I We are aware of the relativity of our distinction between metacognitive and cognitive mediation in Vygotsky's works. This relativity is due partially to the fact that cognitive and metacognitive processes are not clearly differentiated in cognitive science (Brown, 1987) and also because a sharp separation of these processes may not be justifiable. Vygotsky himself did not differentiate explicitly between metacognitive and cognitive mediation. Thus, discussing the acquisition of scientific concepts (the major type of cognitive mediation of school pupils that we analyze in this article), Vygotsky (1934/1988) also pointed out "metacognitive" outcomes of such acquisition: "Reflective consciousness comes to the child through the portals of scientific concepts" (p. 171).

Dynamic assessment embeds interaction within the framework of a test-intervene-retest approach to psychoeducational assessment. This book offers an introduction to diagnostic assessors in psychology, education, and speech/language pathology to the basic ideas, principles, and practices of dynamic assessment. Most importantly, the book presents an array of specific procedures developed and used by the authors that can be applied to clients of all ages in both clinical and educational settings. The authors discuss their approach to report-writing, with a number of examples to demonstrate how they incorporate dynamic assessment into a comprehensive approach to assessment. The text concludes with a discussion of issues and questions that need to be considered and addressed. Two appendixes include descriptions of additional tests used by the authors that are adapted for dynamic assessment, as well as information about dynamic assessment procedures developed by others and sources for additional information about this approach.

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