Arbitman-Smith, R., & Haywood, H. C. (1980). Cognitive education for learning-disabled adolescents. Journal of Abnormal Child Psychology, 8(1), 51-64.<a href="https://doi.org/10.1007/BF00918161" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1007/BF00918161</a>
Ashman, A. F., & Conway, R. N. F. (1989). Teaching planning skills in the classroom: the development of an integrated model. International Journal of Disability, Development and Education, 36(3), 225-240.<a href="https://doi.org/10.1080/0156655893603005" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/0156655893603005</a>
Ashman, A. F., & Conway, R. N. F. (1997). Cognition and cognitive concepts. In An introduction to cognitive education: Theory and applications (pp. 41-61). London, UK: Routledge.
Binet, A., & Simon, T. (1916). The development of intelligence in the child. The development of intelligence in children. Baltimore, MD: Williams & Wilkins.
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663.<a href="https://doi.org/10.1111/j.1467-8624.2007.01019.x" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1111/j.1467-8624.2007.01019.x</a>
Budoff, M. (1987a). The validity of learning potential assessment. In C. S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential (pp. 52-81). New York: Guilford Press.
Budoff, M. (1987b). Measures for assessing learning potential. In C. S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential (pp. 173-195). New York: Guilford Press.
Buchel, F. P., & Scharnhorst, U. (1993). The learning potential assessment device (LPAD): discussion of theoretical and methodological problems. In J. H. M. Hamers, K. Sijtsma, & A. J. J. M. Ruijssenaars (Eds.), Learning Potential assessment: Theoretical, methodological and practical issues (pp. 13-18). Amsterdam: Swets, Zeitlinger.
Campione, J. C., & Brown, A. L. (1987). Linking dynamic assessment with school achievement. In C. S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential (pp. 82-109). New York: Guilford Press.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.<a href="https://doi.org/10.1111/j.1467-9280.2005.01641.x" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1111/j.1467-9280.2005.01641.x</a>
Dzuka, J., & Kovalcikova, I. (2008b). Sociálne znevýhodňujúce prostredie a dieťa zo sociálne znevýhodňujúceho prostredia, pojem a definícia. Československá psychologie, 52(6), 633-637.
Ferrara, R. A., Brown, A. L., & Campione, J. C. (1986). Children’s learning and transfer of inductive reasoning rules: Studies of proximal development. Child development, 57(5), 1087-1099.<a href="https://doi.org/10.2307/1130433" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.2307/1130433</a>
Ferrer, E., McArdle, J. J., Shawitz, B. A., Holahan, J. N., Marchione, K., & Shawitz, S. E. (2007). Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence. Developmental Psychology, 43, 1460-1473.<a href="https://doi.org/10.1037/0012-1649.43.6.1460" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1037/0012-1649.43.6.1460</a>
Feuerstein, R. (1970). A dynamic approach to causation, prevention, and alleviation of retarded performance. In C. Haywood (Ed.), Social-cultural aspects of mental retardation. New York: Appleton Century Crofts.
Feuerstein, R., Feuerstein, R. S., Falik, L. H., & Rand, Y. (2002). The dynamic assessment of cognitive modifiability: The learning propensity assessment device, theory, instruments, and techniques. Jerusalem, Israel: ICELP Press.
Filickova, M., Kovalcikova, I., & Ropovik, I. (2015). The role of simultaneous and successive processing in EFL reading. International Journal of Psychology. Advance Online Publication.
Greenberg, K. H. (2000). Attending to hidden needs: The cognitive enrichment advantage perspective. Educational and Child Psychology: Psychological Influences upon Educational Intervention, 17(3), 51-69.<a href="https://doi.org/10.53841/bpsecp.2000.17.3.51" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.53841/bpsecp.2000.17.3.51</a>
Greenfield, P. M. (1997). You can’t take it with you: Why ability assessments don’t cross cultures. American psychologist, 52(10), 1115-1124.<a href="https://doi.org/10.1037/0003-066X.52.10.1115" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1037/0003-066X.52.10.1115</a>
Guthke J. (1993). Developments in learning potential assessment. In J. H. M. Hamers & K. Sijtsma (Eds.), Learning potential assessment: Theoretical, methodological and practical issues (pp. 43-67). Amsterdam: Swets & Zeitlinger.
Hansen, A. (2009). Basic conceptual systems (BCSs) - tools for analytic coding, thinking and learning: A concept teaching curriculum in Norway. Thinking Skills and Creativity, 4(3), 160-169.<a href="https://doi.org/10.1016/j.tsc.2009.09.001" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.tsc.2009.09.001</a>
Haywood, H. C. (1977). A cognitive approach to the education of retarded children. Peabody Journal of Education, 54(2), 110-116.<a href="https://doi.org/10.1080/01619567709538116" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/01619567709538116</a>
Haywood, H. C. (2004). From the editor: Current concepts in cognitive development and education: A topical issue. Journal of Cognitive Education and Psychology, 4(2), 181-182.<a href="https://doi.org/10.1891/194589504787382802" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1891/194589504787382802</a>
Haywood, H. C., & Tzuriel, D. (2002). Applications and challenges in dynamic assessment. Peabody Journal of Education, 77(2), 38-61.<a href="https://doi.org/10.1207/S15327930PJE7702_5" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1207/S15327930PJE7702_5</a>
Jitendra, A. K., & Kameenui, E. J. (1994). A review of concept learning models: Implications for special education practitioners. Intervention in School and Clinic, 30(2), 91-98.<a href="https://doi.org/10.1177/105345129403000205" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/105345129403000205</a>
Karpov, Y. (2008). Do all dynamic assessment techniques assess learning potential? Journal of Cognitive Education and Psychology, 7(3), 411-418.<a href="https://doi.org/10.1891/194589508787724132" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1891/194589508787724132</a>
Kirby, J. R., & Robinson, G. W. (1987). Simultaneous and successive processing in reading disabled children. Journal of Learning Disabilities, 20(4), 243-252.<a href="https://doi.org/10.1177/002221948702000409" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/002221948702000409</a>
Klauer, K. (1987). Criterion-referenced testing: The inference to the item pool. Zeitschrift für differentielle und diagnostische Psychologie, 8, 141-147.
Klauer, K. J., & Phye, G. D. (1995). Fallbuch der klinischen Psychologie: Modelle psychischer Storungen. Einzelfallstudien zum Lehrbuch der klinischen Psychologie. Germany: Hogrefe, Verlag fur Psychologie.
Kolb, D. A., Boyatzis, R., & Mainemelis, C. (2000). Experiential learning theory: Previous research and new directions. In R. J. Sternberg, & L. F. Zhang (Eds.), Perspectives on cognitive learning and thinking styles. New Jersey: Lawrence Erlbaum.
Kozulin, A. (1999). Profiles of immigrant students` cognitive performance on Raven`s progressive matrices. Perceptual and Motor Skills, 87(3), 1311-1314.
Lebeer, J., Candeias, A., & Gracio, M. L. (2011). With a different glance. Dynamic assessment and functioning of children oriented at development & inclusive learning. Belgium: Garant Publishers.
Lidz, C. S. (1992). Dynamic assessment: Some thoughts on the model, the medium, and the message. Learning and individual differences, 4(2), 125--36.<a href="https://doi.org/10.1016/1041-6080(92)90009-4" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/1041-6080(92)90009-4</a>
Lovett, M. W., Lacerenza, L., & Borden, S. B. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33(5), 458-476.<a href="https://doi.org/10.1177/002221940003300507" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/002221940003300507</a>
Luther, M., & Wyatt, F. (1996). A comparison of Feuerstein’s method of (LPAD) assessment with conventional IQ testing on disadvantaged North York high school students. In M. Luther, E. Cole, & P. Gamlin (Eds.), Dynamic assessment for instruction: From theory to application (pp. 168-181). Ontario: Captus Press.
Malda, M., Van de Vijver, F. R., Srinivasan, K., Transler, C., Sukumar, P., & Rao, K. (2008). Adapting a cognitive test for a different culture: An illustration of qualitative procedures. Psychology Science Quarterly, 50(4), 451-468.
Meeker, M. (1965). A procedure for relating Stanford Binet behavior samplings to Guilford’s structure of the intellect. Journal of School Psychology, 3(3), 26-36.<a href="https://doi.org/10.1016/0022-4405(65)90037-3" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/0022-4405(65)90037-3</a>
Miles, D., & Forcht, J. P. (1995). Mathematics strategies for secondary students with learning disabilities or mathematics deficiencies: A cognitive approach. Intervention in School and Clinic, 31, 91-96.<a href="https://doi.org/10.1177/105345129503100205" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/105345129503100205</a>
Minnaert, A. (2002). Alternative assessment of students’ domain-specific learning competencies in the transition of secondary to higher education. In G. M. Van der Aalsvoort, W. C. M. Resing, & A. J. J. M. Ruijssenaars (Eds.), Learning potential assessment and cognitive training: Actual research and perspectives in theory building and methodology (Volume 7, pp. 335-351). Amsterdam: JAI.
Nyborg, M. (1993). Pedagogy: The study of how to provide optimum conditions of learning for persons who may differ widely in pre-requisites for learning. Norway: Nordisk undervisningsforlag.
Paour, J. L., & Soavi, G. (1992). A case study in the induction of logic structures. In H. C. Haywood, & D. Tzuriel (Eds.), Interactive Assessment (pp. 419-442). New York: Springer.
Primi, R., Ferrão, M. E., & Almeida, L. S. (2010). Fluid intelligence as a predictor of learning: A longitudinal multilevel approach applied to math. Learning and Individual Differences, 20(5), 446-451. <a href="https://doi.org/10.1016/j.lindif.2010.05.001" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.lindif.2010.05.001</a>
Rand, Y., & Kaniel, S. (1987). Group administration of the LPAD. In C. S. Lidz (Ed.), Dynamic assessment: an interactional approach to evaluating learning potential (pp. 196-214). NewYork: The Guilford Press.
Resing, W. C. M. (2013). Dynamic testing and individualized instruction: Helpful in cognitive education? Journal of Cognitive Education and Psychology, 12(1), 81-95.<a href="https://doi.org/10.1891/1945-8959.12.1.81" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1891/1945-8959.12.1.81</a>
Resing, W. C. M., Roth, J. M., & Van der Werf, T. J. M. (2002). Learning potential assessment and cognitive training in inductive reasoning: emergent relationship? In G. M. Van der Aalsvoort, W. C. M. Resing, & A. J. J. M. Ruijssenaars (Eds.), Learning potential assessment and cognitive training: actual research and perspectives in theory building and methodology (Volume 7, pp. 175-208). Amsterdam: JAI.
Sawyer, R. K. (2006). Educating for innovation. In A. Craft, & R. Wegerif (Eds.), The International Journal of Thinking Skills and Creativity, 1(1), 41-48.<a href="https://doi.org/10.1016/j.tsc.2005.08.001" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.tsc.2005.08.001</a>
Stanovich, K. E., Cunningham, A. E., & Freeman, D. (1984). Intelligence, cognitive skills and early reading progress. Reading Research Quarterly, 14, 278-303.<a href="https://doi.org/10.2307/747822" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.2307/747822</a>
Sternberg, R. J. (2013). Introduction to the special issue. Journal of Cognitive Education and Psychology, 12, (1), 4-5.<a href="https://doi.org/10.1891/1945-8959.12.1.4" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1891/1945-8959.12.1.4</a>
Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic Testing: The nature and measurement of learning potential. Cambridge: Cambridge University Press.
Stevenson C. E. (2012). Puzzling with potential. Dynamic testing of analogical reasoning in children (Doctoral dissertation, Leiden University). Amsterdam, the Netherlands: Ipskamp Drukkerij.
Swanson, H. L., & Lussier, C. M. (2001). A selective synthesis of the experimental literature on dynamic assessment. Review of Educational Research, 71(2), 321-363.<a href="https://doi.org/10.3102/00346543071002321" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.3102/00346543071002321</a>
Taub, G., Floyd, R. G., Keith, T. Z., & McGrew, K. S. (2008). Effects of general and broad cognitive abilities on mathematics. School Psychology Quarterly, 23(2), 187-198.<a href="https://doi.org/10.1037/1045-3830.23.2.187" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1037/1045-3830.23.2.187</a>
Tzuriel, D. (2001). Dynamic assessment of young children. New York, NY: Kluwer Academic/Plenum Press.<a href="https://doi.org/10.1007/978-1-4615-1255-4" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1007/978-1-4615-1255-4</a>
Tzuriel, D. (2002). Cognitive education: The menace and the hope. In G. M. Van der Aalsvoort, W. C. M. Resing, & A. J. J. M. Ruijssenaars (Eds ), Learning potential assessment and cognitive training: actual research and perspectives in theory building and methodology (Volume 7, pp. 355-363). Amsterdam: JAI.
Tzuriel, D., & Klein, P. S. (1987). Assessing the young child: Children’s analogical thinking modifiability. In C. S. Lidz (Ed.). Dynamic assessment: an interactional approach to evaluating learning potential (pp. 268-287). New York: Guilford Press.
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.<a href="https://doi.org/10.1348/000709905X84279" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1348/000709905X84279</a>
Ukrainetz, T. W., Harpell, S., Walsh, C., & Coyle, C. (2000). A preliminary investigation of dynamic assessment with Native American kindergartners. Language, speech and hearing services in schools, 31(2), 142-154.<a href="https://doi.org/10.1044/0161-1461.3102.142" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1044/0161-1461.3102.142</a>
Wolf, O. T., Schommer, N. C., Hellhammer, D. H., Reischies, F. M., & Kirschbaum, C. (2002). Moderate psychosocial stress appears not to impair recall of words learned four weeks prior to stress exposure. Stress: The International Journal on the Biology of Stress, 5(1), 59-6410.1080/102538902900012332