Publications

Hedenius, M., Persson, J., Tremblay, A., Adi-Japha,  E., Veríssimo, J., Dye, C.D., Alm, P.,  Jennische, M ., Tomblin, J.B., & Ullman, M.T. (2011)

Grammar predicts procedural learning and consolidation deficits in children with specific language impairment.  Research in Developmental Disabilities, 32, 2362-2375.
 

Holzer, E. & Kent, O. (2011)

Havruta: What do we know and what can we hope to learn from studying in Havruta. In H. Miller, L. Grant & A. Pomson (Eds.), International handbook of Jewish education (Part I, pp. 407-418). Dordrecht ; New York : Springer

Holzer. E. (2011)

Listening to Significant Others in the Process of Text Interpretation: An Instance of Applied Hermeneutics. In A. Wiercinski (Ed.), Gadamer's Hermeneutics and the Art of Conversation. (International Studies in Hermeneutics and Phenomenology Vol. 2, pp. 115-126). Berlin: Lit Verlag

Ingber, S. &  Eden, S. (2011)

Enhancing sequential time perception and storytelling ability of deaf and hard of hearing children. American Annals of the Deaf, 156(4), 391-401

Iram, Y. (2011)

Transforming Secondary School Curricula - The Israeli Case (1948-2008): Pedagogy, Curricular Theory, Ideology and Politics. Educational Practice and Theory, 33 (1), 29-36

Katz, Y. J. &Yablon, Y. B. (2011)

Affect and digital learning at the university level. Campus-Wide Information Systems, 28 (2), 114-123.

Kirsh, N. (2011)

Health and Zionism: The Israeli Health Care System, 1948-1960.  Journal of Israeli History: Politics, Society, Culture, 30(2), 237-240 

Kiss, I.,  Levy-Gigi, E., & Kéri, S. (2011)

CD 38 expression, attachment style and habituation of arousal in relation to trust-related oxytocin release. Biological Psychology, 88(2-3),  223-226. DOI: 10.1016/j.biopsycho.2011.08.005

Kohn, E. (2011)

What should I have learned as a Jew after 12 years in a Jewish school? A Curriculum Study of Centrist-Orthodox Jewish Day Schools in the UK. International Journal of Jewish Education Research, 3, 35-63

Korat, O., Shamir, A. &  Arbiv, L. (2011)

E-books as support for emergent writing with and without adult assistance. Education and Information Technologies, 16 (3), 301-318

Kramarski, B. (2011)

Assessing self regulation development  through sharing feedback in online mathematical problem solving discussion. In G. D. Dettori & D. Persico (Eds.), Fostering self -regulated learning through ICT (pp. 232-247). Hershey, N. Y. : Information Science Reference

Kramarski, B. & Revach, T. (2011)

The Role of Self-Regulated Learning in the Professional Development of Elementary Mathematics Teachers. In  N. Bednarz, D. Fiorentini & R. Huang (Eds.),  International Approaches to Professional Development of Mathematics Teachers (pp. 182-193). Ottawa : University of Ottawa Press

Levy-Gigi, E., Kelemen, O., Gluck, M.A., & Kéri, S. (2011)

Impaired context reversal learning, but not cue reversal learning, in patients with amnestic mild cognitive impairment. Neuropsychologia, 49(12), 3320-3326. DOI: 10.1016/j.neuropsychologia.2011.08.005

Lewis, R., Roache, J. & Romi, S. (2011)

Coping Styles as Mediators of Teachers' Classroom Management Techniques. Research in Education.85, 53-68.

Leyser, Y., Zieger,T. & Romi,S. (2011)

Changes in Self-Efficacy of Prospective Special and General Education Teachers: Implication for inclusive education. The International Journal of Disability, Development and Education 58(3), 241-255

Lifshitz, H., Shtein, S., Weiss, I. & Vakil, E. (2011)

Meta-analysis of explicit memory studies in populations with intellectual disability. European Journal of Special Needs Education, 26 (1), 93-111

Lifshitz, H., Shtein, S., Weiss, I. & Svisrsky, N. (2011)

Explicit memory among individuals with mild and moderate intellectual disability: educational implications. European Journal of Special Needs Education 26 (1), 113-124 

Lifshitz, H. & Klein, P.S. (2011).

Mediation between staff and elderly persons with intellectual disability with Alzheimer disease as a means of enhancing their daily functioning. Education and Training in Mental Retardation and Developmental Disabilities, 46(1),106 -116.

Madjar, N., Kaplan, A., & Weinstock, M. (2011)

Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-based standards of competence. Contemporary Educational Psychology, 36, 268-279

Mashal, N. &  Kasirer, A. (2011)

Thinking maps enhance metaphoric competence in children with autism and learning disabilities. Research in Developmental Disabilities 32(6), 2045-2054

Mashal, N., Gavrieli, R.  & Kavé, G. (2011)

Age-related changes in the appreciation of novel metaphoric semantic relations. Aging, Neuropsychology, and Cognition, 18 (5), 527-543

Palgi, Y., Shrira, A., Ben-Ezra, M., Cohen-Fridel, S., & Bodner, E. (2011)

The Relationships between Daily Optimism, Daily Pessimism, and Affect Differ in Young and Old. Personality and Individual Differences, 50(8), 1294-1299

Passig, D. (2011)