explicit memory

Lifshitz-Vahav, H. & Vakil, E. (2014)

Taxonomy of moderators that govern explicit memory in individuals with intellectual disability: Integrative research review. Journal of Applied Research in Memory and Cognition 3, 101–119

Lifshitz-Vahav, H. & Vakil, E. (2014)

Taxonomy of moderators that govern explicit memory in individuals with intellectual disability: Integrative research review. Journal of Applied Research in Memory and Cognition 3, 101–119

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. & 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. & 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. & 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., 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., 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., 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