Publications
SEE ALSO PUBLICATIONS IN HEBREW
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), Article number e0210658. DOI: 10.1371/journal.pone.0210658
Bauminger-Zviely, N., Alon, M., Brill, A., Schorr-Edelsztein, H.,Tzuriel D., Gila Tubul, G., & Al-Yagon, M. (2019)
Social information processing among children with ASD, SLD, and typical development: The mediational role of language capacities. The Journal of Special Education, 1–13. DOI: 10.1177/2F0022466918821400
Fichman, S.,& Altman, C. (2019)
Referential Cohesion in the Narratives of Bilingual and Monolingual Children With Typically Developing Language and With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, DOI: 10.1044/2018_JSLHR-L-18-0054
Hayek, S., Tessler, R., Bord, S., Endevelt, R., Satran, C., Livne, I., Khatib, M,. Harel-Fisch, Y., & Baron-Epel, O. (2019)
Do Israeli health promoting schools contribute to students' healthy eating and physical activity habits? Health promotion international, 34(1), 102-112. doi: 10.1093/heapro/dax066
Levy-Gigi, E., Haim-Nahum, S., Hall, J.M., Crouse, J.J., Winwood-Smith, R., Lewis, S.J.G., & Moustafa, A.A. (2019)
The interactive effect of valence and context on reversal learning in individuals with Parkinson's disease. Neuroscience Letters, 692(23), 216-224. DOI: 10.1016/j.neulet.2018.11.006
Saada, N., & Gross, Z. (2019)
The experiences of Arab teachers in Jewish schools in Israel. Teaching and Teacher Education, 79, 198-207. DOI: 10.1016/j.tate.2018.11.012
Saban-Bezalel, R., Dolfin, D., Laor, N., & Mashal, N. (2019)
Irony comprehension and mentalizing ability in children with and without Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 58, 30-38. doi.org/10.1016/j.rasd.2018.11.006
Schiff, R., Cohen, M., Marton, R., & Sasson, A. (2019)
Auditory Morphological Knowledge in Adults with Dyslexia: The Importance of Semantic Information. Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1568440
Shapira – Lishchinsky, O. (2019)
The implicit meaning of TIMSS: Exploring ethics in teachers’ practice. Teaching and Teacher Education, 79, 188-197
Shapira-Lishchinsky, O., & Zavelevsky, E. (2019)
Multiple Appearances of Parental Interactions and Math Achievement on TIMSS International Assessment. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-018-09949-w
