Publications
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Gross,Z. & Gamal, E, (2013)
How Muslim Arab–Israeli Teachers Conceptualize the Israeli–Arab Conflict in Class. Studies in Philosophy and Education, DOI 10.1007/s11217-013-9392-1
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Gross, Z. (2013)
The religious educational legacy of Mordechai (Motti) Bar-Lev: scholar and visionary. British Journal of Religious Education, 35 (2), 140
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Halamish, V., Nussinson, R. & Ben-Ari, L. (2013)
In a year, memory will benefit from learning, tomorrow it won't: Distance and construal level effects on the basis of metamemory judgments. Journal of Experimental Psychology, 39(5), 1621-1627
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Halász, I., Levy-Gigi, E., Kelemen, O., Benedek, G., & Kéri, S. (2013)
Neuropsychological functions and visual contrast sensitivity in schizophrenia: The potential impact of comorbid posttraumatic stress disorder (PTSD). Frontiers in Psychology, 4, Article number 136. DOI: 10.3389/fpsyg.2013.00136
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Holzer E. & Kent, O. (2013)
A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs. Boston : Academic Studies Press
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Katz, Y, J. (2013)
Jewish cultural literacy: a core curriculum. In Y. Rich, Y.J. Katz, Z. Mevarech & S.Ohayon (eds.), Jewish Literacy and Education (pp.247-261). Bethesda : University Pr. of Maryland
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Katzir T., Hershko S., & Halamish V. (2013)
The Effect of Font Size on Reading Comprehension on Second and Fifth Grade Children: Bigger Is Not
Always Better. PLoS ONE 8(9), e74061, doi:10.1371/journal.pone.0074061 -
Kéri, S., Nagy, H., Levy-Gigi, E., & Kelemen, O. (2013)
How attentional boost interacts with reward: The effect of dopaminergic medications in Parkinson's disease. European Journal of Neuroscience, 38(11), 3650-3658. DOI: 10.1111/ejn.12350
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Kéri, S., Nagy, H., Levy-Gigi, E., & Kelemen, O. (2013)
How attentional boost interacts with reward: The effect of dopaminergic medications in Parkinson's disease. European Journal of Neuroscience, 38(11), 3650-3658. DOI: 10.1111/ejn.12350
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Kohn, E. & Offir, B, (2013)
Analysis of teacher-student relationships in Bible classes. In Y. Rich, Y.J. Katz, Z. Mevarech & S. Ohayon (Eds.). Jewish Literacy and Education. University Press of Maryland
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Korat, O. Shamir, A. Heib. S. (2013)
Expanding the boundaries of shared book reading: E-books and printed books in parent–child reading as support for children’s language. First Language 33 (5), 504-523
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Korat, O., Hassunah-Arafat, S., Aram, D. & Klein. P. (2013)
Book reading mediation, SES, home literacy environment, and children’s literacy: Evidence from Arabic-speaking families. First Language, 33 (2), 132-154
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Kramarski, B., & Michalsky, T. (2013)
Student and teacher perspectives on IMPROVE self-regulation prompts in web-based learning. In R. Azevedo, & V. Aleven, (Eds). International Handbook of Metacognition and Learning Technologies (pp. 35-51). New York : Springer
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Kramarski, B., Weiss, I., & Sharon, S. (2013)
Generic versus context-specific prompts for supporting self-regulation in mathematical problem solving among students with low or high prior knowledge. Journal of Cognitive Education and Psychology, 12 (2), 197- 214
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Kramarski, B., Desoete, A., Bannert, M.,Narciss, S., & Perry, N. (2013)
New perspectives on integrating self-regulated learning at school. Education Research International, Editorial paper, Article ID 498214, 1- 4.
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Kramarski, B. (2013)
Stimulating self-regulated learning in hypermedia to support mathematical literacy of lower achieving students. In A. Shamir, & O. Korat (eds.),Technology as a support for literacy achievements for children at risk(pp.157-169), Dordrecht : Springer
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Lev, M. & Romi, S, (2013)
Third-Generation adolescents' Journeys to Poland: Differential effects on emotions, attitudes and values toward the Holocaust of Israeli and Canadian adolescents. In Y. Rich, Y.J. Katz, Z. Mevarech & S.Ohayon (eds.), Jewish Literacy and Education (pp.277-298). Bethesda : University Pr. of Maryland
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Levy-Gigi, E.. Szabó, C., Kelemen, O., & Kéri, S. (2013)
Association among clinical response, hippocampal volume, and FKBP5 gene expression in individuals with posttraumatic stress disorder receiving cognitive behavioral therapy. Biological Psychiatry, 74(11), 793-800. DOI: 10.1016/j.biopsych.2013.05.017
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Lifshitz, H., Glaubman, R. & Katz, Y. J. (2013)
Jewish literacy among participants with a low cognitive level. In Y. Rich, Y.J. Katz, Z. Mevarech & S.Ohayon (eds.), Jewish Literacy and Education (pp.149-170). Bethesda : University Pr. of Maryland.
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Madjar, N. & Assor, A. (2013)
Two types of perceived control over learning: Perceived efficacy and perceived autonomy. In J. Hattie & E. Anderman (Eds.), International Guide to Student Achievement (pp. 439-441). NY : Taylor & Francis.
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Madjar, N. & Cohen-Malayev, M. (2013)
Youth movements as educational settings promoting personal development: Comparing motivation and identity formation in formal and non-formal education contexts. International Journal of Educational Research, 62, 162-174.
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Madjar, N., Nave, A. & Hen, S. (2013)
Are teachers' psychological control, autonomy support and autonomy suppression associated with students' goals? Educational Studies, 39, 43-55
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Mashal, N., Vishne, T., Laor, N. & Titone, D. (2013)
Enhanced left frontal involvement during novel metaphor comprehension in schizophrenia: Evidence from functional neuroimaging. Brain and language,124 (1), 66-74.
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Mashal, N. (2013)
Nonliteral comprehension deficits in children with learning disabilities: Implications of brain imaging technology. In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk(pp.211-219), Dordrecht : Springer
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Michalsky, T. (2013)
Integrating Skills and Wills Instruction in Self-Regulated Science Text Reading for Secondary Students. International Journal of Science Education, 35 (11), 1846-1873