ספרא בקהילה

New Publications

2025
  1. Share, D. L. (2025). Blueprint for a universal theory of learning to read: The Combinatorial Model. Reading Research Quarterly, 60(2), e603.
  2. Shechter, A., & Share, D. L. (2025). Learning to Read and Developmental Dyslexia in Hebrew. Reading Research Quarterly, 60(1), e599.
2024
  1. Abu Ahmad, H., & Share, D. L. (2024). Beginning reading instruction: Syllables or phonemes? An experimental training study with Arabic-speaking preliterate preschoolers. Developmental Psychology.
  2. Derawi, H., Roark, C. L., & Gabay, Y. (2024). Procedural auditory category learning is selectively disrupted in developmental language disorder. Psychonomic Bulletin & Review, 31(3), 1181-1192.
  3. Dotan, S., & Katzir, T. (2024). The effect of modality on reading comprehension of struggling and typical readers in the second and third grades. Journal of Research in Reading, 47(3), 292-308.
  4. Gabay, Y., Reinisch, E., Even, D., Binur, N., & Hadad, B. S. (2024). Intact utilization of contextual information in speech categorization in autism. Journal of Autism and Developmental Disorders, 54(10), 3837-3853.
  5. Gade, M., Philipp, A. M., & Prior, A. (2024). Different trajectories for becoming bilingual lead to comparable outcomes in cognitive flexibility. International Journal of Bilingualism, 13670069241240953.
  6. Haridas, M., Vasudevan, N., Raman, R., Share, D. L., & Nedungadi, P. (2024). Developing a multi-dimensional phonological and morphological framework for understanding reading and spelling acquisition: A study in Malayalam literacy learning. Reading and Writing, 37(10), 2883-2925.
  7. Hershman, R., Share, D. L., Weiss, E. M., Henik, A., & Shechter, A. (2024). Insights from eye blinks into the cognitive processes involved in visual word recognition. Journal of cognition, 7(1), 14.
  8. Jabbour-Danial, M., Share, D. L., & Shalhoub-Awwad, Y. (2024). Not just phonology: a longitudinal study of dyslexia subtypes based on the distinction between reading accuracy and reading rate. Frontiers in Language Sciences, 3, 1390391.
  9. Joubran-Awadie, N., & Shalhoub-Awwad, Y. (2024). The impact of verb inflectional distance on morphological awareness in Arabic diglossia: Insights from a longitudinal study (kindergarten to grade 3). Journal of Speech, Language, and Hearing Research, 1-17.
  10. Khoury-Metanis, A., & Khateb, A. (2024). Executive functions mediate fine motor skills’ contribution to literacy achievement: A longitudinal study of Arabic-speaking children. Reading and Writing, 37(3), 731-755.
  11. Lahoud, H., Eviatar, Z., & Kreiner, H. (2024). Eye-movement patterns in skilled Arabic readers: Effects of specific features of Arabic versus universal factors. Reading and Writing, 37(5), 1079-1108.
  12. Michaly, T., & Prior, A. (2024). Development of derivational morphological knowledge in monolingual and bilingual children: Effects of modality and lexicality. Journal of Child Language, 1-26.
  13. Nativ, L., Nov, Y., Ordan, N., Wintner, S., & Prior, A. (2024). Do more proficient writers use fewer cognates in L2? A computational approach. Bilingualism: Language and cognition, 27(1), 84-94.
  14. Peskin, N., Behrmann, M., Gabay, S., & Gabay, Y. (2024). Atypical reliance on monocular visual pathway for face and word recognition in developmental dyslexia. Brain and cognition, 174, 106106.
  15. Sabag-Shushan, T., & Katzir, T. (2024). Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers. Reading and Writing, 37(8), 1905-1929.
  16. Sadan, M., Lipka, O., & Katzir, T. (2024). Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers. Computer Assisted Language Learning, 1-30.
  17. Shaul, S., Lipka, O., Tal-Cohen, D., Bufman, A., & Dotan, S. (2024). The impact of school closures during the COVID-19 pandemic on reading fluency among second grade students: Socioeconomic and gender perspectives. Frontiers in Psychology, 15, 1289145.
  18. Shechter, A., Medina, S., Share, D. L., & Yashar, A. (2024). Language-universal and script-specific factors in the recognition of letters in visual crowding: The effects of lexicality, hemifield, and transitional probabilities in a right-to-left script. cortex, 171, 319-329.
  19. Shalhoub-Awwad, Y., & Cohen-Mimran, R. (2024). On the role of morphology in early spelling in Hebrew and Arabic. Morphology, 34(2), 151-172.
  20. Shvartsman, M., & Shaul, S. (2024, October). Working memory profiles and their impact on early literacy and numeracy skills in kindergarten children. In Child & Youth Care Forum (Vol. 53, No. 5, pp. 1141-1171). New York: Springer US.
  21. Tal, D., & Shaul, S. (2024). The role of cognitive flexibility in emergent literacy. Journal of Applied Developmental Psychology, 94, 101692.
  22. Temelman-Yogev, L., Prior, A., & Katzir, T. (2024). Comprehension monitoring across languages–The effect of online feedback. Learning and Instruction, 92, 101928.
  23. Vasudevan, N., Haridas, M., Nedungadi, P., Raman, R., Daniels, P. T., & Share, D. L. (2024). A multi-dimensional framework for characterizing the role of writing system variation in literacy learning: A case study in Malayalam. Reading and Writing, 37(3), 581-614.
  24. Yinon, R., & Shaul, S. (2024). Examining the developmental trade-off between phonology and morphology in Hebrew reading acquisition. Reading and Writing, 1-25.
2023
  1. Asadi, I. A., Asli-Badarneh, A., Janaideh, R. A., & Khateb, A. (2023). Word reading by sequential trilingual: The relative strength of lexical and sub-lexical processing in Arabic and English orthographies. Reading and Writing, 36(10), 2649-2666.
  2. Ballan, R., Durrant, S. J., Manoach, D. S., & Gabay, Y. (2023). Failure to consolidate statistical learning in developmental dyslexia. Psychonomic bulletin & review, 30(1), 160-173.
  3. Ben-Zion, D., Gabitov, E., Bitan, T., & Prior, A. (2023). Impaired extraction and consolidation of morphological regularities in developmental dyslexia: A domain general deficit?. Neuropsychologia, 188, 108652.
  4. Cohen-Mimran, R., Reznik-Nevet, L., Gott, D., & Share, D. L. (2023). Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography. Reading and writing, 36(7), 1845-1865.
  5. Derawi, H., Reinisch, E., & Gabay, Y. (2023). Internal Cognitive Load Differentially Influences Acoustic and Lexical Context Effects in Speech Perception: Evidence From a Population With Attention-Deficit/Hyperactivity Disorder. Journal of Speech, Language, and Hearing Research, 66(10), 3721-3734.
  6. Fuchs, S., Katzir, T., & Kahn-Horwitz, J. (2023). EFL literacy instruction as reflected in elementary school textbooks in Israel. Reading and Writing, 36(1), 29-49.
  7. Gabay, Y., Roark, C. L., & Holt, L. L. (2023). Impaired and spared auditory category learning in developmental dyslexia. Psychological science, 34(4), 468-480.
  8. Gafni, C., Sheinfux, L. H., Klunover, H., Prior, A., & Wintner, S. (2023). Analyzing learner language: the case of the Hebrew essay corpus.
  9. Joubran-Awadie, N., & Shalhoub-Awwad, Y. (2023). Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition. First Language, 43(2), 200-230.
  10. Kligler, N., & Gabay, Y. (2023). A cross-modal investigation of statistical learning in developmental dyslexia. Scientific Studies of Reading, 27(4), 334-354.
  11. Kligler, N., Yu, C., & Gabay, Y. (2023). Reduced Implicit but not Explicit Knowledge of Cross‐Situational Statistical Learning in Developmental Dyslexia. Cognitive Science, 47(9), e13325.
  12. Lahoud, H., Share, D. L., & Shechter, A. (2023). A developmental study of eye movements in Hebrew word reading: the effects of word familiarity, word length, and reading proficiency. Frontiers in Psychology, 14, 1052755.
  13. Mansour‑Adwan, J., Khateb, A., Shalhoub-Awwad, Y., & Cohen-Mimran, R. (2023). The different linguistic profiles in Arabic speaking kindergarteners and relation to emergent literacy. Reading and Writing, 36(10), 2577-2603.
  14. Mansour-Adwan, J., Shalhoub-Awwad, Y., Cohen-Mimran, R., & Khateb, A. (2023). Reading in kindergarten Arabic-speaking children with low linguistic skills: A longitudinal study. Applied psycholinguistics, 44(2), 265-291.
  15. Ne’eman, A., & Shaul, S. (2023, April). The association between emergent literacy and cognitive abilities in kindergarten children. In Child & youth care forum (Vol. 52, No. 2, pp. 467-488). New York: Springer US.
  16. Sabag-Shushan, T., Katzir, T., & Prior, A. (2023). Assessment of emotion word vocabulary and its contribution to reading comprehension. Applied psycholinguistics, 44(1), 29-50.
  17. Sammour-Shehadeh, R., Kahn-Horwitz, J., & Prior, A. (2023). Spelling English as a foreign language: a narrative review of cross-language influences due to distance in writing system, orthography and phonology. Reading and Writing, 36(8), 2147-2173.
  18. Segal, A., Dotan, S., & Katzir, T. (2023). Development over time of the reading self-concept in fourth-and fifth-grade students. Current Psychology, 42(32), 28611-28622.
  19. Shalhoub-Awwad, Y. (2023). The role of verbal patterns in Arabic reading acquisition: Insights from cross-modal priming. Reading and Writing, 36(3), 649-672.
  20. Shany, M., Asadi, I., & Share, D. L. (2023). Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic. Scientific Studies of Reading, 27(2), 136-159.
  21. Share, D. L. (2023). Literacy and illiteracy in Africa: The Tower of Babel predicament. Handbook of literacy in Africa, 1-18.
  22. Shvartsman, M., & Shaul, S. (2023). The role of working memory in early literacy and numeracy skills in kindergarten and first grade. Children, 10(8), 1285.
2022
  1. Andria, S., Madi‐Tarabya, B., & Khateb, A. (2022). Behavioural and electrophysiological analyses of written word processing in spoken and literary Arabic: New insights into the diglossia question. European Journal of Neuroscience, 56(6), 4819-4836.
  2. Asadi, I. A., Khateb, A., Mansour-Adwan, J., & Khoury-Metanis, A. (2022). When developmental language disorder meets diglossia: A cross-sectional investigation of listening comprehension among native Arabic-speaking preschoolers. Journal of Psycholinguistic Research, 51(5), 1083-1099.
  3. Asli-Badarneh, A., Elheja, D. A., & Asadi, I. (2022). On the Relationship between Morphology and Reading Accuracy among Children in Israel. open science index 16 2021, 15, 103.
  4. Barouch, B., Weiss, Y., Katzir, T., & Bitan, T. (2022). Neural processing of morphology during reading in children. Neuroscience, 485, 37-52.
  5. Ben-Zion, D., Gabitov, E., Prior, A., & Bitan, T. (2022). Effects of sleep on language and motor consolidation: Evidence of domain general and specific mechanisms. Neurobiology of Language, 3(2), 180-213.
  6. De León Rodríguez, D., Mouthon, M., Annoni, J. M., & Khateb, A. (2022). Current exposure to a second language modulates bilingual visual word recognition: An EEG study. Neuropsychologia, 164, 108109.
  7. Degani, T., Prior, A., & Wodniecka, Z. (2022). Modulators of cross-language influences in learning and processing. Frontiers in psychology, 13, 898793.
  8. Derawi, H., Reinisch, E., & Gabay, Y. (2022). Increased reliance on top-down information to compensate for reduced bottom-up use of acoustic cues in dyslexia. Psychonomic bulletin & review, 29(1), 281-292.
  9. Eghbaria-Ghanamah, H., Ghanamah, R., Shalhoub-Awwad, Y., Adi-Japha, E., & Karni, A. (2022). Long-term benefits after a rhyme-repetition based intervention program for kindergarteners: Better reading and spelling in the first grade. Developmental Psychology, 58(2), 252.
  10. Gafni, C., Prior, A., & Wintner, S. (2022, June). The Hebrew Essay Corpus. In Proceedings of the Thirteenth Language Resources and Evaluation Conference (pp. 5580-5586).
  11. Ijalba, E., & Eviatar, Z. Dynamic Relationships among Multiple Languages. In Advances in the Neurolinguistic Study of Multilingual and Monolingual Adults (pp. 21-35). Routledge.
  12. Khateb, A., & Ibrahim, R. (2022). About the neural basis of Arabic diglossia: Behavioral and event-related potential analysis of word processing in spoken and literary Arabic. Handbook of literacy in diglossia and in dialectal contexts: Psycholinguistic, neurolinguistic, and educational perspectives, 193-217.
  13. Khateb, A., Asadi, I. A., Habashi, S., & Korinth, S. P. (2022). Role of morphology in visual word recognition: a parafoveal preview study in Arabic, using eye-tracking. Theor. Pract. Lang. Stud, 12, 1030-1038.
  14. Khoury-Metanis, A., & Khateb, A. (2022). Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge. Reading and Writing, 35(7), 1525-1547.
  15. Kleider-Tesler, E., Barzillai, M., & Katzir, T. (2022). Confidence and Calibration of Comprehension in Adolescence: Are They Domain-General or Domain-Specific?. Psychology, 13(12), 1727-1747.
  16. Massarwe, A. O., Nissan, N., & Gabay, Y. (2022). Atypical reinforcement learning in developmental dyslexia. Journal of the International Neuropsychological Society, 28(3), 270-280.
  17. Nathaniel, U., Weiss, Y., Barouch, B., Katzir, T., & Bitan, T. (2022). Start shallow and grow deep: The development of a Hebrew reading brain. Neuropsychologia, 176, 108376.
  18. Pinto, D., Prior, A., & Zion Golumbic, E. (2022). Assessing the sensitivity of EEG-based frequency-tagging as a metric for statistical learning. Neurobiology of Language, 3(2), 214-234.
  19. Shahar-Yames, D., Michaly, T., & Prior, A. (2022). Language and literacy achievements of bilingual students in Israel: A review of research and educational implications. Literacy and Language, 9, 1–19 (in Hebrew).
  20. Shechter, A., Hershman, R., & Share, D. L. (2022). A pupillometric study of developmental and individual differences in cognitive effort in visual word recognition. Scientific Reports, 12(1), 10764.
  21. Sindiani, M., Korman, M., & Karni, A. (2022). Time-of-day matters in text learning and recall: Evening lessons are advantageous for adults with ADHD though not for typical peers. Learning and Instruction, 80, 101630.
2021
  1. Abu-Liel, A. K., Ibrahim, R., & Eviatar, Z. (2021). Reading in multiple Arabics: effects of diglossia and orthography. Reading and writing, 34(9), 2291-2316.
  2. Bar, L., & Shaul, S. (2021). Early numeracy and literacy skills among monolingual and bilingual kindergarten children. Frontiers in psychology, 12, 732569.
  3. Gabay, Y. (2021). Delaying feedback compensates for impaired reinforcement learning in developmental dyslexia. Neurobiology of learning and memory, 185, 107518.
  4. Share, D. L. (2021). Common misconceptions about the phonological deficit theory of dyslexia. Brain Sciences, 11(11), 1510.
2024
  1. Shvartsman, M., & Shaul, S. (2024, October). Working memory profiles and their impact on early literacy and numeracy skills in kindergarten children. In Child & Youth Care Forum (Vol. 53, No. 5, pp. 1141-1171). New York: Springer US.
2023
  1. Eidlin-Levy, H., Avraham, E., Fares, L., & Rubinsten, O. (2023). Math anxiety affects career choices during development. International Journal of STEM Education, 10(1), 49.
  2. Levy, S., Turk-Browne, N. B., & Goldfarb, L. (2023). Impaired visuo-spatial statistical learning with mathematical learning difficulties. Visual Cognition, 31(2), 138-148.
  3. Shvartsman, M., & Shaul, S. (2023). The role of working memory in early literacy and numeracy skills in kindergarten and first grade. Children, 10(8), 1285.
  4. Sury, D., & Rubinsten, O. (2023). Implicit Processing of Numerical Order: Evidence from a Continuous Interocular Flash Suppression Study. Journal of Intelligence, 11(5), 96.
2022
  1. Daches Cohen, L., & Rubinsten, O. (2022). Math anxiety and deficient executive control: does reappraisal modulate this link?. Annals of the New York Academy of Sciences, 1513(1), 108-120.
  2. David, A., Rubinsten, O., & Berkovich-Ohana, A. (2022). Math anxiety, self-centeredness, and dispositional mindfulness. Journal of Educational Psychology, 114(2), 393.
  3. Korem, N., Cohen, L. D., & Rubinsten, O. (2022). The link between math anxiety and performance does not depend on working memory: A network analysis study. Consciousness and cognition, 100, 103298.
  4. Layzer Yavin, L., Shechter, A., & Rubinsten, O. (2022). Mathematical and negative information are similarly processed: Pupil dilation as an indicator. Journal of Intelligence, 10(4), 79.
  5. Levy, S., & Goldfarb, L. (2022). Intra-Subject Variability in Mathematical Learning Difficulties. Journal of Cognition, 5(1), 33.
  6. Naaman, R., & Goldfarb, L. (2022). The relationship between sustained attention and automatic versus procedural arithmetic: The case of populations with typical development and subgroups of developmental dyscalculia. Neuropsychology, 36(5), 394.
  7. Paz-Baruch, N., Leikin, M., & Leikin, R. (2022). Not any gifted is an expert in mathematics and not any expert in mathematics is gifted. Gifted and Talented International, 37(1), 25-41.
  8. Salmon‐Mordekovich, N., & Leikin, M. (2022). The cognitive–creative profiles of insightful problem solvers: A person‐centered insight study. The Journal of Creative Behavior, 56(3), 396-413.
  9. Shichel, I., & Goldfarb, L. (2022). The effect of proportion manipulation on the size-congruency and distance effects in the numerical Stroop task. Memory & Cognition, 50(7), 1578-1589.
2021
  1. Bar, L., & Shaul, S. (2021). Early numeracy and literacy skills among monolingual and bilingual kindergarten children. Frontiers in psychology, 12, 732569.
  2. Daches Cohen, L., Korem, N., & Rubinsten, O. (2021). Math anxiety is related to math difficulties and composed of emotion regulation and anxiety predisposition: A network analysis study. Brain Sciences, 11(12), 1609.
  3. Levy, H. E., & Rubinsten, O. (2021). Numbers (but not words) make math anxious individuals sweat: Physiological evidence. Biological psychology, 165, 108187.

Emotion Research

2024
  1. Keleynikov, M., Cohen, N., & Benatov, J. (2024). Maternal distress during the COVID-19 outbreak: A socio-ecological perspective. Plos one, 19(5), e0302266.
  2. Sabag-Shushan, T., & Katzir, T. (2024). Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers. Reading and Writing, 37(8), 1905-1929.
  3. Sadan, M., Lipka, O., & Katzir, T. (2024). Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers. Computer Assisted Language Learning, 1-30.
  4. Trautwein, F. M., Schweitzer, Y., Dor-Ziderman, Y., Nave, O., Ataria, Y., Fulder, S., & Berkovich-Ohana, A. (2024). Suspending the embodied self in meditation attenuates beta oscillations in the posterior medial cortex. Journal of Neuroscience, 44(26).
2023
  1. Arbel, R., Szpiro, S. F., Sagi, J., Khuri, M., Berkovits, L., & Cohen, N. (2024). Reappraising negative emotions reduces distress during the COVID-19 outbreak. Current Psychology, 43(15), 14053-14062.
  2. Berkovich-Ohana, A., Brown, K. W., Gallagher, S., Barendregt, H., Bauer, P., Giommi, F., … & Amaro, A. (2024). Pattern theory of selflessness: How meditation may transform the self-pattern. Mindfulness, 15(8), 2114-2140.
  3. Buchanan, E., Lewis, S., Paris, B., Forscher, P., Pavlacic, J., Beshears, J., … Cohen, N., & Primbs, M. (2023). The Psychological Science Accelerator’s COVID-19 rapid-response dataset. Scientific Data, 10(1), 87.
  4. David, J., Bouso, J. C., Kohek, M., Ona, G., Tadmor, N., Arnon, T., … & Berkovich-Ohana, A. (2023). Ayahuasca-induced personal death experiences: prevalence, characteristics, and impact on attitudes toward death, life, and the environment. Frontiers in Psychiatry, 14, 1287961.
  5. De Smet, S., Cohen, N., & Vanderhasselt, M. A. (2023). Boosting affective control with bifrontal transcranial direct current stimulation (tDCS): a proof-of-concept study in healthy individuals. Behaviour Research and Therapy, 169, 104401.
  6. Górska, G., Berkovich-Ohana, A., Klimecki, O., & Trautwein, F. M. (2023). Situational assessment of empathy and compassion: Predicting prosociality using a video-based task. Plos one, 18(12), e0289465.
  7. Keleynikov, M., Benatov, J., & Cohen, N. (2023). Emotion regulation among parents raising a child with disability: A systematic review and conceptual model. Journal of Child and Family Studies, 32(3), 858-875.
  8. Levy, S., Cohen, N., & Weinbach, N. (2023). Negative and positive interpretations of emotionally neutral situations modulate the desire to eat personally craved foods. Appetite, 191, 107092.
  9. Massarwe, A., & Cohen, N. (2023). Understanding the benefits of extrinsic emotion regulation in depression. Frontiers in psychology, 14, 1120653.
  10. Nashashibi, L., Khouri, M., Meretyk, I., Livni, T., Cohen, N., & Fruchter, E. (2023). Working in corona-designated departments in a fortified underground hospital: Concerns about corona and predictors of job burnout. Frontiers in Psychiatry, 14, 1105632.
  11. Sabag-Shushan, T., Katzir, T., & Prior, A. (2023). Assessment of emotion word vocabulary and its contribution to reading comprehension. Applied psycholinguistics, 44(1), 29-50.
  12. Shemesh, L., Mendelsohn, A., Panitz, D. Y., & Berkovich-Ohana, A. (2023). Enhanced declarative memory in long-term mindfulness practitioners. Psychological Research, 87(1), 294-307.
2022
  1. Ben-Baruch, Y. D., Leibovich-Raveh, T., & Cohen, N. (2022). The link between emotion regulation and size estimation of spiders pictures among women with fear of spiders. Frontiers in Psychology, 13, 1053381.
  2. Dorison, C. A., Lerner, J. S., Heller, B. H., Rothman, A. J., Kawachi, I. I., Wang, K., … Cohen, N., & Pantazi, M. (2022). In COVID-19 health messaging, loss framing increases anxiety with little-to-no concomitant benefits: Experimental evidence from 84 countries. Affective science, 3(3), 577-602.
  3. Gil, M., Cohen, N., & Weinbach, N. (2022). The influence of inhibitory control on reappraisal and the experience of negative emotions. Cognition and Emotion, 36(2), 364-371.
  4. Hamerman, R., & Cohen, N. (2022). Emotion control training enhances reappraisal success among individuals with reported ADHD symptoms. Scientific Reports, 12(1), 14058.
  5. Itzhaky, L., Levin, Y., Har-Sinay, M., Levy, T., Benatov, J., & Zalsman, G. (2023). COVID-19 and the impact on psychiatric and suicide-related emergency department visits of 5–18-year-Old youth in Israel. Journal of psychiatric research, 168, 300-303.
  6. Khouri, M., Lassri, D., & Cohen, N. (2022). Job burnout among Israeli healthcare workers during the first months of COVID-19 pandemic: The role of emotion regulation strategies and psychological distress. PloS one, 17(3), e0265659.
  7. Legate, N., Ngyuen, T. V., Weinstein, N., Moller, A., Legault, L., Vally, Z., … Cohen, N. & Ogbonnaya, C. E. (2022). A global experiment on motivating social distancing during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 119(22).
  8. Theodor‐Katz, N., Somer, E., Hesseg, R. M., & Soffer‐Dudek, N. (2022). Could immersive daydreaming underlie a deficit in attention? The prevalence and characteristics of maladaptive daydreaming in individuals with attention‐deficit/hyperactivity disorder. Journal of Clinical Psychology, 78(11), 2309-2328.
  9. Weinbach, N., Barzilay, G., & Cohen, N. (2022). Cognitive reappraisal reduces the influence of threat on food craving. Affective Science, 3(4), 818-826.
2021
  1. Wang, K., Goldenberg, A., Dorison, C. A., Miller, J. K., Uusberg, A., Lerner, J. S., … Cohen, N. & Štrukelj, E. (2021). A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic. Nature human behaviour, 5(8), 1089-1110.

Perception Research

2024
  1. Twito, R., Hadad, B. S., & Szpiro, S. (2024). Is she still angry? Intact learning but no updating of facial expressions priors in autism. Autism Research, 17(5), 934-946.
2023
  1. Alali-Morlevy, K., & Goldfarb, L. (2023). The effect of background sounds on mind wandering. Psychological research, 87(6), 1848-1861.
2022
  1. Hadad, B. S., & Yashar, A. (2022). Sensory perception in autism: What can we learn?. Annual review of vision science, 8(1), 239-264.
  2. Jimenez, M., Kimchi, R., & Yashar, A. (2022). Mixture-modeling approach reveals global and local processes in visual crowding. Scientific Reports, 12(1), 6726.
  3. Kewan-Khalayly, B., & Yashar, A. (2022). The role of spatial attention in crowding and feature binding. Journal of Vision, 22(13), 6-6.
  4. Kewan-Khalayly, B., Migó, M., & Yashar, A. (2022). Transient attention equally reduces visual crowding in radial and tangential axes. Journal of Vision, 22(9), 3-3.
  5. Markus, A., & Eviatar, Z. (2023). Competition in context: response selection within the supervisory attentional system model. Cognitive Neuropsychology, 40(1), 43-57.
  6. Markus, A., & Eviatar, Z. (2023). Handedness in the presence of prior knowledge: effects of interhemispheric configuration on performance. Neuropsychologia, 178, 108429.
  7. Markus, A., Manor, D., Konis, D., & Eviatar, Z. (2023). Interhemispheric transfer of visual information: Meaningfulness and response formation. Brain and Cognition, 170, 106003.
2024
  1. Berger, R., Benatov, J., Karna, A., Wu, R., Tarrasch, R., van Schaik, S. D., & Brenick, A. (2024). Cultivating compassion in Jewish-Israeli kindergartners: The effectiveness of mindfulness-and empathy-based interventions as facilitators of compassion. Early Education and Development, 35(6), 1353-1373.
  2. Grimland, M., Benatov, J., Yeshayahu, H., Izmaylov, D., Segal, A., Gal, K., & Levi‐Belz, Y. (2024). Predicting suicide risk in real‐time crisis hotline chats integrating machine learning with psychological factors: Exploring the black box. Suicide and Life‐Threatening Behavior, 54(3), 416-424.
  3. Lipka, O., & Sarid, M. (2024). Adjustment of Israeli undergraduate students to emergency remote learning during COVID-19: A mixed methods examination. International Journal of Inclusive Education, 28(9), 1720-1739.
  4. Sarid, M., & Lipka, O. (2024). The relationship between academic self-efficacy and class engagement of self-reported LD and ADHD in Israeli undergraduate students during COVID-19. European Journal of Psychology of Education, 39(1), 253-274.
2023
  1. Gabay, Y., Karni, A., & Holt, L. L. (2023). Memory for incidentally learned categories evolves in the post-learning interval. Elife, 12, e81855.
  2. Gabay, Y., Madlansacay, M., & Holt, L. L. (2023). Incidental auditory category learning and visuomotor sequence learning do not compete for cognitive resources. Attention, Perception, & Psychophysics, 85(2), 452-462.
  3. Hoogsteen, K. M., & Szpiro, S. (2023). A holistic understanding of challenges faced by people with low vision. Research in Developmental Disabilities, 138, 104517.
  4. Nissan, N., Hertz, U., Shahar, N., & Gabay, Y. (2023). Distinct reinforcement learning profiles distinguish between language and attentional neurodevelopmental disorders. Behavioral and Brain Functions, 19(1), 6.
  5. Sarid, M., & Lipka, O. (2023). Students with learning disabilities/attention-deficit/hyperactivity disorder in higher education dealing with remote learning: lessons learned from COVID-19 era. Frontiers in Psychology, 14, 1172771.
  6. Zorach, I. A., & Lipka, O. (2023). Adjustment to higher education among students with mental health disorders. Higher education research & development, 42(1), 1-17.
2022
  1. Avraham, E., Sacher, Y., Maaravi-Hesseg, R., Karni, A., & Doron, R. (2022). Skill-learning by observation-training with patients after traumatic brain injury. Frontiers in Human Neuroscience, 16, 940075.
  2. Awad-Igbaria, Y., Maaravi-Hesseg, R., Admon, R., & Karni, A. (2022). Only tomorrow: Delayed effects of teachers attitude on motor skill learning. Learning and Instruction, 82, 101681.
  3. Ballan, R., Durrant, S. J., Stickgold, R., Morgan, A., Manoach, D. S., & Gabay, Y. (2022). A failure of sleep-dependent consolidation of visuoperceptual procedural learning in young adults with ADHD. Translational Psychiatry, 12(1), 499.
  4. Eghbaria-Ghanamah, H., Ghanamah, R., Shalhoub-Awwad, Y., Adi-Japha, E., & Karni, A. (2022). Long-term benefits after a rhyme-repetition based intervention program for kindergarteners: Better reading and spelling in the first grade. Developmental Psychology, 58(2), 252.
  5. Ghanamah, R., Eghbaria-Ghanamah, H., Karni, A., & Adi-Japha, E. (2022). Practice schedule and testing per se affect children’s transfer abilities in a grapho-motor task. Journal of Experimental Child Psychology, 215, 105323.
  6. Hoogsteen, K. M., Szpiro, S., Kreiman, G., & Peli, E. (2022). Beyond the cane: describing urban scenes to blind people for mobility tasks. ACM Transactions on Accessible Computing (TACCESS), 15(3), 1-29.
2021
  1. Badarny, S., Ibrahim, R., Susel, Z., Zaina, A., Nasar, R., & Badarny, Y. (2021). Long-term stable efficacy of botulinum toxin A in facial movement disorders with no need for increasing dose. Medicine, 100(25), e26481.

©2023 The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities