Publications

Gabay, Y., Gabay, S., Schiff, R., Ashkenazi, S. & Henik, A. (2013)

Visuospatial Attention Deficits in Developmental Dyslexia: Evidence from Visual and Mental Number Line Bisection Tasks. Archives of Clinical Neuropsychology, 28 (8), 829-836 

Galili-Schachter, I. & Schachter, E. (2013)

The educational ethos of teachers of Jewish thought in Israeli non-religious schools: Literacy in the service of identity exploration and formation. In Y. Rich,Y.J. Katz, Z. Mevarech & S.Ohayon (eds.), Jewish Literacy and Education (pp.87-110). Bethesda : University Pr. of Maryland.

Gross, Z. (2013)

The role of silencing among religious girls in Jewish, Christian-Arab, Muslim and Bedouin schools in Israel. In Z. Gross, L. Davies & A. Diab (eds.) Gender, Religion and Education in a Chaotic Postmodern World (pp.93-107). New York : Springer

Gross, Z. (2013)

The attitudes of Israeli Arab and Jewish high school students towards extrinsic and intrinsic values. Journal of Moral Education, 42 (1), 88-101

Gross, Z. (2013)

Teaching about the Holocaust: major educational predicaments, proposals for reform, and change--an international perspective. International Journal of Educational Reform 22(2), 137-151

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

Gross, Z., Davies, L. & Diab, A. (eds.) (2013) 

Gender, Religion and Education in a Chaotic Postmodern World.  New York : Springer

Gross, Z. (2013)

Religious-Zionist Attitudes Towards the Peace Process. International Journal of Public Theology 7, 174–196

Gross, Z. (2013) 

The religious educational legacy of Mordechai (Motti) Bar-Lev: scholar and visionary. British Journal of Religious Education, 35 (2), 140

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

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

Holzer E. & Kent, O. (2013)

A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs. Boston : Academic Studies Press

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

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

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

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

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 

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  

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.

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

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

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

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

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