scholarly journals Dynamic Assessment: Mechanisms Underlying Cognitive Modifiability

2017 ◽  
Vol 03 (01) ◽  
Author(s):  
Hiwa Weisi ◽  
Khosro Bahramlou
Keyword(s):  
Dynamic Assessment ◽  
Cognitive Modifiability

Mediated Learning Experience and Cognitive Modifiability

2013 ◽  
Vol 12 (1) ◽  
pp. 59-80 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Teaching Style ◽  
Mediated Learning ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
The Impact

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 facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.

The Interplay between Language Skills and Dynamic Assessment

2016 ◽  
Vol 8 (2) ◽  
pp. 141 ◽  
Author(s):  
Farzaneh Shakki ◽  
Ali Derakhshan ◽  
Roya Sedigh Ziabari
Keyword(s):  
Learning Style ◽  
Cultural Theory ◽  
Language Skills ◽  
Dynamic Assessment ◽  
Assessment Method ◽  
Proximal Development ◽  
Static Tests ◽  
Traditional Assessment ◽  
Class 1 ◽  
Cognitive Modifiability

<p class="1"><span lang="X-NONE">Dynamic assessment (DA), as a pro-learning style of assessment, has been investigated in the educational literature for three decades or more. DA has been encouraged by the dearthof conventional static tests to prepare precise information about the individual’slearning abilities, change processes, specific deficient functions, and mediationalstrategies that are in charge for cognitive modifiability. DA, strongly rooted in Socio-cultural Theory (SCT) and Zone of Proximal Development (ZPD), is essentially defined as an approach which takes into account personal differences and their uses for teaching which accepts intervention in the assessment method.</span><span lang="X-NONE">As stated by Lantolf and Poehner (2011), both collaborative functioning and interaction with others in DA differentiates it from traditional assessment. In DA processes, the emphasis is on the process rather than the products of learning. The important point is that dynamic assessment, as opposed to non-dynamic assessment (NDA), does not separate teaching from testing but instead takes them into account as two aspects of the same thing. Many authors have offered that DA could be used in all language skills, while others postulated that it cannot be useful in the ordinary classes. Regarding the significant contributions of DA in EFL/ESL contexts, the present paper, therefore, aims to review some important studies that have implemented DA on different language skills and the process of their research. It brings to the fore different theories underlying DA, including SCT and ZPD. It then elucidates two approaches to DA, namely interactionist and interventionist. It finally suggests some strands of research and emphasizes the implications of other studies conducted on the interplay between language skills and DA. </span></p>

Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments

2016 ◽  
Vol 95 ◽  
pp. 296-308 ◽  
Author(s):  
David Passig ◽  
David Tzuriel ◽  
Ganit Eshel-Kedmi
Keyword(s):  
Virtual Reality ◽  
Dynamic Assessment ◽  
Immersive Virtual Reality ◽  
Cognitive Modifiability

Cognitive Modifiability, Emotional–Motivational Factors, and Behavioral Characteristics Among Gifted Versus Nongifted Children

2011 ◽  
Vol 10 (3) ◽  
pp. 253-279 ◽  
Author(s):  
David Tzuriel ◽  
Efrat Bengio ◽  
Gabriella Kashy-Rosenbaum
Keyword(s):  
Function Analysis ◽  
Dynamic Assessment ◽  
Motivational Factors ◽  
Cognitive Behavioral ◽  
Gifted Children ◽  
Behavioral Characteristics ◽  
Enrichment Programs ◽  
Oh Groups ◽  
Complex Figure ◽  
Cognitive Modifiability

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; outstanding-high [OH], n = 31; outstanding-low [OL], n = 35; and typical [T], n = 38) were given a battery of emotional–motivational tests and two DA measures: analogies subtest from the Cognitive Modifiability Battery and Rey’s (1956) Complex Figure test. Several behavioral categories were rated during DA. The G and OH groups were found to be similar on variables of cognitive modifiability and behavioral characteristics, and both were higher than the OL and T groups. The OH group was consistently higher than the G group on emotional–motivational factors. Discriminant function analysis showed that all variables significantly differentiated the four groups. The OH group was similar to the G group on cognitive modifiability but higher on emotional–motivational and cognitive behavioral characteristics. The data raised questions about the conventional procedures of selection of gifted children for enrichment programs.

Book Review: The Dynamic Assessment of Cognitive Modifiability

2006 ◽  
Vol 24 (4) ◽  
pp. 404-407
Author(s):  
Laura Crisp ◽  
Katherine Greenberg
Keyword(s):  
Dynamic Assessment ◽  
Cognitive Modifiability

Mediation Strategies and Cognitive Modifiability in Young Children as a Function of Peer Mediation With Young Children Program and Training in Analogies Versus Math Tasks

2010 ◽  
Vol 9 (1) ◽  
pp. 48-72 ◽  
Author(s):  
David Tzuriel ◽  
Adina Shamir
Keyword(s):  
Young Children ◽  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Control Group ◽  
Mediated Learning ◽  
Teaching Math ◽  
Before And After ◽  
Cognitive Modifiability ◽  
And Training

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. Grade 3 tutors taught kindergarten tutees analogies and math problems. Their interactions were videotaped and analyzed by the Observation of Mediation Interaction scale. Dynamic assessment measures were administered before and after the program. EGT showed higher levels of mediation strategies and cognitive modifiability than did CGT. EGT trained in teaching analogies showed higher mediation strategies and cognitive modifiability than did EGT trained in teaching math. EGT teaching math showed higher levels of mediation strategies than did EGT teaching analogies. EGT showed higher improvement in math than CGT. The findings are discussed in view of the mediated learning experience theory and transfer effects of intervention.

scholarly journals Cognitive Modifiability in 3D-IVR and 2D Computerized Environments: The Effects of Rotation of Information Resources and Shift of Viewing Angles

2021 ◽  
Vol 13 (6) ◽  
pp. 3520
Author(s):  
David Tzuriel ◽  
Ganit Eshel Kedmi ◽  
David Passig
Keyword(s):  
Cognitive Abilities ◽  
Spatial Perception ◽  
Dynamic Assessment ◽  
Information Resources ◽  
Teaching Improvement ◽  
Spatial Characteristics ◽  
Frequency Of Use ◽  
Computer Environment ◽  
Cognitive Modifiability ◽  
Effects Of Rotation

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), on cognitive modifiability as measured in a dynamic assessment (DA) procedure. The DA was composed of modified versions of the Analogies Subtest (AN) from the Cognitive Modifiability Battery (CMB) adapted for the computerized environment and includes pre-teaching, teaching, and post-teaching phases. The analogies contain dimensions of color, number, height, and position. In the teaching phase, children mediated various problem-solving strategies. The sample was composed of children in Grades 1 and 2 (n = 73). They were randomly assigned to either 3D-IVR or 2D conditions. Higher frequency of use of SVA contributed significantly to pre- to post-teaching improvement of analogical thinking. Higher improvements were found in dimensions of height and position than in color and number. The dimensions of height and position are specifically connected to spatial perception, hence the higher improvement. The findings are explained in relation to the importance of the use of SVA and RIR as crucial spatial characteristics for developing cognitive maps formation, and cognitive performance.

Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners

2020 ◽  
Vol 29 (3) ◽  
pp. 1226-1240
Author(s):  
Janet L. Patterson ◽  
Barbara L. Rodríguez ◽  
Philip S. Dale
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Language Impairment ◽  
Dual Language ◽  
Dynamic Assessment ◽  
Dual Language Learners ◽  
Achievement Testing ◽  
Potential Applications ◽  
Language Screening ◽  
Relationship Of

Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.

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