Publications
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Yeari, M., Lavi, T., Rasouly-Balfer, A., & Shalev, L. (2024). Meta-strategic Learning of Structure Strategies in Reading Comprehension of Expository Texts. Reading Psychology, 45(1), 56-77–77. https://doi.org/10.1080/02702711.2023.2253219
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Yeari, M., Lavi, T., Rasouly-Balfer, A., & Shalev, L. (2024). Meta-strategic Learning of Structure Strategies in Reading Comprehension of Expository Texts. Reading Psychology, 45(1), 56-77–77. https://doi.org/10.1080/02702711.2023.2253219
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Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
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Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
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Kofman Talmy, A. & Mashal, N. (2024). Quantitative and qualitative initial validation of the accountable talk questionnaire. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1182439
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Kofman Talmy, A. & Mashal, N. (2024). Quantitative and qualitative initial validation of the accountable talk questionnaire. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1182439
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Zabag, R., Rinck, M., Becker, E., Gilboa-Schechtman, E., & Levy-Gigi, E. (2024). Although I know it: Social anxiety is associated with a deficit in positive updating even when the cost of avoidance is Obvious. Journal of Psychiatric Research, 169, 279–283. https://doi.org/10.1016/j.jpsychires.2023.11.041
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Zabag, R., Rinck, M., Becker, E., Gilboa-Schechtman, E., & Levy-Gigi, E. (2024). Although I know it: Social anxiety is associated with a deficit in positive updating even when the cost of avoidance is Obvious. Journal of Psychiatric Research, 169, 279–283. https://doi.org/10.1016/j.jpsychires.2023.11.041
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Sukenik, N. (2023). Relative clause production abilities of Hebrew-speaking children with ASD. LANGUAGE ACQUISITION. https://doi.org/10.1080/10489223.2023.2197888
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Efrati, Y., & Spada, M. M. (2023). Development and Validation of the Metacognitions about Sex Scale: Exploring its Role as a Mediator between Negative Affect, Emotion Dysregulation Strategies, and Compulsive Sexual Behavior Disorder. Journal of Sex & Marital Therapy, 1–18. https://doi.org/10.1080/0092623X.2023.2259894
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Meiron, O., Yaniv, A., Rozenberg, S., & David, J. (2023). Transcranial direct-current stimulation of the prefrontal cortex enhances working memory and suppresses pathological gamma power elevation in schizophrenia. EXPERT REVIEW OF NEUROTHERAPEUTICS. https://doi.org/10.1080/14737175.2023.2294150
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Sukenik, N. (2023). Relative clause production abilities of Hebrew-speaking children with ASD. LANGUAGE ACQUISITION. https://doi.org/10.1080/10489223.2023.2197888
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Paz-Baruch, N., & Hazema, H. (2023). Self-Regulated Learning and Motivation Among Gifted and High-Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels. Journal for the Education of the Gifted, 46(1), 34-76. https://doi.org/10.1177/01623532221143825
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Paz-Baruch, N., & Hazema, H. (2023). Self-Regulated Learning and Motivation Among Gifted and High-Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels. Journal for the Education of the Gifted, 46(1), 34-76. https://doi.org/10.1177/01623532221143825
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Paz-Baruch, N., & Maor, R. (2023). Cognitive abilities and creativity: The role of working memory and visual processing. Thinking Skills and Creativity, 48. https://doi.org/10.1016/j.tsc.2023.101294
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Paz-Baruch, N., & Maor, R. (2023). Cognitive abilities and creativity: The role of working memory and visual processing. Thinking Skills and Creativity, 48. https://doi.org/10.1016/j.tsc.2023.101294
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Benoliel, P., & Schechter, C. (2023). Smart collaborative ecosystem: leading complex school systems. Journal of Educational Administration, 61(3), 239-255 https://doi.org/10.1108/JEA-09-2022-0146
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Meiron, O., Yaniv, A., Rozenberg, S., & David, J. (2023). Transcranial direct-current stimulation of the prefrontal cortex enhances working memory and suppresses pathological gamma power elevation in schizophrenia. EXPERT REVIEW OF NEUROTHERAPEUTICS. https://doi.org/10.1080/14737175.2023.2294150
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Paz-Baruch, N., & Maor, R. (2023). Cognitive abilities and creativity: The role of working memory and visual processing. Thinking Skills and Creativity, 48. https://doi.org/10.1016/j.tsc.2023.101294
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Paz-Baruch, N., & Maor, R. (2023). Cognitive abilities and creativity: The role of working memory and visual processing. Thinking Skills and Creativity, 48. https://doi.org/10.1016/j.tsc.2023.101294
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Levy-Gigi, E., Sudai, E., & Bar, M. (2023). Context as a barrier: Impaired contextual processing increases the tendency to develop PTSD symptoms across repeated exposure to trauma. Journal of Anxiety Disorders, 100, 102765. https://doi.org/10.1016/j.janxdis.2023.102765