Publications

Schechter, C. & Ganon-Shilon, S. (2015)

Reforming schools: The collective doubting perspective. International Journal of Educational Management, 29(1), 62-72

Segal, D., Mashal, N. & Shalev, L. (2015)  

Semantic conflicts are resolved differently by adults with and without ADHD. Research in Developmental Disabilities, 47, 416-429

Shamir, A. & Korat, O. (2015)

Educational Electronic Books for Supporting Emergent Literacy of Kindergarteners At-Risk for Reading Difficulties—What Do We Know So Far? Computers in the Schools, 32 (2), 105-121,

Shapira-Lishchinsky, O. & Gilat, I. Z. (2015)

Official Policies and Teachers' Tendency to Act: Exploring the Discrepancies in Teachers' Perceptions. Education Policy Analysis Archives, 23(81/82), 1-20

Shapira-Lishchinsky, O. & Levy-Gazenfrantz, T. (2015)

Authentic leadership strategies in support of mentoring processes. School Leadership and Management, DOI:10.1080/13632434.2014.992777

Shen, Y., Aharoni, B.E.& Mashal, N. (2015) 

Taxonomic and ad hoc categorization within the two cerebral hemispheres. Laterality, 20 (5), 517-529
 

Soderstrom, N., Clark, C. T., Halamish, V. & Bjork, E. L. (2015)

Judgments of learning as memory modifiers.  Journal of Experimental Psychology 41(2), 553-558

Stevick, E.D. & Gross, Z. (2015)

Holocaust Education in the 21st Century: Curriculum, Policy and Practice. In  Z. Gross and E. D. Stevick (editors), As the witnesses fall silent : 21st century Holocaust education in curriculum, policy and practice (pp. 3-15). Cham : Springer

Szabó, C., Kelemen, O.,  Levy-Gigi, E., & Kéri, S. (2015)

Acute response to psychological trauma and subsequent recovery: No changes in brain structure.  Psychiatry Research - Neuroimaging,  231(3), 269-272. DOI: 10.1016/j.pscychresns.2015.01.005

Tzuriel, D. (2015)

DYNAMICKÁ DIAGNOSTIKA UČEBNÍHO POTENCIÁLU: TEORETICKÉ A VÝZKUMNÉ POHLEDY. PSYCHOLOGIE PRO PRAXI, 1-2, 9-35

Vahav, H., Hagoel, H. & Fridel S. (2015) 

Singlehood among Adults with Intellectual Disability: Psychological and Sociological Perspectives. Acta Psychopathologica, 1(2), 10p.

Yablon, Y.B. (2015)

Positive school climate as a resilience factor in armed conflict zones. Psychology of Violence, 5(4), 393-401

Yablon, Y.B. & Itzhaky, H. (2015)

Living in a conflict zone: Where do students feel safe from violence. Journal of Community Psychology, 43(8), 1036-1043

Yeari, M., van Den Broek, P. & Oudega, M. (2015)

Processing and memory of central versus peripheral information as a function of reading goals: evidence from eye-movements. Reading and Writing, DOI 10.1007/s11145-015-9561-4
 

Yeari, M. & Goldsmith, M. (2015)

Hierarchical navigation of visual attention: Orienting and focusing within and between hierarchically structured objects. Experimental Psychology, 62(6),  353-370

Zion, M. & Klein, S. (2015)

Conceptual Understanding of Homeostasis. International Journal of Biology Education, 4(1), 1-27

Zion, M., Adler, I. & Mevarech, Z. (2015)

The Effect of Individual and Social Metacognitive Support on Students’ Metacognitive Performances in an Online Discussion. Journal of Educational Computing Research, 52(1), 50–87

Adi-Japha, E., Badir, R., Dorfberger, S. & Karni, A. (2014) 

A matter of time: rapid motor memory stabilization in childhood. Developmental Science, 17 (3), 424-433

Adi-Japha, E. & Abu-Asba, H. (2014)

Learning, forgetting, and relearning: Skill learning in children with language impairment. American Journal of Speech-Language Pathology, 23(4), 696-707

Altman, C., Burstein-Feldman, Z., Yitzhaki, D., Armon-Lotem, S., & Walters, J. (2014)

Family language policies, reported language use and proficiency in Russian-Hebrew bilingual children in Israel. Journal of Multilingual and Multicultural Development, 35(3), 216-234

Assif, T. and Tzuriel, D. (2014)

Cognitive Modifiability and Ego Identity among Adolescents. Psychology and Psychotherapy Theory Research and Practice, 4 (4), 9 p. 

Bauminger-Zviely, N., Karin, E. Kimhi, Y. &  Agam-Ben-Artzi, G. (2014)

Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development. Journal of Child Psychology and Psychiatry, 55 (4), 363-373

Bauminger-Zviely, N. & Agam-Ben-Artzi, G. (2014)

Young Friendship in HFASD and Typical Development: Friend Versus Non-friend Comparisons.

Journal of Autism and Developmental Disorders,  DOI 10.1007/s10803-014-2052-7

BenDavid-Hadar, I. (2014)

Analyzing School Finance Policy: Beyond a Quantitative Approach. International Journal of Public Administration, 37, 271–280

BenDavid-Hadar, I. (2014)

Education, cognitive development and poverty: Implications for school finance policy. Journal of Education Finance, 40 (2), 131-155