Publications

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

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

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

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

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

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

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

Shohet, C. & Givon, D. (2021)

MISC Training Program (MISC-TP). In C. Sharp and L. Marais (Eds.) Growing Up Resilient  (pp.29-45). Routledge

Shohet, C. & Givon, D. (2021)

An Introduction to the MISC Interventional Model. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp 13-28). Routledge

Sorek Z.,  Gaziel, H. & Ifanti, A. (2021)

Teachers unions leadership and their impact on educational reforms in Israel. Political Crossroads, 24(2),  5-20

Sukenik N. & Tuller L. (2021)

Lexical Semantic Knowledge of Children with ASD—a Review Study. Review Journal of Autism and Developmental Disorders. 1-14. https://doi.org/10.1007/s40489-021-00272-9

Sukenik, N., Morin, E., Friedmann, N., Prevost, P. & Tuller, L. (2021)

Coconuts and curtain cakes: The production of -questions in ASD. Autism & Developmental Language Impairments, 6, 1–19

Tal-Alon N., & Shapira-Lishchinsky O. (2021)

Employing teachers with disabilities: A multifaceted prism of school principals’ ethical dilemmas. Educational Management Administration and Leadership, 49(6),  940 - 957. DOI 10.1177/1741143220921185

Tsemach S. & Shapira-Lishchinsky O. (2021)

Professional identity and career aspirations as mediators between principals’ authentic leadership and teachers’ intentions and behaviors. Journal of Educational Administration, 59(6), 721 - 738. DOI 10.1108/JEA-06-2020-0129

Tzohar-Rozen M., Waisel T., & Shamir A. (2021)

Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers. Metacognition and Learning, 16(3), 833 - 853. DOI 10.1007/s11409-021-09266-8

Tzuriel, D. (2021)

Mediated Learning and Cognitive Modifiability. Springer

Tzuriel, D., Kedmi, G.E., & Passig, D. (2021)

Cognitive modifiability in 3D-IVR and 2D computerized environments: The effects of rotation of information resources and shift of viewing angles. Sustainability (Switzerland),13(6),  Article number 3520. DOI: 10.3390/su13063520

Tzuriel, D., Cohen, S., Feuerstein, R., Devisheim, H., Zaguri-Vittenberg, S., Goldenberg, R., Yosef, L. & Cagan, A. (2021)

Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students. International Journal of School & Educational Psychology, DOI: 10.1080/21683603.2021.1951409

Unger Madar, M. & BenDavid-Hadar, I. (2021)

Does Home Schooling Improve Creative Thinking and Social Competencies among Children? Home Schooling in Israel.  Journal of School Choice: International Research and Reform. DOI: 10.1080/15582159.2021.1977584

Vardi N., Zalsman G., Madjar N., Weizman A., & Shoval G. (2021)

COVID-19 pandemic: Impacts on mothers’ and infants’ mental health during pregnancy and shortly thereafter. Clinical Child Psychology and Psychiatry. https://doi.org/10.1177/13591045211009297

Vered R., Haim-Nachum S., Levy-Gigi E. (2021)

Acting against your own interests: The tension between emotion regulation preference and efficacy and its implications for individuals with depressive symptoms. PLoS ONE, 16(7). DOI 10.1371/journal.pone.0254213

Walsh, S.D., Kolobov, T. & Harel-Fisch, Y. (2021)

Parenting Behaviors as Moderators of the Relationship between Immigrant Status and Alcohol Use among Adolescents in Israel. Journal of Family Issues,42(6), 1195-1216. DOI: 10.1177/0192513X20943918

Yablon Y.B., Iluz S. & Hershkowitz S. (2021)

Simulation-based learning for Rabbi-teachers dealing with conflicts in education. British Journal of Religious Education. https://doi.org/10.1080/01416200.2021.1973371

Yeari, M., & Lantin, S. (2021)

The origin of centrality deficit in text memory and comprehension by poor comprehenders: a think-aloud study. Reading and Writing,34(3), 595-625. DOI: 10.1007/s11145-020-10083-9

Yeari, M., & Lavie, A. (2021)

The Role of Surface Text Processing in Centrality Deficit and Poor Text Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder: A Think-Aloud Study. Learning Disabilities Research and Practice, 36(1),  40-55. DOI: 10.1111/ldrp.12237