Publications

Halamish, V. (2018)

Can very small font size enhance memory? Memory & Cognition, https://doi.org/10.3758/s13421-018-0816-6

Halamish, V.,  Nachman, H., & Katzir, T. (2018)

The effect of font size on children's memory and metamemory. Frontiers in Psychology,  9. https://doi.org/10.3389/fpsyg.2018.01577

Halevy, G., & Gross, Z. (2018)

Classic and Novel Exploration Styles in Religious Identity Formation: Modern-Orthodox Israelis in Mechina Gap- Year Programs. Psychology of Religion and Spirituality.  http://dx.doi.org/10.1037/rel0000190

Iluz, S., Katz Y.J., & Stern, H. (2018)

Learning standards in a non-standard system: mapping student knowledge and comprehension in ultra-orthodox Talmud Torah schools. Journal of Religious Education, 66(3), 165–181

Itzhaki, Y.,  Itzhaky, H., & Yablon, Y.B. (2018)

Adjustment of High School Dropouts in Closed Religious Communities. Child Youth Care Forum, 47, 81–100.  https://doi.org/10.1007/s10566-017-9419-9 

Itzhaki, Y., Itzhaky, H., & Yablon, Y. B. (2018)

The contribution of parental and societal conditional regard to adjustment of high school dropouts. Journal of Adolescence 62, 151–161. https://doi.org/10.1016/j.adolescence.2017.11.014

Kasirer, A., & Mashal, N. (2018)

Fluency or Similarities? Cognitive Abilities that Contribute to Creative Metaphor Generation. Creativity Research Journal, 30(2), 205-211, DOI:10.1080/10400419.2018.1446747)

Klein, J., & Bentolila, A. (2018)

Principals bully teachers at schools: causes, examples, and consequences. International Journal of Leadership in Education. DOI: 10.1080/13603124.2018.1518540

Kohen, Z., & Kramarski, B. (2018)

Promoting Mathematics Teachers’ Pedagogical Metacognition: A Theoretical-Practical Model and Case Study. In Y.J. Dori, Z.R. Mevarech, D.R. Baker (Eds.). Cognition, Metacognition, and Culture in STEM Education: Learning, Teaching and Assessment (pp. 279-305). Cham : Springer

Kohn, E. (2018)

Prayer Services in Jewish Religious High Schools for Boys in Israel – Students’ Perspectives. Greek Journal of Religious Education (GjRE) 1(1), 23–40

Korat, O., Segal-Drori, O., & Spielberg, L. (2018)

Word explanation and content expansion during storybook reading: relation to SES and children’s language. Early Child Development and Care, 188(6), 691–708

Lifshitz-Ben-Basat, A., & Mashal, N. (2018)

Improving Naming Abilities Among Healthy Young-Old Adults Using Transcranial Direct Current Stimulation. Journal of  Psycholinguistic Research, 47, 113–124

Lifshitz, H., Verkuilen, J., Shnitzer-Meirovich, S., & Altman, C. (2018)

Crystallized and fluid intelligence of university students with intellectual disability who are fully integrated versus those who studied in adapted enrichment courses. PLOS ONE,| https://doi.org/10.1371/journal.pone.0193351

Madjar, N., Walsh, S.D., & Harel-Fisch, Y. (2018)

Suicidal ideation and behaviors within the school context: Perceived teacher, peer and parental support. Psychiatry Research, 269, 185-190.  DOI: 10.1016/j.psychres.2018.08.045

Madjar, N., Cohen, V.,  & Shoval, G. (2018)

Longitudinal analysis of the trajectories of academic and social motivation across the transition from elementary to middle school. Educational Psychology,  38(2), 221-247, DOI: 10.1080/01443410.2017.1341623

Madjar, N., Zalsman, G., Weizman, A., Lev-Ran, S., & Shoval, G. (2018)

Predictors of developing mathematics anxiety among middle-school students: A 2-year prospective study. International Journal of Psychology,53(6), 426-432.  DOI: 10.1002/ijop.12403

May-Yazdi, O. & BenDavid-Hadar, I. (2018)

The Relationships Between Income, Academic Education, and Financial Literacy: The Case of the Ultra-Orthodox in Israel. Education and Society, 36(2),  49-76

Tova Michalsky & Schechter, C. (2018)

Teachers’ Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes.  The Teacher Educator, 53(2), 101–123

Moustafa, A.A.,  Parkes, D. FitzgeraldL., Underhill, D., Garami, J., Levy-Gigi, E.. Stramecki, F., Valikhani, A. Frydecka, D.. & Misiak, B. (2018)

The relationship between childhood trauma, early-life stress, and alcohol and drug use, abuse, and addiction: An integrative review. Current Psychology, 1-6 p.
https://doi.org/10.1007/s12144-018-9973-9

Nissim, M., Ram-Tsur, R., Glicksohn, J.,  Zion, M.,  Mevarech, Z.,  Harpaz, Y., & Dotan Ben-Soussan, T. (2018)

Effects of Aquatic Motor Intervention on Verbal Working Memory and Brain Activity—A Pilot Study. Mind, Brain, and Education, 12,(2), 90-99. DOI: 10.1111/mbe.12174

Perry, I.P., Chow, G.M., Tenenbaum, G., & Katz, Y.J. (2018)

The Effect of Motor-Mental Preperformance Routines on Motor Performance in Novice Learners. Journal of Applied Sport Psychology, 30(4), 402-420, DOI:10.1080/10413200.2017.1411404

Rauchberger, N., Kaniel, S., &  Gross, Z. (2018)

Differences between Religious and Secular Women Students in Judging Processes. Journal of Empirical Theology, 31(1), 93-111.  DOI: 10.1163/15709256-12341370

Resnick, D. (2018)

Representing Education in Film: How Hollywood Portrays Educational Thought, Settings, and Issues. N.Y. : Palgrave Macmillan

Roth, G., Shachar, B-H., Zohar-Shefer, Z.,Benita, M., Moed, A., Bibi, U.,  Kanat-Maymon, Y., Ryan, R.M. (2018)

Benefits of Emotional Integration and Costs of Emotional Distancing. Journal of Personality, 86(6), 919-934. doi: 10.1111/jopy.12366. 47 p.

Saban-Bezalel, R., &  Mashal, N. (2018)

Figurative language comprehension and laterality in autism spectrum disorder. In R.E. Jung & O. Vartanian (Eds.). The Cambridge Handbook of the Neuroscience of Creativity (pp. 281-296).  Cambridge : Cambridge University Press