a peer mediation intervention. Journal of Cognitive Education and Psychology, 6, 373–394.

Isman, E. & Tzuriel, D. (2007). The mediated learning experience (MLE) in a three generational perspective. British Journal of Developmental Psychology, 26, 545–560.

Isman, E. & Tzuriel, D. (2008). Relationship between mother-child mediated learning experience (MLE) strategies and mothers' attachment style and mental health. Journal of Cognitive Education and Psychology, 7, 388–410.

Karpov, Y. & Tzuriel, D. (2009). Dynamic assessment: Progress, problems, and prospects. Journal of Cognitive Education and Psychology, 8, 228–237.

Tzuriel, D. & George, T. (2009). Improvement of analogical reasoning and academic achievements by the Analogical Reasoning Program (ARP). Educational and Child Psychology, 29, 71–93.

Tzuriel, D. & Egozi, G. (2010). Gender differences in spatial ability of young children: The effects of training and processing strategies. Child Development, 81, 1417–1430.

Tzuriel, D. & Shamir, A. (2010). Mediation strategies and cognitive modifiability in young children as a function of peer mediation with young children (PMYC) program and training in analogies versus math tasks. Journal of Cognitive Psychology and Education, 9, 48–72.

Tzuriel, D. & Flor-Maduel, H. (2010). Prediction of early literacy by analogical thinking modifiability among kindergarten children. Journal of Cognitive Education and Psychology, 9, 207–227.

Lifshitz, H., Weiss, I., Tzuriel, D., & Tzemach, M. (2010). New model of mapping difficulties in solving analogical problems among adolescents and adults with intellectual disability. Research in Developmental Disabilities, 32, 326–344.

Vakil, E., Lifshitz, H., Tzuriel, D., Weiss, I., & Arzuoan, Y. (2011). Analogies solving by individuals with and without intellectual disability: Different cognitive patterns as indicated by eye movements. Research in Developmental Disabilities, 32, 846–856.

Tzuriel, D. (2011a). Revealing the effects of cognitive education programs by dynamic assessment. Assessment in Education: Principles, Policy and Practice, 18, 113–131.

Tzuriel, D. (2011b). Mediated learning and cognitive modifiability. Encyclopedia of Sciences of Learning (pp. 2154–2157). Springer Publishing.

Tzuriel, D. (2011c). Mediators of learning. Encyclopedia of Sciences of Learning (pp. 2157–2161). New York: Springer Publishing.

Tzuriel, D., Bengio, E., & Kashy-Rosenbaum, G. (2011). Cognitive modifiability, emotional-motivational factors, and behavioral characteristics among gifted versus non-gifted children. Journal of Cognitive Education and Psychology, 10, 253–279.

Tzuriel, D. (2013). Mediated learning experience strategies and cognitive modifiability. Journal of Cognitive Education and Psychology, 13, 59–80.

Tzuriel, D. & Hanuka-Levy, D. (2014). Siblings' mediated learning strategies in families with and without children with intellectual disabilities. American Journal on Intellectual and Developmental Disabilities, 119, 565–588.

Assif, T. & Tzuriel, D. (2014). Cognitive modifiability and ego identity among adolescents. Journal of Psychotherapy and Psychology, 4, 147.

Tzuriel, D. (2014). Mediated learning experience (MLE) and cognitive modifiability: Theoretical aspects and research applications. Transylvanian Journal of Psychology, 10, 16–49.

Tzuriel, D. (2014). In memoriam: Reuven Feuerstein — A giant of cognitive psychology. Journal of Cognitive Education and Psychology, 13, 289–291.

Tzuriel, D. (2015). Dynamiká diagnostika učebniho potenciálu: Teoretcke a vyzkumne pohledy. Psychologie Pro Praxi, 1–2, 9–35.

Remer, D. & Tzuriel, D. (2015). 'I teach better with the puppet' — Use of puppetry as a mediating tool in kindergarten education: An evaluation. American Journal of Educational Research, 3, 356–365.

Tzuriel, D. (2016). Mediated learning experience. Hebrew Encyclopedia.

Tzuriel, D. & Shamir, A (2016). Peer mediation. Hebrew Encyclopedia.

Passig, D., Tzuriel, D. & Eshel-Kedmi, G. (2016). Improving children's cognitive modifiability by dynamic assessment in 3D immersive virtual reality environments. Computers & Education, 95, 296–308.

Isman, E. B. & Tzuriel, D. (2016). Mediated learning experience strategies and the religiosity of Jewish women in a three-generational perspective. Megamot, 50, 81–107.

Zalsman, G., Siman Tov, Y., Tzuriel, D., Shoval, G., Barzilai, R., Tiech Fire, N. & Mann, J.J. (2016). Psychological autopsy of seventy high school suicides: Combined qualitative/quantitative approach. European Psychiatry, 38, 8–14.

Tzuriel, D., Isman, E., Klung, T. & Haywood, H.C. (2017). Effects of teaching classification on classification, verbal conceptualization and analogical reasoning in children with developmental language delays. Journal of Cognitive Education and Psychology, 16, 107–124.

Tzuriel, D. & Groman, T. (2017). Dynamic assessment of figurative language of children in the autistic spectrum: The relation to some cognitive and language aspects. Journal of Cognitive Education and Psychology, 16, 38–63.

Tzuriel, D. & Caspi, R. (2017a). Intervention for peer-mediation and mother-child interaction: The effects on children's mediated learning strategies and cognitive modifiability. Contemporary Educational Psychology, 49, 302–323.

Tzuriel, D. & Caspi, R. (2017b). Cross-generational transmission of mediated learning strategies and an intervention for peer mediation. Journal of Applied Developmental Psychology, 52, 138–148.

Tzuriel, D., Schorr-Edelsztein, H. & Bauminger-Zvieli, N. (2018). Modifiability in emotional understanding among children with learning disabilities. Journal of Cognitive Education and Psychology, 17, 135–150.

Feuerstein, R., Tzuriel, D., Cohen, S., Cagan, A., Yosef, L., & Devisheim, H. (2017). Use of dynamic assessment for selection of Israeli students of Ethiopian origin to universities. Proceedings of CICE, University of Toronto.

Tzuriel, D. & Shomron, V. (2018). The effects of mother–child mediated learning strategies on cognitive modifiability and psychological resilience of children with learning disability. British Journal of Educational Psychology, 88, 236–260.

Tzuriel, D. & Remer, R. (2018). Mediation with a puppet: The effects on teachers' mediated learning strategies and children's motivation in regular and special education kindergartens. Journal of Learning and Instruction, 58, 295–304.

Bauminger, N., Alon, M., Brill, A., Schorr-Edelsztein, H., Tzuriel, D., Tubul, G. & Al-Yagon, M. (2019). Social information processing among children with ASD, SLD, and typical development: The mediational role of language capacities. Journal of Special Education, 1–13.

Feuerstein, R., Tzuriel, D., Cohen, S., Cagan, A., Yosef, L., Devisheim, H., Falik, L., & Goldenberg, R. (2017). Integration of Israeli students of Ethiopian origin in Israeli universities. Journal of Cognitive Education and Psychology, 18, 18–34.

Tzuriel, D. & Hanuka-Levy, D. (2019). Mother-child and siblings' mediated learning strategies in families with and without children with intellectual disability. Research in Developmental Disabilities, 95, 1–12.

Taragin, D., Tzuriel, D., & Vakil, E. (2019). Mental rotation: The effects of processing strategy, gender and task characteristics on children's accuracy, reaction time and eye movements' pattern. Journal of Eye Movement Research.

Tzuriel, D. & Mandel, R. (2020). Parent-child math discourse (MDS) and children's math thinking in early childhood. Journal of Cognitive Education and Psychology.

Tzuriel, D. (2020). Dynamic cognitive assessment for preschool-age children. In Oxford Encyclopedia of Educational Psychology. Oxford University Press.

Tzuriel, D., Eshel-Kedmi, G. & Passig, D. (2021). Cognitive modifiability in 3D-IVR and 2D computerized environments: The effects of rotation of information resources and shift of viewing angles. Sustainability, 13, 3520.

Tzuriel, D. et al. (2021). Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students. International Journal of School and Educational Psychology.

Dvolatzki, T., Feuerstein, R.S., Manor, D., Cohen, S., Devisheim, H., Inspector, M., Eran, A. & Tzuriel, D. (2021). Changes in brain volume resulting from cognitive intervention by means of the Feuerstein Instrumental Enrichment Program in older adults with mild cognitive impairment (MCI): A Pilot Study. Brain Sciences, 11, 1637.

Tzuriel, D., Hanuka Levy, D. & Kashy-Rosenbaum, G. (2022). Dynamic assessment of self-regulation and planning behavior. Frontiers in Education, 7, 885170.

Tzuriel, D. (2022). Construction versus closed analogies: Effects of mediation and relation to working memory. Formazione & Insegnamento, XX–2s, 34–49.

Tzuriel, D. (2024). Analogical thinking modifiability, math performance, and math processing strategy. Frontiers in Educational Psychology, 15.

Tzuriel, D., Weiss, T. & Kashy-Rosenbaum, G. (2024). The effects of working memory training on working memory, self-regulation, and analogical reasoning of preschool children. British Journal of Educational Psychology, 84(4), 1132–1160.

Tzuriel, D., Hanuka-Levi, D., & Weiss, T. (2026). The working memory modifiability: Effects of mediation on working memory and analogical thinking. Acta Psychologica, 262, 106061.

Tzuriel, D., & Hanuka-Levi, D. (2026). Computerized dynamic assessment of seriational thinking modifiability: Effects of mediation on seriation and readiness for math among kindergarten and grade 1 children. British Journal of Educational Psychology.

Tanami, Y. & Tzuriel, D. (2026). Prediction of math achievements by executive functions and math self-efficacy among grade 12 students in three study levels. Frontiers in Education, 11, 1696182.