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 umbrella of mediated learning and cognitive modifiability. Some topics such as neural plasticity, executive functions, mental rotation, and cognitive education are related to mediated learning, though indirectly, and therefore are included in this book. In many ways the book presents an extension of Vygotsky and Feuerstein’s theories and empirical validation in a variety of family, social and cultural contexts. The book includes a thorough analysis and summary of 50 years of research and methodology of the intimate relation between mediated learning interactions and cognitive modifiability and of dynamic assessment underlying measurement of cognitive modifiability. Special emphasis is given to Tzuriel’s dynamic assessment instruments developed during more than four decades. Tzuriel’s novel instruments are interwoven in the extensive research on parent-child interactions, siblings’ , teachers' and peers' mediation and in validation of dynamic assessment approach and cognitive education programs aimed at development of thinking skills and academic achievements.

Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.

The past two decades have witnessed a proliferation of research dealing with dynamic-interactive assessment as an alternative to conventional psychometric measures. This book establishes dynamic assessment as a useful approach that complements standardized normative tests in portraying an accurate picture of cognitive functioning and offering a more adequate assessment of handicapped persons and persons with learning disabilities.

Written by cognitive education, psychology and child development professors, professionals and practitioners with years of experience in research and development of MLE, this book presents MLE theory for anyone working with children.

Originally developed to help students overcome learning obstacles created by emotional trauma or neurobiological learning disabilities, Reuven Feuersteins work is now used in major cities around the world to support improved thinking and learning by all students. This book is the most up-to-date summary of his thinking and includes accessible descriptions of his tools and methods for cognitive modifiablilty and mediated learning. With dramatic case studies throughout the text, Feuerstein and his co-authors define intelligence as a dynamic force that drives the human organism to change the structure of thinking in order to answer the needs it encounters. They describe in detail the specific skills of the three stages of thinking: input or observation and data-gathering stage; development or processing stage; and output stage, including analysis, synthesis, and communication. They show how student thinking can stall in multiple ways at any of these stages and how intentional mediation can help students restructure their thinking and improve their ability to learn. Similarly to cognitive mediated learning, the authors address mediation of social and emotional skills that impact learning.

Dynamic assessment is a recently developed, interactive approach to psychoeducational assessment that follows a test-intervene-retest format, focuses on learning processes and modifiability, and provides the possibility of direct linkage between assessment and intervention. The second book on the topic by Dr. Lidz, this volume is a hands-on guide that is designed specifically for practitioners who engage in diagnostic assessment related to the functioning of children in school. It reviews and critiques current models of dynamic assessment and presents the research available on these existing models. But primarily, this is a text to help practitioners carry out an actual dynamic assessment procedure. The book includes two comprehensive manuals, each providing theoretical background, descriptions of procedures, forms, and reviews of available research. The first manual describes the Mediated Learning Experience Rating Scale. This scale adapts Feuerstein's concept of MLE, postulated to describe adult activities within an adult-child interaction that facilitate the child's cognitive development. The scale is useful for assessment and consultation with both parents and teachers and, in addition, it also describes the behavior of the assessor during the course of dynamic assessment. The second manual describes the author's model for dynamic assessment. This model rests on a theory of neuropsychological foundations of mental processing as developed by Luria and elaborated by Naglieri and Das. The model preserves the test-intervene-retest format, focuses on learner modifiability and, most significantly, links the assessment with educational interventions. Detailing the implementation of an actual dynamic assessment procedure that is linked with educational interventions, this book is a valuable guide for diagnostic assessors from a wide variety of backgrounds including school, clinical, and counseling psychology, as well as special and regular education and speech and language pathology. PRACTITIONER'S GUIDE TO DYNAMIC ASSESSMENT also serves as a text for advanced graduate courses in assessment.