Publications
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Laufer, A., & Isman E. (2024). Differential impact on parental quality of life: Comparing parents to children with autism spectrum disorder and those with other disabilities during the COVID‐19. Child Care Health and Development, 50(2), 1-13. https://doi.org/10.1111/cch.13227.
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Leshem, R., & Mashal, N. (2024). What does metaphoric language say about aggression? The relationships between metaphoric language, impulsivity, and aggression. Acta Psychologica, 243, 1-10. https://doi.org/10.1016/j.actpsy.2024.104173.
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Leshem, R., & Mashal, N. (2024). What does metaphoric language say about aggression? The relationships between metaphoric language, impulsivity, and aggression. Acta Psychologica, 243, 1-10. https://doi.org/10.1016/j.actpsy.2024.104173.
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Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (2024). Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children. Language, Speech & Hearing Services in Schools, 55(2), 545-560. https://doi.org/10.23641/asha.25222094.
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Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (2024). Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children. Language, Speech & Hearing Services in Schools, 55(2), 545-560. https://doi.org/10.23641/asha.25222094.
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Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (2024). Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children. Language, Speech & Hearing Services in Schools, 55(2), 545-560. https://doi.org/10.23641/asha.25222094.
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Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (2024). Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children. Language, Speech & Hearing Services in Schools, 55(2), 545-560. https://doi.org/10.23641/asha.25222094.
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Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (2024). Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children. Language, Speech & Hearing Services in Schools, 55(2), 545-560. https://doi.org/10.23641/asha.25222094.
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Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (2024). Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children. Language, Speech & Hearing Services in Schools, 55(2), 545-560. https://doi.org/10.23641/asha.25222094.
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Nechama, N., Benoliel P., & Schechter C. (2024). Principals' systems thinking and student outcomes: The intervening role of school structure. International Journal of Educational Management. https://doi.org/10.1108/IJEM-10-2023-0530.
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Nechama, N., Benoliel P., & Schechter C. (2024). Principals' systems thinking and student outcomes: The intervening role of school structure. International Journal of Educational Management. https://doi.org/10.1108/IJEM-10-2023-0530.
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Nechama, N., Benoliel P., & Schechter C. (2024). Principals' systems thinking and student outcomes: The intervening role of school structure. International Journal of Educational Management. https://doi.org/10.1108/IJEM-10-2023-0530.
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Nechama, N., Benoliel P., & Schechter C. (2024). Principals' systems thinking and student outcomes: The intervening role of school structure. International Journal of Educational Management. https://doi.org/10.1108/IJEM-10-2023-0530.
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Rose, K., Armon-Lotem, S., & Altman, C. (2024). The Role of Age Variables in Family Language Policy. Languages, 9, 139, 1-26. https://doi.org/10.3390/languages9040139.
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Rose, K., Armon-Lotem, S., & Altman, C. (2024). The Role of Age Variables in Family Language Policy. Languages, 9, 139, 1-26. https://doi.org/10.3390/languages9040139.
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Shalom, M., Luzzatto, E., & Gross Z. (2024). Remember lest we forget: The link between long-term memory and narrative, empathy and previous knowledge in Israel. Israel Affairs, 30(2), 333-349. https://doi.org/10.1080/13537121.2024.2318174.
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Shalom, M., Luzzatto, E., & Gross Z. (2024). Remember lest we forget: The link between long-term memory and narrative, empathy and previous knowledge in Israel. Israel Affairs, 30(2), 333-349. https://doi.org/10.1080/13537121.2024.2318174.
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Kofman Talmy, A. & Mashal, N. (2024). Quantitative and qualitative initial validation of the accountable talk questionnaire. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1182439
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Kofman Talmy, A. & Mashal, N. (2024). Quantitative and qualitative initial validation of the accountable talk questionnaire. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1182439
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Tarablus, T., & Yablon Y. B. (2024). Novice and veteran teachers’ willingness to seek help for dealing with students’ violence against them. International Journal of Bullying Prevention, 6(1), 69-80. https://doi.org/10.1007/s42380-022-00143-9.
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Tarablus, T., & Yablon Y. B. (2024). Novice and veteran teachers’ willingness to seek help for dealing with students’ violence against them. International Journal of Bullying Prevention, 6(1), 69-80. https://doi.org/10.1007/s42380-022-00143-9.
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Zabag, R., Rinck, M., Becker, E., Gilboa-Schechtman, E., & Levy-Gigi, E. (2024). Although I know it: Social anxiety is associated with a deficit in positive updating even when the cost of avoidance is Obvious. Journal of Psychiatric Research, 169, 279–283. https://doi.org/10.1016/j.jpsychires.2023.11.041
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Zabag, R., Rinck, M., Becker, E., Gilboa-Schechtman, E., & Levy-Gigi, E. (2024). Although I know it: Social anxiety is associated with a deficit in positive updating even when the cost of avoidance is Obvious. Journal of Psychiatric Research, 169, 279–283. https://doi.org/10.1016/j.jpsychires.2023.11.041