Associate Professor, Head of the Child Development program

Prof. Esther Adi-Japha

Associate Professor, Head of the Child Development program
Telephone
Office
Building 905 room 409
Reception Hours
Sunday 17:00-18:00
Master study programs
CV

BAR-ILAN UNIVERSITY            FACULTY OF EDUCATION

Curriculum Vita Esther Adi-Japha, PhD

 

EDUCATION

Year

Degree

Department

Institution

1991

B.Sc

Physics and Mathematics

The Hebrew University

1993

M.Sc

Theoretical Physics

The Hebrew University

1998

PhD

Interdisciplinary

Center for Neural Computation

The Hebrew University

1999-2000

Post-Doctoral

Experimental Psychology

University of Bristol, UK

 

 

PhD THESIS:

Drawing movements and their relation to the development of representation in drawings of young children.

SUPERVISORS: 

Prof. Sorin Solomon, Racah Institute of Physics, Hebrew University

 

Prof. Iris Levin, School of Education, Tel-Aviv University. 

 

ACADEMIC AFFILATIONS/APPOINTMENTS       

Year

Appointment

Work Percentage

1996-7

Assistant, School of Occupational Therapy, Hebrew University.

25%

1999-2000

Post-Doctoral, Department of Experimental Psychology, University of Bristol, UK

100%

2001-2004

Lecturer, Department of Behavioral Sciences, Ariel University.

50%

2005-2010

Lecturer, School of Education, Bar-Ilan University.

100%

2011-2015

Senior Lecturer, School of Education, Bar-Ilan University.

100%

2016-2021 Associate Professor, School of Education, Bar-Ilan University. 100%
2022-current Full Professor, School of Education, Bar-Ilan University. 100%

2011

Visiting Scholar, Curry School of Education, University of Virginia

 

2018 Visiting Scholar, Utrecht University, The Netherlands  

2010-2014 and 2016-current

Head of child development unit, School of Education, Bar-Ilan University.

 

 
 

PROFESSIONAL FUNCTIONS: (Memberships/Editorial Activities)

Membership in non-scientific committees- Nonpaid activities:

Contribution to the Society

2014-2016

 

Member of the National forum on learning, Psychological Counseling Service, Ministry of Education

2015-2019

 

 

 

A member of the "Misgarot Tehila" steering committee incorporating the government (Ministry of Labor, Social Affairs and Social Services), JDC (Joint Distribution Committee) and academia for intervention program in Israeli childcare centers.

2016-2017

 

A member of the indicators committee, Early Childhood Education, Ministry of Education.

2018-current

 

Ministry of Education – Preschool Education Department – professional committee.

2020-current

 

A member of the URBAN95 steering committee, promoting the well-being of young children in cities from the prenatal period up to the age of 5. The Bernard Van-Leer Foundation and the Israeli Green Building Council.

2021

 

Ministry of Education – Preschool Education Department –Special Group for testing Corona effects on early childhood education.

Contribution to the School of Education and the Bar-Ilan University

 

School of Education

2008-current

Coordinator – Young researchers club.

2010-2014 and 2016-current

Head, the Child Development Program (30+ students per year)

 

2017-current

In charge of the statistics studies at the School of Education.

 

Bar-Ilan University

2018-current

University Character Committee.

2020-current

The School of Graduate Studies Permanent Committee.

Key role in the national and international scientific community:

Contribution to the scientific society

 

International

2019-2023

 

Coordinator, the European Association for Research on Learning and Instruction (EARLI), SIG 5 (Learning and development in early childhood Special Interest Group)

The coordinator is responsible for the activity of the SIG and organization of its bi-year conference.  SIG 5 has 100 registered members, and about 200 participants in its Bi-year conferences. EARLI SIG 5 Coordinator:

 

National

2009-2011

 

Membership in a research group - Measuring the immeasurable – the Van-Leer Institute

2013-current

 

Organizing committee - The yearly early childhood education university programs workshop

2014-2015

 

 

 

Committee membership - Inequality and education: The effect of rising economic inequality on educational attainment and achievement –The Initiative for Applied Education Research. Israel Academy of Sciences and Humanities

2015

 

 

2015-Current

Member of the Malag (The Council for Higher Education) committee for the approval of the program in early childhood education at the Talpiot College

Organizing committee - The Israeli Conference on Cognition Research - The yearly Israeli conference on cognition research.

Editorial work

2017-current

 

Editorial Board, Frontiers in Psychology, Cognition section – Review Editor.

2019-2020

Editorial Board, Psychological Bulletin, Consulting Editor

2022-2024

Editorial Board, Early Childhood Research Quarterly

Keynote in Conference

2019

Creativity, Utrecht University – The Netherlands: The non-existent object task

2021

Organizer of an Invited Symposium – EARLI 2021 Gothenburg

2022

Invited Symposium EARLI SIG 5 2022 Utrecht. NL.

 

 

AWARDS/GRANT/HONORS

Year

                                                                                                            

1993

Julius Goodman Memorial Prize in Theoretical Physics (Caltech).

1993

Zvi Shindel Prize on Excelling Thesis (Hebrew University). 

1997

The Hebrew University (UK friends) Post-Doctoral Fellowship.

2004

Internal grant of the Sha’arei Tzedek Hospital,

ADHD and Dysgraphia

PI: Ruth Shalev & Esther Adi-Japha

2004

The Gonda Center for Brain Research, Bar-Ilan University, Israel.   

Time domain source localization based on EEG recordings in Epilepsy

PI: Esther Adi-Japha & Miriam Neufeld (Sourasky Medical Center)

2007

Ministry of Science, Israel.                                                                 

Working paper: characterizing and diagnosing children with handwriting difficulties.

PI: Esther Adi-Japha 

(Submitted with Avi Karni, Haifa U. and Hilla Ben Pazi, Shaare Tzedek Medical Center, as researchers)

2011-2012

Ministry of Education, Israel                                                                        

The relation between kindergarten visou-motor skill acquisition and first grade achievements in reading, math, and writing

PI: Esther Adi-Japha

2013-2015

Israel Science Foundation.                                                             

Skill acquisition in kindergarten children compared to second grade students and adults.

PI: Esther Adi-Japha

2016-2017

Israel Science Foundation - Workshop

Procedural and declarative memory, language acquisition, and cognitive processes: developmental trajectories and impairments in monolingual and bilingual children.

PI: Sharon Armon Lotem, Esther Adi-Japha, Carmit Altman, Joel Walters

2018-2019

The Joint – Israel                                                                             

Writing the National Early Childhood Education Curriculum

PI: Esther Adi-Japha

2019-2020

The Mofet Institute                                                                         

Motor Skill Learning across Toddlers with Differing Language Skills

PI: Mona S. Julius (Levinsky collage), Co-PI: Esther Adi-Japha (BIU), Shari DeVeney (University of Nebraska, Omaha, USA)  (Submitted through Levinsky collage)
2020-2021

Bar-Ilan Dangoor Centre for Personalized Medicine

Sad but Happy in Corona Times: The Investigation of a Mixed Emotion Intervention in Preschool Children

PI: Esther Adi-Japha

2020-2021

Bar-Ilan grant for interdisciplinary groups                           

The contribution of musical training to the engineering students specializing in integrated nanoscales circuits.

PI-Esther Adi-Japha
2022-2023

Ministry of Education, Israel                                                                        

Assessment of the instability in early childhood education settings due to the Corona epidemic: Implications for education staff, parents, and children.

PI: Anat Moed and Esther Adi-Japha

2022-2023

National Insurance Research Funds

Early Childhood Allowances and Academic Achievements: The Impact of Allowance Cut in 2003 on Meitzav Test Scores.

PI: Esther Adi-Japha
 

COURSES TAUGHT/TEACING EXPERIENCE 

Title

Year

Type

Level

Sensory-motor development

2005-present

Yearly course

MA

Motor-cognitive development

2012-present

Seminar

MA

Learning memory and attention

2011-present

Term A

MA

Critical periods in infancy

2005-2011

Seminar

BA

Brain and language

2004-present

Term B

BA

Early childhood curricular programs

2004-2011

Yearly course

BA

 

MAIN RESEARCH INTERESTS

1. Long-term procedural memory in children, motor-skill acquisition.

2. Developmental Disabilities.

3. The effect of child care on children's development

4. Children's drawing and writing skills.

 

Conference organization

April 1997: The brain-mind day, Interdisciplinary Center for Neural Computation, Givat Ram, The Hebrew University of Jerusalem.

December 2007: Esther Adi-Japha & Rachel Ben-Ari. Language and artwork: Children's interpretation of their production. An exhibition (Curator: Noa Tal), and an evening session, Psychology Department, Bar-Ilan University, Israel.

September 2008: Esther Adi-Japha & Rosario Mantegna. Workshop I: "Large databases in biomedical complex system research"; Workshop II: "Large databases in social and economic complex system research"; The Hebrew University of Jerusalem. A parallel activity to the 4th European Conference of Complex Systems.

July 2011: Esther Adi-Japha & Nira Mashal: Symposium organization: Cognitive Flexibility-  Neural and Educational Aspects. Symposium presented at the International Association for Cognitive Education and Psychology (IACEP) conference, Boston.

Jan. 2013: Symposium organization (with Prof. Shaul Hochstein): learning and transfer in perceptual and motor learning, in children, adults, and neurological impairment. Meeting of the Israeli association for cognitive education, Bar-Ilan University, Israel.

March 2013: Debbie Golden, Dorit Aram, Yael Dayan, & Esther Adi-Japha: The 1st University Early Childhood programs. Haifa University, Israel.

February 2014: Dorit Aram, Yair Ziv, Yael Dayan, & Esther Adi-Japha: The 2nd University Early Childhood programs. Tel-Aviv University, Israel.

July 2014: Symposium organization: Developmental differences in skill learning: from basic science to the clinic. Presented at the Mid-Year conference of the International Neuropsychological Society (ISN), Jerusalem, Israel.

February 2015: Ofra Korat, Esther Adi-Japha, Dorit Aram, Yair Ziv, & Yael Dayan, & Esther Adi-Japha: The 3rd University Early Childhood programs. Bar-Ilan University, Israel.

July 2015: Esther Adi-Japha: Symposium Organization: Language and learning in autistic spectrum disorder, intellectual disability, and specific language impairment. Symposium presented at the International Association for Cognitive Education and Psychology (IACEP) conference, Greece.

February 2016: Yael Dayan, Ofra Korat, Esther Adi-Japha, Dorit Aram, & Yair Ziv: The 4th University Early Childhood programs. The Hebrew University, Israel.

February 2017: Yair Ziv, Dorit Aram, Yael Dayan, & Esther Adi-Japha: The 5th University Early Childhood programs. Haifa University, Israel.

February 2017: Esther Adi-Japha, Shahar Arzy, Morre Goldsmith, Nurit Gronau, Dominique Lamy, Nachshon Meiran. Fourth Conference on Cognition Research of the Israeli Society for Cognitive Psychology, Akko, Israel.

February 2017: Symposium organization: Procedural learning. Fourth Conference on Cognition Research of the Israeli Society for Cognitive Psychology, Akko, Israel.   

March 2017: ISF Workshop- Sharon Armon Lotem, Esther Adi-Japha, Carmit Altman, Joel Walters. Procedural and declarative memory, language acquisition, and cognitive processes: developmental trajectories and impairments in monolingual and bilingual children. Bar-Ilan University, Israel.

September 2017: Symposia organization: The role of play in advancing child learning and well-being. European Association for Research on Learning and Instruction (EARLI), 17th Biennial, Tampere. Finland.

February 2018: Dorit Aram, Yair Ziv, Yael Dayan, & Esther Adi-Japha: The 6th University Early Childhood programs. tEL-aVIV University, Israel.

February 2018: Esther Adi-Japha, Shahar Arzy, Morre Goldsmith, Nurit Gronau, Dominique Lamy, Nachshon Meiran. Fifth Conference on Cognition Research of the Israeli Society for Cognitive Psychology, Akko, Israel.

February 2019: Dorit Aram, Yair Ziv, Yael Dayan, & Esther Adi-Japha: The 6th University Early Childhood programs. tEL-aVIV University, Israel.

February 2019: Esther Adi-Japha, Shahar Arzy, Morre Goldsmith, Nurit Gronau, Dominique Lamy, Nachshon Meiran. Sixth Conference on Cognition Research of the Israeli Society for Cognitive Psychology, Akko, Israel.

February 2019: Esther Adi-Japha & Yafit Gabay: Symposia organization: Implicit Learning: Re-Examining some Fundamental Assumptions. Akko, Israel.

March 2019: Yafit Gabay & Esther Adi-Japha: Symposia organization: Learning Processes in Neurodevelopmental Disorders. International Convention on Psychological Science, Paris.  

February 2020: Esther Adi-Japha, Boaz Ben David, Morre Goldsmith, Nurit Gronau, Dominique Lamy, Yoav Kessler, Yoni Pertzov. Seventh Conference on Cognition Research of the Israeli Society for Cognitive Psychology, Akko, Israel.

July 2020: Esther Adi-Japha, European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 5 (Learning and development in early childhood). Bar-Ilan University, Israel. Due to Covid-19 situation, Virtual conference.

July 2020: Esther Adi-Japha, European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 5 (Learning and development in early childhood). Utrecht, The Netherlands. 

 

Ad-hoc reviewer

Journals (Alphabetic order): Animal Cognition; Applied Psycholinguistics; Autism Research and Treatment; Behavioral and Brain Sciences; BioMed Central Neuroscience; British Journal of Developmental Psychology; Child Development; Cognitive Development; Conciseness and Cognition; Cortex; Developmental Psychology; Early Childhood Research Quarterly; Frontiers in Psychology; Frontiers in Human Neuroscience; Infant Behavior and Development; Journal of Experimental Child Psychology; Language, Speech, and Hearing Services in Schools; Neuroscience & Biobehavioral Reviews; Neurobiology of Learning and Memory; Neuropsychology; Perceptual and Motor Skills; PLoS ONE; Psychiatry Research; Psychonomic Bulletin & Review; Research in Developmental Disabilities.

Institutions (Alphabetic order): German-Israel Foundation (GIF); Israel Science Foundation (ISF); Ministry of Education (Chief scientist); National Institute for Psychobiology (Israel).

 

Patents

Teicher, M., Zilbershtain, A., & Adi-Japha, E. (2006). International application (9/7/2006) No. IL2006/000790 "Method and system for processing an electroencephalograph (EEG) signal".  2009 – U.S. Patent Application No. 11/988,366.

 

List of Publication  

Refereed Journals

1. Adi, E., Hasenbusch, M., Marcu, M., Pazzy, E., Pinn, K., & Solomon, S. (1994). Monte Carlo simulation of 2D quantum Gravity as open dynamically triangulate random surfaces. Physics Letters B, 320, 227-233.

2. Adi, E. & Solomon, S. (1994). The solution to Wheeler-DeWitt is eight. Physics Letters B 336, 152-156.

3. Adi-Japha, E., levin, I., & Solomon, S. (1998). Emergence of representation in drawing: the relation between kinematic and referential aspects. Cognitive Development, 13, 25-51.

4. Adi-Japha, E. & Freeman, N. H. (2000). Regulation and division of labor between cognitive systems controlling action. Cognition, 76, 1-11.

5. Adi-Japha, E. & Freeman, N. H. (2001). Development of differentiation between writing and drawing systems. Developmental Psychology, 37, 101-114.

6. Adi-Japha, E., Landau, Y., Frenkel, L., Teicher, M., Gross-Tzur, V., & Shalev, R. S. (2007). ADHD and Dysgraphia: Underlying mechanisms. Cortex, 43, 700-709.

7. Dorfberger, S., Adi-japha, E., & Karni, A. (2007). Reduced susceptibility to interference in the consolidation of motor memory before adolescence, Plos ONE, 2(2): e240.

8. Meiran, N., Kessler, Y., & Adi-Japha, E. (2008). Control by action representation and input selection (CARIS): a framework for task switching involving speeded perceptual classification. Psychological Research, 72, 473-500.

9. Adi-Japha, E., Karni, A., Parnes, A., Loewenschuss, I., & Vakil, E. (2008). A shift in task routines during the learning of a motor skill: group averaged data may mask critical phases in the individuals' acquisition of skilled performance. Journal of Experimental Psychology: Learning Memory and Cognition, 34, 1544-1551.

10. Stern, Y., Neufeld, M. Y., Kipervasser, S., Zilberstain, A., Fried, I., Teicher, M., & Adi-Japha, E. (2009). Source localization of temporal lobe epilepsy using PCA-LORETA analysis on ictal EEG recordings. Journal of Clinical Neurophysiology, 26, 109-116.   

11. Ben Pazi, H., Lossos, A., & Adi-Japha, E. (2009). Primary and secondary writing disorders in children, Harefuah, 148, 515-519 [in Hebrew].

12. Dorfberger, S., Adi-Japha, E., & Karni, A. (2009). Sex differences in motor performance and motor learning:  Age and experience make the difference. Behavioural Brain Research, 198, 165-171.

13. Adi-Japha, E., & Klein P. S. (2009). Relationship between parenting quality and cognitive performance of children experiencing varying amounts of childcare. Child Development, 80, 893-906.  

14. Arzy, S., Adi-Japha, E., & Blanke, O. (2009). The mental time line: an analogue of the mental number line in the mapping of life events. Consciousness and Cognition, 18, 781-785.

15. Klein, P. S., Adi-Japha, E., & Hakak-Benizri S. (2010). Mathematical thinking of kindergarten boys and girls; similar achievements, different contributing processes. Educational Studies in Mathematics, 73, 233-246.   

16. Adi-Japha, E., Banbrich-Artzi, J., & Libnawi, A. (2010). Cognitive flexibility in drawings of bilingual children. Child Development, 81, 1356-1366. 

17. Klein, P. S., Adi-Japha, E., & Rosenthal V. (2010). Maternal teaching behavior and pre-verbal development of children with Down syndrome. Down Syndrome Research and Practice, Doi:10.3104/reports.2105.

18. Dorfberger, S., Adi-Japha, E., & Karni, A. (2010). Low selectivity in the consolidation of motor memory before adolescence: Reduced susceptibility to interference. Research in teacher training, Gordon academic college of education, 12, 169 – 183. [Hebrew] 

19. Arzy, S., Arzuan, Y., Adi-Japha, E., Solomon, S., & Blanke, O. (2010).The "intrinsic" system in the human cortex and self-projection: a data driven analysis. NeuroReport, 21, 569–574.   

20. Adi-Japha, E., Fox, O., & Karni, A. (2011). Atypical acquisition and atypical expression of memory consolidation gains in a motor skill in young female adults with ADHD. Research in Developmental Disabilities, 32, 1011-1020

21. Adi-Japha, E., Strulovich-Schwartz, O., & Julius, M. (2011). Delayed motor skill acquisition in children with language impairment. Research in Developmental Disabilities, 32, 2963-2971.   

22. Hedenius, M., Persson, J., Tremblay, A., Adi-Japha, E., Veríssimo, J., Dye, C.D., Alm, P., Jennische, M., Tomblin, J. B., & Ullman, M.T. (2011). Grammar predicts procedural learning and consolidation deficits in children with specific language impairment. Research in Developmental Disabilities, 32, 1011-1020.  

23. Dorfberger, S., Adi-Japha, E., & Karni, A. (2012). Sequence specific motor performance gains after memory consolidation in children and adolescents. PLoS ONE, 7, e28673.  

24. Adi-Japha, E., Badeer, R., Dorfberger S., & Karni, A. (2014).  Rapid Motor Memory Stabilization in Childhood. Developmental Science, 17, 424-433.

25. Fox, O., Adi-Japha, E., & Karni, A. (2014).  A skipped dose (placebo) of methylphenidate can reduce motor skill acquisition but not retention in adolescents with Attention Deficit Hyperactivity Disorder. European Neuropsychopharmacology, 24, 391-396.

26. Adi-Japha, E., & Abu-Asba, H. (2014). Learning, Forgetting, and Relearning: Skill Learning in Children with Language Impairment (2014). American Journal of Speech Language Pathology, 23, 696-707. 

27. Julius, S. M. & Adi-Japha E. (2015). Learning of a simple grapho-motor task by young children and adults: Similar acquisition but age-dependent retention, Frontiers in Psychology. DOI: 10.3389/fpsyg.2015.00225.

28. Julius, S. M., & Adi-Japha E. (2016). A developmental perspective in learning the mirror-drawing task. Frontiers in Human Neuroscience, 6, 83. doi: 10.3389/fnhum.2016.00083.  

29. Fox, O., Karni, A., & Adi-Japha, E. (2016). The consolidation of a motor skill in young adults with ADHD: shorter practice can be better. Research in Developmental Disabilities, 51-52, 135-144. https://doi.org/10.1016/j.ridd.2016.01.014

30. Iluz, R., Adi-Japha, E., & Klein, P (2016). Identifying child-staff ratios that promote peer skills in child care. Early Education and Development, 27, 1077-10985. https://doi.org/10.1080/10409289.2016.1175240  

31. Adi-Japha, E., & Karni, A. (2016) Time for considering constraints on procedural memory consolidation processes: comment on Pan and Rickard (2015) with specific reference to developmental changes. 2016: Psychological Bulletin, 142, 568-571. https://doi.org/10.1037/bul0000048

32.  Julius, S. M., Meir, R., Shechter-Nissim, Z., & Adi-Japha E. (2016). Children’s ability to learn a motor skill is related to handwriting and reading proficiency. Learning and Individual Differences, 51, 265-272. https://doi.org/10.1016/j.lindif.2016.08.034     

33. Fox, O., Karni, A., & Adi-Japha, E. (2016). The effect of training length on the learning of motor skills in young female adults with ADHD. Movement: Journal of physical education & Sports Sciences, the Academic College at Wingate, 344-376 [Hebrew]

34. Fox, O., Adi-Japha, E., & Karni, A. (2017).  Motor memory consolidation processes in young female adults with ADHD may be less susceptible to interference. Neuroscience Letters, 637, 91-95. https://doi.org/10.1016/j.neulet.2016.11.044 

35. Lifshitz R., Klein, P., & Adi-Japha, E. (2017). Creativity and drawing measures of children in transition from kindergarten to first grade. Derech Efrata: Efrata College, 16. 1-12. [Hebrew]

36. Shohet, C., Shay, M., Almog-Greenberg, C., & Adi-Japha, E. (2018). Early friendships: does a friend’s presence in daycare promote toddlers’ prosocial behavior toward peers? Journal of Experimental Education. 87(3), 517-529. https://doi.org/10.1080/00220973.2018.1496062  

37. Adi-Japha, E., Berke, R., Shaya, N., & Julius, M. S. (2019). Different post-training processes in children's and adults' motor skill learning. PLoS ONE, 14 (1), e0210658. https://doi.org/10.1371/journal.pone.0210658

38. Azaryahu, L., Courey, S. Elkoshi, R. & Adi-Japha, E. (2020). "MusiMath" and “Academic Music”- two music-based intervention programs for fractions learning in fourth grade students. Developmental Science, e12882. https://doi.org/10.1111/desc.12882 

39. Adi-Japha, E & Brestel G. (2020). Motor skill learning in children with Developmental Coordination Disorder.  Research in Developmental Disabilities, 103, 103671. https://doi.org/10.1016/j.ridd.2020.103671    

40. Ganamath, R., Eghbaria-Ghanamah, H., Karni, A. & Adi-Japha, E. (2020). Too short, too long: a limited range of practice 'doses' is best for retaining grapho-motor skill in children. Learning and Instruction, 69, 101351. https://doi.org/10.1016/j.learninstruc.2020.101351

41. Eghbaria-Ghanamah, H., Ganamath, R., Shalhoub-Awwad, Y., Adi-Japha, E , & Karni, A. (2020). Recitation and listening to nursey rhymes in the familiarization with a literary language in kindergarteners: no kids' stuff. Developmental Psychology, 56(12). ‏2195-2211. https://doi.org/10.1037/dev0001124   

42. Kasirer, A., Adi-Japha, E., & Mashal, N. (2020). Verbal and figural creativity in children with autism spectrum disorder and typical development. Frontiers in Psychology11, 559238.

43. Blom, E., Berke, R., Shaya, N., & Adi-Japha, E. (2021). Cognitive flexibility in children with Developmental Language Disorder: drawing of nonexistent objects. Journal of Communication Disorders, 106137. https://doi.org/10.1016/j.jcomdis.2021.106137.  

44. Hollander, C. & Adi-Japha, E. (2021) Second graders’ intentional verbal and grapho-motor skill learning through repetitions: The effects of socio-educational background factors. Frontiers in Psychology,12. https://doi.org/10.3389/fpsyg.2021.687207

45. Eghbaria-Ghanamah, H., Ganamath, R., Shalhoub-Awwad, Y., Adi-Japha, E*, & Karni, A.* (2022). Long-term benefits after a rhyme-repetition based intervention program for kindergarteners: better reading and spelling in the 1st grade. Developmental Psychology. https://doi.org/10.1037/dev0001284

     * Equal contribution    

46. Ganamath, R., Eghbaria-Ghanamah, H., Karni, A.* & Adi-Japha, E.* (2022). Practice Schedule and Testing per se Affect Children's Transfer Abilities in a Grapho-Motor Task. Journal of Experimental Child Psychology. 215, 105323. https://doi.org/10.1016/j.jecp.2021.105323

     * Equal contribution 

47. Ghanamah, R., Eghbaria-Ghanamah, H., Adi-Japha, E.,* & Karni, A.* (2022). Not for kids: 2nd grade school children require more practice than adults to attain long-term gains in a graphomotor task. Cognitive Development, 64, 101246.‏  https://doi.org/10.1016/j.cogdev.2022.101246

    * Equal contribution    

48. Azaryahu, L. & Adi-Japha, E. (2020). "MusiMath" Two Music-Based Intervention Programs for Learning Patterns and Symmetry Journal of Experimental Education. doi: 10.1080/00220973.2020.1799316  

49. Azaryahu, L., Courey, S. Elkoshi, R. & Adi-Japha, E. (June, 2022) "MusiMath" and “Academic Music”- two music-based intervention programs for fractions learning in fourth grade students. ‘Mechkae Veeun BeHinuch Mathematy". In press. [Hebrew

50. Azaryahu, L., Broza, O., Cohen, S., Hershkovitz, S., Adi-Japha, E. (2022-accepted). Development of creative thinking patterns via math and music. Thinking Skills and Creativity. https://www.sciencedirect.com/science/article/abs/pii/S1871187122001973?via%3Dihub

Chapters in Books                                                                                                              

1.    Adi-Japha, E. (2003). The development of writing and drawing as two separate systems. In P. Klein & D. Givon (Eds.), open windows. Tel-Aviv, Israel: Ramot, Tel-Aviv University Press [in Hebrew].

2.   Freeman, N. H., & Adi-Japha, E. (2008). Pictorial intention, action and interpretation. In A. Vinter & C. Lang-Kutner (Eds.) Drawing and Non-Verbal Intelligence. Cambridge, UK: Cambridge University Press, pp.104-120.

3.   Schiff, R., & Adi-Japha, E. (2008). Teaching reading and writing. In P. S. Klien & Yablon B. Y. (Eds.) From research to practice in early childhood education. Jerusalem: The Israeli Academy of Science and Humanities, pp.155-176 [in Hebrew].

4. Adi-Japha, E., Ferman, S., Dorfberger, S., & Karni, A. (2011). Skill acquisition and the formation of long term memory in children and in adults: Is the process more effective in children? In O. Korat & D. Aram (Eds.) Literacy and language: relations, bilingualism and difficulties, p. 109-125. Jerusalem: Magnes, the Hebrew University press [in Hebrew].

5. Adi-Japha, E. The assessment of skill learning in African children (2013). In M. Boivin and B. Giordani (Eds.) Neuropsychology of children in Africa: perspectives on risk and resilience, p. 215-234. New York: Springer.

6. Adi-Japha, E. (2013). Attention deficit hyperactivity disorder, language impairment and developmental coordination disorder, why a high comorbidity exists between these developmental disorders? In P. Klein and D. Givon (Eds.) Attention and concentration skills in early childhood: An interdisciplinary perspective. Tel Aviv: Reches Academy [Hebrew].  

7. Noam Yadlin & Adi-Japha E. (2021). Intervention program for enhancing mixed-emotion understanding and adjustment to a new preschool. In O. Korat and D. Givon (Eds.). Corona days: young children in a period of crisis. Tel Aviv: Reches Academy [in Hebrew].   

 

PAPERS PRESENTED AT SCIENTIFIC CONFERENCES

1. 1993 Spring school in High Energy Physics, Trieste, Italy: The Solution to Wheeler-DeWitt is Eight.

2. 1995 Multiscale Phenomena, Eilat, Israel: The Dynamics of Children's Drawings.

3. 1995 2nd International Summer School in Cognitive Science, Sofia: The Dynamics of Children's Drawings.

4. 1996 the 11th meeting of SCRIPT, Maale Hahamisha, Israel: Precursors to Representation in Scribbles of 2-3 Year Olds.

5. 1997 Multiscale Phenomena, Eilat, Israel: Reductionism in Children's graphic expression.

6. 1997 The 8th biennial conference of the international graphonomics society, Genova,  Italy: Emergence of representation in drawing: the relationship between kinematic and referential aspects.

7. 1999 The 9th biennial conference of the international graphonomics society, Singapore: Development of handwriting as a domain of skilled performance.

8. 2001 The European Sociaty for Cognitive Systems. Special Workshop "Multidisciplinary Aspects of Learning" 17-19 January 2002, Clichy (Paris), France

9. 2002 Eleventh Annual Meeting of the Israeli Sociaty for Neuroscince (ISFN). Eilat, December. Writing and Dysgraphia in ADHD. 

10. 2005 European Association for Research on Learning and Instruction (EARLI), Eleventh Biennial Conference Nicosia Cyprus. The relation between language, drawing and sculpturing: A representational view.   

11. 2006 Society for Neuroscience, 36th annual meeting, Atlanta, USA: Less selective motor memory consolidation in childhood: Reduced susceptibility to interference.    

12. 2007 European Association for Research on Learning and Instruction (EARLI), 12th Biennial, Budapest, Hungary: Less selective motor memory consolidation in childhood: reduced susceptibility to interference.

13. 2008 SigWriting (of EARLI), Lund, Sweden. ADHD and Dysgraphia: Underlying mechanisms.  

14. 2008: Large databases in social and economic complex system research, a parallel workshop activity to the 4th European Conference of Complex Systems, Jerusalem: Large databases vs. Individual analysis.

15. 2009: Society for Research in Child Development (SRCD), Denver, Colorado: Relations between parenting quality and cognitive performance of children experiencing varying amounts of childcare.

16. 2009: Israel Motor Days in Jerusalem, an International Workshop: A shift in task routines during the learning of a motor skill: group averaged data may mask critical phases in the individuals' acquisition of skilled performance.

17.  2010: Measuring the immeasurable Summary of the work of the Israeli research group, Van Lear institute: Cognitive flexibility in drawings of bilingual children.

18. 2011: Society for Research in Child Development (SRCD), Montréal, Canada: Cognitive flexibility in drawings of bilingual children.

19. 2011: International Association for Cognitive Education and Psychology conference, Boston: Cognitive flexibility in drawings of bilingual children; and Relations between parenting quality and cognitive performance of children experiencing varying amounts of childcare.

20. 2012. The Eighth Computational Motor Control Workshop at Ben-Gurion University of the Negev. Motor learning in developmental disabilities.

21.  2013. Society for Research in Child Development (SRCD), Seattle: (a) Using a grpho-motor symbol task for studying skill acquisition in children with language impairment. (b) Four- and 5-year-olds' labeling and drawing of mixed emotions.

22. 2014 The Tenth Computational Motor Control Workshop at Ben-Gurion University: Graphpo-motor skill learning task as a predictor of academic achievements in early school years.

23. 2014: The 1st Israel Society on Cognitive Research, Akko, Israel: Skill learning in children.

24. 2014: International Workshop on Learning and Memory Consolidation, San-Sebastien Spain: Graphpo-motor skill learning task as a predictor of academic achievements in early school years.

25. 2014: Mid-Year conference of the International Neuropsychological Society (ISN), Jerusalem, Israel:

26. 2014. Earli Sig 5- Learning and Development in Early Childhood, Jyväskylä, Finland: and its predictive validity

27. 2014. The Society for the Neurobiology of language, Amsterdam:  Atypical skill acquisition in children with language impairment.

28. 2015. International Association for Cognitive Education and Psychology (IACEP) conference, Greece. Graphpo-motor skill learning task as a predictor of academic achievements in early school years.

29. 16th Biennial Conference Earli 2015 (European Association for Learning and Instriction). The use of representational means in the articulation of scientific knowledge by young children.

30.  2016: Earli Sig 5- Learning and Development in Early Childhood, Porto: Portugal

Identifying child-staff ratios that promote peer skills in child care.

31. 2016: Earli Sig 22- Neuroscience and Education. Amsterdam, the Netherlands. Adjusting learning protocols to aid learning in developmental disorders. 

32. 2016. International conference on memory. Budapest: Hungary. 1. Adjusting skill learning protocols to aid learning and consolidation in developmental disorders. 2. Beyond age: A developmental perspective of the dependence of skill learning on conditions.

33. 17th Biennial Conference Earli 2017 (European Association for Learning and Instruction). 1. Drawing of facial expressions and the understanding of mixed-emotions. 2. Adjusting Skill Learning Protocols to Aid Learning in Developmental Disorders.

Publications

·Azaryahu, L., Broza, O., Cohen, S., Hershkovitz, S., Adi-Japha, E. (2022-accepted). Development of creative thinking patterns via math and music. Thinking Skills and Creativity. https://www.sciencedirect.com/science/article/abs/pii/S1871187122001973?via%3Dihub

·Ghanamah, R., Eghbaria-Ghanamah, H., Adi-Japha, E.,* & Karni, A.* (2022). Not for kids: 2nd grade school children require more practice than adults to attain long-term gains in a graphomotor task. Cognitive Development, 64, 101246.‏  https://doi.org/10.1016/j.cogdev.2022.101246     * Equal contribution

·Ganamath, R., Eghbaria-Ghanamah, H., Karni, A.* & Adi-Japha, E.* (2022). Practice Schedule and Testing per se Affect Children's Transfer Abilities in a Grapho-Motor Task. Journal of Experimental Child Psychologyhttps://doi.org/10.1016/j.jecp.2021.105323  * Equal contribution         

·Eghbaria-Ghanamah, H., Ganamath, R., Shalhoub-Awwad, Y., Adi-Japha, E*, & Karni, A.* (2021). Long-term benefits after a rhyme-repetition based intervention program for kindergarteners: better reading and spelling in the 1st grade. Developmental Psychology. https://doi.org/10.1037/dev0001284  * Equal contribution

·Hollander, C. & Adi-Japh, E. (2021). Second Graders’ Grapho-Motor Skill Learning and Intentional Verbal Learning Through Repetitions: The Effects of Socio-Educational Background Factors. Frontiers in Psychology, 4250. https://doi.org/10.3389/fpsyg.2021.687207

·Blom, E., Berke, R., Shaya, N., & Adi-Japha, E. (2021). Cognitive flexibility in children with Developmental Language Disorder: drawing of nonexistent objects. Journal of Communication Disorders, 106137. https://doi.org/10.1016/j.jcomdis.2021.106137.  

·Azaryahu, L., Courey, S. Elkoshi, R. & Adi-Japha, E. (in press) "MusiMath" and “Academic Music”- two music-based intervention programs for fractions learning in fourth grade students. ‘Mechkar veeyun bachinuch hmathemathie’. [Hebrew]

·Eghbaria-Ghanamah, H., Ghanamah, R., Shalhoub-Awwad, Y., Adi-Japha, E., & Karni, A. (2020). Recitation and listening to nursery rhymes in the familiarization with a literacy language in kindergarteners: Not kids’ stuff. Developmental Psychology, 56(12), 2195–2211. https://doi.org/10.1037/dev0001124

·Kasirer, A., Adi-Japha, E., & Mashal, N. (2020). Verbal and Figural Creativity in Children With Autism Spectrum Disorder and Typical Development. Frontiers in psychology11, 559238. https://doi.org/10.3389/fpsyg.2020.559238

·Azaryahu, L. & Adi-Japha, E. (2020) "MusiMath" - Two Music-Based Intervention Programs for Learning Patterns and Symmetry. Journal of Experimental Education. In press. https://doi.org/10.1080/00220973.2020.1799316

·Ganamath, R., Eghbaria-Ghanamah, H., Karni, A. & Adi-Japha, E (2020). Too short, too long: a limited range of practice 'doses' is best for retaining grapho-motor skill in children. Learning and Instruction, 69, 101351. https://doi.org/10.1016/j.learninstruc.2020.101351

·Adi-Japha, E & Brestel G. (2020). Motor skill learning with impaired transfer by children with
developmental coordination disorder. Research in Developmental Disabilities, 103, 103671. https://doi.org/10.1016/j.ridd.2020.103671

·Azaryahu, L., Courey, S. Elkoshi, R. & Adi-Japha, E (2019).  "MusiMath" and “Academic Music”- two music-based intervention programs for fractions learning in fourth grade students. Developmental Science, e12882. https://onlinelibrary.wiley.com/doi/10.1111/desc.12882

·Adi-Japha, E., Berke, R., Shaya, N., & Julius, M. S. (2019). Different post-training processes in children's and adults' motor skill learning. PLOS ONE, 14(1), e0210658. https://doi.org/10.1371/journal.pone.0210658

·Shohet, C., Shay, M., Almog-Greenberg, C., & Adi-Japha, E. (2019). Early Friendships: Does a Friend’s Presence in Daycare Promote Toddlers’ Prosocial Behavior toward Peers? The Journal of Experimental Education 87 (3), 517-529.   https://doi.org/10.1080/00220973.2018.1496062

·Fox, O., Adi-Japha, E., & Karni, A. (2017).  Motor memory consolidation processes in young female adults with ADHD may be less susceptible to interference. Neuroscience Letters, 637, 91-95. http://dx.doi.org/10.1016/j.neulet.2016.11.044

·Julius, M. S., Meir, R., Shechter-Nissim, Z., & Adi-Japha, E. (2016). Children's ability to learn a motor skill is related to handwriting and reading proficiency. Learning and Individual Differences, 51, 265-272. http://dx.doi.org/10.1016/j.lindif.2016.08.034

·Iluz, R., Adi-Japha, E., & Klein, P (2016). Identifying child-staff ratios that promote peer skills in child care. Early Education and Development, 27, 1077-1098. http://www.tandfonline.com/doi/full/10.1080/10409289.2016.1175240

·Julius, S. M., & Adi-Japha E. (2016) A Developmental Perspective in Learning the Mirror-Drawing Task. Frontiers in Human Neuroscience, 6, 83. doi: 10.3389/fnhum.2016.00083. http://journal.frontiersin.org/article/10.3389/fnhum.2016.00083/full

·Adi-Japha, E., & Karni, A. (2016). Time for considering constraints on procedural memory consolidation processes: comment on Pan and Rickard (2015) with specific reference to developmental changes. Psychological Bulletin, 142, 568-571.

·Fox, O., Karni, A., & Adi-Japha, E. (2016). The consolidation of a motor skill in young adults with ADHD: shorter practice can be better. Research in Developmental Disabilities, 51-52, 135-144. 

·Julius, M. & Adi-Japha E. (2015). Learning of a simple grapho-motor task by young children and adults: Similar acquisition but age-dependent retention, Frontiers in Psychology, 10, 225DOI: 10.3389/fpsyg.2015.00225; http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00225/abstract

·Adi-Japha, E., & Abu-Asba, H. (2014). Learning, Forgetting, and Relearning: Skill Learning in Children with Language Impairment. American Journal of Speech Language Pathology, 23, 696-707. 

·Adi-Japha, E., Badeer, R., Dorfberger S., & Karni, A. (2014). Rapid Motor Memory Stabilization in Childhood. Developmental Science, 17, 424-433. 

·Fox, O., Adi-Japha, E., & Karni, A. (2014). The effect of a skipped dose (placebo) of methylphenidate on the learning and retention of a motor skill in adolescents with Attention Deficit Hyperactivity Disorder. European Neuropsychopharmacology,  24, 391-396.

·Dorfberger, S., Adi-Japha, E., & Karni, A. (2012). Sequence specific motor performance gains after memory consolidation in children and adolescents. PloS ONE 7(1): e28673. http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0028673

·Hedenius, M., Persson, J., Tremblay, A., Adi-Japha,  E., Veríssimo, J., Dye, C.D., Alm, P.,  Jennische, M ., Tomblin, J.B., & Ullman, M.T. (2011). Grammar predicts procedural learning and consolidation deficits in children with specific language impairment. Research in Developmental Disabilities, 32, 2362-2375.

·Adi-Japha, E., Strulovich-Schwartz, O., & Julius, M. (2011). Delayed motor skill acquisition in children with language impairment. Research in Developmental Disabilities32, 2963-2971.

·Adi-Japha, E., Fox, O., & Karni, A. (2011). Atypical acquisition and atypical expression of memory consolidation gains in a motor skill in young female adults with ADHD. Research in Developmental Disabilities, 32, 1011-1020.

·Arzy, S., Arzuan, Y., Adi-Japha, E., Solomon, S., & Blanke, O. (2010). The "intrinsic" system in the human cortex and self-projection: a data driven analysis. NeuroReport, 21, 569–574.

·Adi-Japha, E., Banbrich-Artzi, J., & Libnawi, A. (2010). Cognitive flexibility in drawings of bilingual children. Child Development81, 1356-1366.

·Klein, P. S., Adi-Japha, E., & Rosenthal V. (2010). Maternal teaching behavior and pre-verbal development of children with Down syndrome. Down Syndrome Research and Practice, Doi:10.3104/reports.2105.

·Klein, P. S., Adi-Japha, E., & Hakak-Benizri S. (2010). Mathematical thinking of kindergarten boys and girls; similar achievements, different contributing processes. Educational Studies in Mathematics73, 233-246.

·Arzy, S., Adi-Japha, E., & Blanke, O. (2009). The mental time line: an analogue of the mental number line in the mapping of life events. Consciousness and Cognition, 18, 781-785.

·Adi-Japha, E., & Klein P. S. (2009). Relationship between parenting quality and cognitive performance of children experiencing varying amounts of childcare. Child Development, 80, 893-906.

·Dorfberger, S., Adi-Japha, E., & Karni, A. (2009). Sex differences in motor performance and motor learning:  Age and experience make the difference. Behavioural Brain Research, 198, 165-171.

·Ben Pazi, H., Lossos, A., & Adi-Japha, E. (2009). Primary and secondary writing disorders in children, Harefuah, 148, 515-519 [in Hebrew].

·Stern, Y., Neufeld, M. Y., Kipervasser, S., Zilberstain, A., Fried, I., Teicher, M., & Adi-Japha, E. (2009). Source localization of temporal lobe epilepsy using PCA-LORETA analysis on ictal EEG recordings. Journal of Clinical Neurophysiology, 26, 109-116.

·Adi-Japha, E., Karni, A., Parnes, A., Loewenschuss, I., & Vakil, E. (2008). A shift in task routines during the learning of a motor skill: group averaged data may mask critical phases in the individuals' acquisition of skilled performance. Journal of Experimental Psychology: Learning Memory and Cognition, 34, 1544-1551.

·Meiran, N., Kessler, Y., & Adi-Japha, E. (2008). Control by action representation and input selection (CARIS): a framework for task switching involving speeded perceptual classification. Psychological Research, 72, 473-500.

·Dorfberger, S., Adi-japha, E., & Karni, A. (2007). Reduced susceptibility to interference in the consolidation of motor memory before adolescence, Plos ONE, 2(2): e240. http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0000240

·Adi-Japha, E., Landau, Y., Frenkel, L., Teicher, M., Gross-Tzur, V., & Shalev, R. S. (2007). ADHD and Dysgraphia: Underlying mechanisms. Cortex, 43, 700-709.

·Adi-Japha, E. & Freeman, N. H. (2001). Development of differentiation between writing and drawing systems. Developmental Psychology, 37, 101-114.

·Adi-Japha, E. & Freeman, N. H. (2000). Regulation and division of labor between cognitive systems controlling action. Cognition, 76, 1-11.

·Adi-Japha, E., levin, I., & Solomon, S. (1998). Emergence of representation in drawing: the relation between kinematic and referential aspects. Cognitive Development, 13, 25-51.

·Adi, E. & Solomon, S. (1994). The solution to Wheeler-DeWitt is eight. Phys. Lett. B 336, 152-156.

·Adi, E., Hasenbusch, M., Marcu, M., Pazzy, E., Pinn, K., & Solomon, S. (1994). Monte Carlo simulation of 2D quantum Gravity as open dynamically triangulate random surfaces. Phys. Lett. B, 320, 227-233.

 

 

Book chapters

Noam Yadlin and Adi-Japha E. (2021). Intervention program for enhancing mixed-emotion understanding and adjustment to a new preschool. In O. Korat and D. Givon (Eds.). Corona days: young children in a period of crisis. Tel Aviv: Reches Academy [in Hebrew].   

·E. Adi-Japha (2013). Attention deficit hyperactivity disorder, language impairment and developmental coordination disorder, why a high comorbidity exists between these developmental disorders? In P. Klein and D. Givon (Eds.) Attention and concentration skills in early childhood: An interdisciplinary perspective. Tel Aviv: Reches Academy [Hebrew].

·E. Adi-Japha (2013). The assessment of skill learning in African children  In M. Boivin and B. Giordani (Eds.) Neuropsychology of children in Africa: perspectives on risk and resilience, p. 215-243. New York: Springer.

·E. Adi-Japha, S. Ferman, S. Dorfberger, & A. Karni (2011). Skill acquisition and the formation of long term memory in children and in adults: Is the process more effective in children? In O. Korat & D. Aram (Eds.) Literacy and language: relations, bilingualism and difficulties, p. 109-125. Jerusalem: Magnes, the Hebrew University Press [Hebrew].

·N. H. Freeman & E. Adi-Japha (2008). Pictorial intention, action and interpretation. In A. Vinter & C. Lang-Kutner (Eds.) Drawing and Non-Verbal Intelligence. Cambridge, UK: Cambridge University Press, pp.104-120.

·R. Schiff & E. Adi-Japha (2008). Teaching reading and writing. In P. S. Klien & Yablon B. Y. (Eds.) From research to practice in early childhood education. Jerusalem: The Israeli Academy of Science and Humanities [Hebrew].

·E. Adi-Japha (2003). The development of writing and drawing as two separate systems. In P. Klein & D. Givon (Eds.), open windows. Tel-Aviv, Israel: Ramot, Tel-Aviv University Press [Hebrew].

 

 

Grants

2022-2023

National Insurance Research Funds

Early Childhood Allowances and Academic Achievements: The Impact of Allowance Cut in 2003 on Meitzav Test Scores.

PI: Esther Adi-Japha

2022-2023

Ministry of Education

Assessment of the instability in early childhood education settings due to the Corona epidemic: Implications for education staff, parents, and children.

PI: Dr. Anat Moed and Prof. Esther Adi-Japha

2020-2021

Bar-Ilan grant for interdisciplinary research

The contribution of musical training to the engineering students specializing in integrated nanoscales circuits.

PI: Prof. Esther Adi-Japha

2020-2021

Bar-Ilan Dangoor Centre for Personalized Medicine

Sad but happy in corona times: The investigation of a mixed emotion  intervention in preschool children

PI: Prof. Esther Adi-Japha

2019-2021

University of Nebraska at Omaha, University Committee for Research and Creative Activities (UCRCA), faculty grant

Motor skill learning across toddlers with differing language skills

PI: Prof. Shari DeVeney (University of Nebraska, Omaha, USA). Co-PI: Dr. Mona S. Julius (Levinsky College), Prof. Esther Adi-Japha (BIU).

2019-2020

The MOFET Institute

Motor Skill Learning across Toddlers with Differing Language Skills

PI: Dr. Mona S. Julius (Levinsky College), Co-PI: Prof. Esther Adi-Japha (BIU), Prof. Shari DeVeney (University of Nebraska, Omaha, USA)  

(Submitted through Levinsky College)

2019

Schnitzer Foundation, Bar-Ilan University

Organization of the 7th yearly conference of the Israeli universities’ early childhood education programs, Bar-Ilan University.

PI: Prof. Esther Adi-Japha

2018-2020

Ministry of Labor, Social Affairs and Social Services

Writing the National Early Childhood Education Curriculum

PI: Prof. Esther Adi-Japha

2016-2017

Israel Science Foundation (ISF): Workshop.

Procedural and declarative memory, language acquisition, and cognitive processes: developmental trajectories and impairments in monolingual and bilingual children

PIs: Prof. Esther Adi-Japha, Prof. Sharon Armon Lotem, Dr. Carmit Altman, Prof. Joel Walters (Submitted through BIU)

2015

Schnitzer Foundation, Bar-Ilan University

Organization of the 3rd yearly conference of the Israeli universities’ early childhood education programs, Bar-Ilan University.

PI: Prof. Esther Adi-Japha

2014-2015

Israel Science Foundation (ISF)

Skill acquisition in kindergarten children compared to second grade students and adults

PI: Dr. Esther Adi-Japha

2014

Rector's grant (for 2011, Very-Good ISF)

2012

Rector's grant (for 2010, Very-Good ISF)

2011-2012

Ministry of Education

The relation between kindergarten visou-motor skill acquisition and first grade achievements in reading, math, and writing

PI: Dr. Esther Adi-Japha

2007

Ministry of Science, Israel

Working paper: characterizing and diagnosing children with handwriting difficulties.

PI: Dr. Esther Adi-Japha 

(Submitted with Prof. Avi Karni, Haifa U. and Dr. Hilla Ben Pazi, Shaare Tzedek Medical Center, as researchers)

2004

The Gonda Center for Brain Research, Bar-Ilan University.

Time domain source localization based on EEG recordings in Epilepsy

PIs: Dr. Esther Adi-Japha & Prof. Miriam Neufeld (Sourasky Medical Center) (Submitted through BIU)

2004

Sha’arei Tzedek Hospital, Israel

ADHD and Dysgraphia

PIs: Prof Ruth Shalev & Dr. Esther Adi-Japha

1997

The Hebrew University (UK friends) Post-Doctoral Fellowship.

1993

Zvi Shindel Prize on Excelling Thesis (Hebrew University).

1993

Julius Goodman Memorial Prize in Theoretical Physics (Caltech).

Fields of Expertise

Long-term procedural memory in children; Developmental Disabilities; Children's drawing and writing skills; The effect of child care on children's development.

 Link to Dr. Adi-Japha Web-site

 
 
 
 
 
 
 
 
 

Last Updated Date : 23/11/2022