Publications
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Spektor-Levy, O., & Yifrach, M. (2017)
If Science Teachers Are Positively Inclined Toward Inclusive Education, Why Is It So Difficult? Research in Science Education, DOI: 10.1007/s11165-017-9636-0
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Tzohar-Rozen, M., & Kramarski, B. (2017)
Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving? Teachers College Record,119(13), 1-26
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Tzohar-Rozen, M., & Kramarski, B. (2017)
Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving? Teachers College Record,119(13), 1-26
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Tzuriel, D. & and Caspi, R. (2017)
Intervention for Peer Mediation and Mother-Child Interaction: The Effects on Children’s Mediated Learning Strategies and Cognitive Modifiability. Contemporary Educational Psychology, http://dx.doi.org/10.1016/j.cedpsych.2017.03.005
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Tzuriel, D., Isman, E. B., Klung, T., & Haywood, H. C. (2017)
Effects of Teaching Classification on Classification, Verbal Conceptualization, and Analogical Reasoning in Children With Developmental Language Delays. Journal of Cognitive Education and Psychology, 16(1),107-124
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Tzuriel, D., Isman, E. B., Klung, T., & Haywood, H. C. (2017)
Effects of Teaching Classification on Classification, Verbal Conceptualization, and Analogical Reasoning in Children With Developmental Language Delays. Journal of Cognitive Education and Psychology, 16(1),107-124
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Tzuriel, D., & Groman, T. (2017)
Dynamic Assessment of Figurative Language of Children in the Autistic Spectrum: The Relation to Some Cognitive and Language Aspects. Journal of Cognitive Education and Psychology, 16(1), 38-63
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Tzuriel, D., & Groman, T. (2017)
Dynamic Assessment of Figurative Language of Children in the Autistic Spectrum: The Relation to Some Cognitive and Language Aspects. Journal of Cognitive Education and Psychology, 16(1), 38-63
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Tzuriel, D., Isman, E. B., Klung, T., & Haywood, H. C. (2017)
Effects of Teaching Classification on Classification, Verbal Conceptualization, and Analogical Reasoning in Children With Developmental Language Delays. Journal of Cognitive Education and Psychology, 16(1),107-124
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Tzuriel, D. & and Caspi, R. (2017)
Intervention for Peer Mediation and Mother-Child Interaction: The Effects on Children’s Mediated Learning Strategies and Cognitive Modifiability. Contemporary Educational Psychology, http://dx.doi.org/10.1016/j.cedpsych.2017.03.005
-
Tzuriel, D., Isman, E. B., Klung, T., & Haywood, H. C. (2017)
Effects of Teaching Classification on Classification, Verbal Conceptualization, and Analogical Reasoning in Children With Developmental Language Delays. Journal of Cognitive Education and Psychology, 16(1),107-124
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Tzuriel, D. & Caspi, R. (2017)
Cross-generational transmission of teaching strategies: The moderating role of peer-mediation. Journal of Applied Developmental Psychology 52, 138–148
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Tzuriel, D. & Caspi, R. (2017)
Cross-generational transmission of teaching strategies: The moderating role of peer-mediation. Journal of Applied Developmental Psychology 52, 138–148
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Yablon, Y.B. (2017)
Students' Reports of Severe Violence in School as a Tool for Early Detection and Prevention. Child Development, 88(1), 55-67. DOI: 10.1111/cdev.12679
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Yablon, Y.B. (2017)
Students' Reports of Severe Violence in School as a Tool for Early Detection and Prevention. Child Development, 88(1), 55-67. DOI: 10.1111/cdev.12679
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Yeari, M., Oudega, M. & van den Broek, P. (2017)
The effect of highlighting on processing and memory of central and peripheral text information evidence from eye movements. Journal of Research in Reading, 40(4), 365-383. DOI: 10.1111/1467-9817.12072
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Yeari, M. (2017)
The role of working memory in inference generation during reading comprehension: Retention, (re)activation, or suppression of verbal information? Learning and Individual DifferencesVolume 56(1), 1-12. DOI: 10.1016/j.lindif.2017.04.002
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Yeari, M. (2017)
The role of working memory in inference generation during reading comprehension: Retention, (re)activation, or suppression of verbal information? Learning and Individual DifferencesVolume 56(1), 1-12. DOI: 10.1016/j.lindif.2017.04.002
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Yeari, M., Oudega, M. & van den Broek, P. (2017)
The effect of highlighting on processing and memory of central and peripheral text information evidence from eye movements. Journal of Research in Reading, 40(4), 365-383. DOI: 10.1111/1467-9817.12072
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Yeari, M. , Elentok, S. & Schiff, R. (2017)
Online and offline inferential and textual processing of poor comprehenders: Evidence from a probing method. Journal of Experimental Child Psychology, 155(1), 12-31
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Yeari, M. , Elentok, S. & Schiff, R. (2017)
Online and offline inferential and textual processing of poor comprehenders: Evidence from a probing method. Journal of Experimental Child Psychology, 155(1), 12-31
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Yeari, M., Avramovich, A. & Schiff, R. (2017)
Online inferential and textual processing by adolescents with attention-deficit/hyperactivity disorder during reading comprehension: Evidence from a probing method. Journal of Clinical and Experimental Neuropsychology, 39(5), 485-501
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Yeari, M., Avramovich, A. & Schiff, R. (2017)
Online inferential and textual processing by adolescents with attention-deficit/hyperactivity disorder during reading comprehension: Evidence from a probing method. Journal of Clinical and Experimental Neuropsychology, 39(5), 485-501
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Yeari, M. , Elentok, S. & Schiff, R. (2017)
Online and offline inferential and textual processing of poor comprehenders: Evidence from a probing method. Journal of Experimental Child Psychology, 155(1), 12-31
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Yeari, M., Avramovich, A. & Schiff, R. (2017)
Online inferential and textual processing by adolescents with attention-deficit/hyperactivity disorder during reading comprehension: Evidence from a probing method. Journal of Clinical and Experimental Neuropsychology, 39(5), 485-501