Publications

Klein, S., Mor, M., & Zion, M. (2024). Using a metacognitive awareness approach to improve perception of the fundamental biological principle–homeostasis. Journal of Biological Education. https://doi.org/10.1080/00219266.2024.2386254

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.

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.

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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Menashe, S. Mashal N. & Anaki, D. (2024). N400 modulations in metaphor evaluation and its associations with attentional systems: A behavioral and ERP study. Journal of Neurolinguistics, 72, 101203. https://doi.org/10.1016/j.jneuroling.2024.101203

Misaa N., & Benoliel, P. (2024). Principal-Teacher Gender (Dis)‪Similarity as a Moderator in the Relationship between Paternalistic Leadership and Organisational Citizenship Behaviour in the Arab Minority in Israel. Educational Management Administration & Leadership, 52(5)‪, 1154-1177.‪ https://doi.org/10.1177/17411432221127655

Nassir, M.‪, & Benoliel P. (2024). Participative decision-making in the Arab educational system in Israel: The implications for teachers’ organizational commitment and school violence.  Educational Management Administration and Leadership. https://doi.org/10.1177/17411432241273

Nassir, M., & Benoliel P. (2024). Teacher well-being and organizational citizenship behavior in arab educational system in israel: the implications of teacher collective involvement in decision making and organizational commitment. School Psychology, https://doi.org./10.1037/spq0000610.

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.

Nizri, H., Hemi, A., & Levy-Gigi E. (2024). Regulatory flexibility and school climate moderate the relationship between stress exposure and depression severity in school educators. Scientific Reports 14, 11543. https://doi.org/10.1038/s41598-024-62150-8

Piotrowski, K., Cohen-Malayev, M., Hihara, S., Janowicz, K., Morgan, E., Naude, L., Saiga, S., Schachter, E., & Sugimura, K. (2024). Parental Identity Processes Across Cultures: Commitment, In-Depth Exploration and Reconsideration of Commitment Among Parents from the United States, Israel, Poland, South Africa and Japan.‪ Identity, 23(3), 193-207.‪ https://doi.org/10.1080/15283488.2023.2209581

Rahimi, I. D., Cohen Zilka, G., Finkelstein, I., & Cohen, R. (2024). The use of digital tools and digital learning skills in multicultural higher education campuses during the Covid-19 crisis. Israel Affairs, 18p. https://doi.org/10.1080/13537121.2023.2269732

Raviv, H., Mashal N., & Peleg, O. (2024). Suppressing contextually irrelevant meanings of homophonic versus heterophonic homographs: A tDCS study targeting LIFG. Brain and Cognition 181, 106212. https://doi.org/10.1016/j.bandc.2024.106212

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.

Rose, K., Armon-Lotem, S., & Altman C. (2024). We don’t have a family language policy: Exploring overt and covert family language policy planning styles. Journal of Multilingual & Multicultural Development, 1-17.‪‪ https://doi.org/10.1080/01434632.2024.2413935

Samnia Hammod, H., & Paz-Baruch N. (2024). Self-regulated learning while solving mathematical problems among mathematically gifted and talented students’.‪ High Ability Studies, 29p.‪ https://doi.org/10.1080/13598139.2024.2374715

Sasson, A., Schiff R., & Zluf, B. (2024). Syntactic knowledge in a foreign language: examining cross-language transfer effects in L2 noun phrase comprehension. Reading and Writing: An Interdisciplinary Journal, 26p. https://doi.org/10.1007/s11145-024-10569-w

Shahbari-Kassem, A., Schiff, R., & Saiegh-Haddad, E. (2024). Development of morphological awareness in Arabic: the role of morphological system and morphological distance. Reading and Writing. https://doi.org/10.1007/s11145-024-10581-0

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.

Shilton, T., Shilton, H., Mosheva, M., Amsalem. D., Negri, O., Cohen, T., Hertz‑Palmor, N., Waniel‑Zaga, A., Pesach, I. M., Tuval‑Mashiach, R., Hasson‑Ohayon, I., & Gothelf, D. (2024). Parents’ experience of a shared parent–child stay during the first week of hospitalization in a child psychiatry inpatient ward. European Child & Adolescent Psychiatry 33, 1039–1046. https://doi.org/10.1007/s00787-023-02225-5

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

Tolmacz, R., Ben-Eliyahu, A., Mikulincer, M., & Efrati, Y. (2024). Student-teacher relational entitlement and its association with students' and teachers' characteristics. British Journal of Educational Psychology, Jul 24, 23p.‪ https://doi.org/10.1111/bjep.12708

Undorf, M., Schäfer, F., & Halamish V. (2024). Making Judgments of Learning Either Enhances or Impairs Memory: Evidence From 17 Experiments With Related and Unrelated Word Pairs. Collabra: Psychology, 10(1), 117108. https://doi.org/10.1525/collabra.117108

Waghid, Y., & Gross Z. (Eds.) (2024). Fostering Values Education and Engaging Academic Freedom amidst Emerging Issues Related to COVID-19. Brill. https://doi.org/10.1163/9789004688681

Yaari, H., Fichman, S., Osher, P., Dorokhov, F., & Altman C. (2024). Disfluencies as a window to macrostructure performance in the narrative of bilingual children. Ampersand, 13, 100187. https://doi.org/10.1016/j.amper.2024.100187