Publications
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Schechter C., Qadach M. & Da’as R. (2021)
Organizational learning mechanisms for learning schools. Learning Organization. DOI: 10.1108/tlo-10-2018-0169
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Schechter C., Qadach M. & Da’as R. (2021)
Organizational learning mechanisms for learning schools. Learning Organization. DOI: 10.1108/tlo-10-2018-0169
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Schiff R., Sasson A., Green H. & Kahta, S. (2021)
Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task. Cognitive Processing. 1-13. DOI 10.1007/s10339-021-01048-z
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Schiff R., Sasson A., Green H. & Kahta, S. (2021)
Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task. Cognitive Processing. 1-13. DOI 10.1007/s10339-021-01048-z
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Schiff R., Sasson A., Green H. & Kahta, S. (2021)
Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task. Cognitive Processing. 1-13. DOI 10.1007/s10339-021-01048-z
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Schiff R., Sasson A., Green H. & Kahta, S. (2021)
Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task. Cognitive Processing. 1-13. DOI 10.1007/s10339-021-01048-z
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Schiff, R., Ashkenazi, P., Kahta, S., & Sasson, A. (2021)
Stimulus variation-based training enhances artificial grammar learning. Acta Psychologica, 214,Article number 103252. DOI: 10.1016/j.actpsy.2021.103252
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Schiff, R., Ashkenazi, P., Kahta, S., & Sasson, A. (2021)
Stimulus variation-based training enhances artificial grammar learning. Acta Psychologica, 214,Article number 103252. DOI: 10.1016/j.actpsy.2021.103252
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Schiff, R., Ashkenazi, P., Kahta, S., & Sasson, A. (2021)
Stimulus variation-based training enhances artificial grammar learning. Acta Psychologica, 214,Article number 103252. DOI: 10.1016/j.actpsy.2021.103252
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Schiff, R., Ashkenazi, P., Kahta, S., & Sasson, A. (2021)
Stimulus variation-based training enhances artificial grammar learning. Acta Psychologica, 214,Article number 103252. DOI: 10.1016/j.actpsy.2021.103252
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Schwartz, L., Adler, I., Madjar, N., & Zion, M. (2021)
Rising to the Challenge: The Effect of Individual and Social Metacognitive Scaffolds on Students’ Expressions of Autonomy and Competence Throughout an Inquiry Process. Journal of Science Education and Technology. DOI: 10.1007/s10956-021-09905-4
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Schwartz, L., Adler, I., Madjar, N., & Zion, M. (2021)
Rising to the Challenge: The Effect of Individual and Social Metacognitive Scaffolds on Students’ Expressions of Autonomy and Competence Throughout an Inquiry Process. Journal of Science Education and Technology. DOI: 10.1007/s10956-021-09905-4
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Schwartz, L., Adler, I., Madjar, N., & Zion, M. (2021)
Rising to the Challenge: The Effect of Individual and Social Metacognitive Scaffolds on Students’ Expressions of Autonomy and Competence Throughout an Inquiry Process. Journal of Science Education and Technology. DOI: 10.1007/s10956-021-09905-4
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Schwartz, L., Adler, I., Madjar, N., & Zion, M. (2021)
Rising to the Challenge: The Effect of Individual and Social Metacognitive Scaffolds on Students’ Expressions of Autonomy and Competence Throughout an Inquiry Process. Journal of Science Education and Technology. DOI: 10.1007/s10956-021-09905-4
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Segal-Drori, O. & Korat, O. (2021)
Mothers’ Mediation in Book-Reading Activities Through the Lens of the MISC Model: Relation to SES and Children’s Early Literacy. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp.60-71). Routledge
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Segal-Drori, O. & Korat, O. (2021)
Mothers’ Mediation in Book-Reading Activities Through the Lens of the MISC Model: Relation to SES and Children’s Early Literacy. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp.60-71). Routledge
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Shamay-Tsoory, S.G. & Levy-Gigi, E. (2021)
You Name It: Interpersonal Affect Labeling Diminishes Distress in Romantic Couples. Behavior Therapy 52(2), 455-464
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Shamay-Tsoory, S.G. & Levy-Gigi, E. (2021)
You Name It: Interpersonal Affect Labeling Diminishes Distress in Romantic Couples. Behavior Therapy 52(2), 455-464
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Shany Y. & Yablon Y.B. (2021)
The Contribution of Face-to-Face and Embedded Mediation to Early Childhood Aggression After Watching Violent Media Content. Psychology of Violence, 11(6), 519 - 528. http://dx.doi.org/10.1037/vio0000385
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Shany Y. & Yablon Y.B. (2021)
The Contribution of Face-to-Face and Embedded Mediation to Early Childhood Aggression After Watching Violent Media Content. Psychology of Violence, 11(6), 519 - 528. http://dx.doi.org/10.1037/vio0000385
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Shapira-Lishchinsky O. (2021)
Ethical implications of TIMSS findings: an integrative model of student achievement. School Effectiveness and School Improvement, 32(2), 306 - 325. https://doi.org/10.1080/09243453.2020.1845750
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Shapira-Lishchinsky O. (2021)
Ethical implications of TIMSS findings: an integrative model of student achievement. School Effectiveness and School Improvement, 32(2), 306 - 325. https://doi.org/10.1080/09243453.2020.1845750
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Sharp, C., Kulesz, P., Marais, L., Shohet, C., Rani, K., Lenka, M., Cloete, J., Vanwoerden, S., Givon, D., & Boivin, M. (2021)
Mediational Intervention for Sensitizing Caregivers to Improve Mental Health Outcomes in Orphaned and Vulnerable Children. Journal of Clinical Child & Adolescent Psychology, DOI:10.1080/15374416.2021.1881903
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Sharp, C., Kulesz, P., Marais, L., Shohet, C., Rani, K., Lenka, M., Cloete, J., Vanwoerden, S., Givon, D., & Boivin, M. (2021)
Mediational Intervention for Sensitizing Caregivers to Improve Mental Health Outcomes in Orphaned and Vulnerable Children. Journal of Clinical Child & Adolescent Psychology, DOI:10.1080/15374416.2021.1881903
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Shohet, C. & Givon, D. (2021)
MISC Training Program (MISC-TP). In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp.29-45). Routledge