Developmental Studies

  1. Asadi, I. A., Khateb, A., Mansour-Adwan, J., & 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. https://doi.org/10.1007/s10936-022-09885-5
  2. Bar, L., & Shaul, S. (2021). Early numeracy and literacy skills among monolingual and bilingual kindergarten children. Frontiers in Psychology, 12, 732569. doi: 10.3389/fpsyg.2021.732569
  3. Barouch, B., Weiss, Y., Katzir, T., & Bitan, T. (2022). Neural processing of morphology during reading in children. Neuroscience, 485, 37–52.
  4. Cohen-Mimran, R., Gott, D., Nevet, L., & Share, D. L. (accepted for publication). Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography. Reading & Writing. Proceedings of the National Academy of Sciences, 119(22).‏
  5. 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), 252–269. doi: 10.1037/dev0001284.supp1470-1482.
  6. Fuchs, S., Katzir, T., & Kahn-Horwitz, J. (2022). EFL literacy instruction as reflected in elementary school textbooks in Israel. Reading and Writing, 1–21.
  7. Gabay, Y. (2021). Delaying feedback compensates for impaired reinforcement learning in developmental dyslexia. Neurobiology of Learning and Memory, 185, 107518.
  8. 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, 1–23.
  9. Nathaniel, U., Weiss, Y., Barouch, B., Katzir, T., & Bitan, T. (2022). Start shallow and grow deep: The development of a Hebrew reading brain. Neuropsychologia, 108376.‏
  10. Neeman, A., & Shaul, S. (2022). The association between emergent literacy abilities and cognitive abilities in kindergarten children. Child & Youth Care Forum. https://doi.org/10.1007/s10566-022-09697-7
  11. Shalhoub-Awwad, Y. (2022). The role of verbal-word pattern in Arabic reading acquisition: Insights from cross-modal priming. Reading and Writing.
  12. 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, 10764.

Intervention Studies

  1. Awad-Igbaria, Y., Maaravi-Hesseg, R., Admon, R., & Karni, A., (2022). Only tomorrow: Delayed effects of teacher’s attitude on motor skill learning. Learning and Instruction, 82.
  2. Ghanamah, R., Eghbaria-Ghanamah, H., Karni, A., & Adi-Japha, E. (2022). Practice schedule and testing per se affect children’s transfer abilities in a graphomotor task. Journal of Experimental Child Psychology, 215. doi: 10.1016/j.jecp.2021.105323.
  3. Hamerman, R., & Cohen, N. (in press). Emotion control training enhances reappraisal success among individuals with ADHD. Scientific Reports.

COVID-19 Studies

  1. Dorison, C. H., Lerner, J. S., Heller, B. H., Rothman, A. J., Kawachi, I. I., Wang, K., … Cohen, N., Buchanan, E. M., & Coles, N. A. (in press). In COVID-19 health messaging, loss framing increases anxiety with little-to-no concomitant benefits: Experimental evidence from 84 countries. Affective Science.
  2. 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.‏
  3. 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.
  4. Lipka, O., & Sarid, M. (2022). Adjustment of Israeli undergraduate students to emergency remote learning during COVID-19: A mixed methods examination. International Journal of Inclusive Education, 1–20.
  5. Wang, K., Goldenberg, A., Dorison, C. A., Miller, J. K., Uusberg, A., Lerner, J. S., … Cohen, N., & Isager, P. M. (2021). A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic. Nature Human Behaviour, 5(8), 1089–1110.‏

General Studies

  1. Andria, S., Madi‐Tarabya, B., & Khateb, A. (2022, July 22). Behavioral and electrophysiological analyses of written word processing in spoken and literary Arabic: New insights into the diglossia question. European Journal of Neuroscience. https://doi.org/10.1111/ejn.15781
  2. Arbel, R., Szpiro, S., Sagi, J., Khouri, M., Berkovits, L., & Cohen, N. (accepted for publication). Reappraising negative emotions reduces distress during the COVID-19 outbreak. Current Psychology.
  3. Asli-Badarneh, A., Abu-Elhiha, D., & Asadi, I. A. (2022, February). On the relationship between morphology and reading accuracy among children in Israel. In ICRWAL 2022: XVI. International Conference on Reading, Writing and Applied Linguistics (pp. 103–121). Online ISSN: 1307–6892.
  4. 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. doi:10.3389/fnhum.2022.94007
  5. Badarny, S., Ibrahim, R., 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.
  6. 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.
  7. Daches-Cohen, L., & Rubinsten, O. (in press). Math anxiety and deficient executive control: Does reappraisal modulate this link? Annals of the New York Academy of Sciences.
  8. 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.
  9. David, A., Rubinsten, O., & Berkovich-Ohana, A. (2021). Math anxiety, self-centeredness, and dispositional mindfulness. Journal of Educational Psychology.
  10. 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.
  11. Degani, T., Prior, A., & Wodniecka, Z. (2022). Modulators of cross-language influence in learning and processing. Frontiers in Psychology: Language Sciences.
  12. 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.
  13. Eidlin Levy, H., & Rubinsten, O. (2021). Numbers (but not words) make math anxious individuals sweat: Physiological evidence. Biological Psychology, 108187.
  14. Gafni, C., Prior, A., & Wintner, S. (2022). The Hebrew essay corpus. Proceedings of the 13th International Conference on Language Resources and Evaluation.
  15. 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.‏
  16. Hadad, B., & Yashar, A. (submitted). Sensory perception in autism: What can we learn? Annual Review of Vision Science. doi: 10.1146/annurev-vision-093020-035217. preprint ddi: 10.31234/osf.io/dnce2
  17. Haridas, M., Vasudevan, N., Nedungadi, P., Daniels, P. T., & Share, D. L. (accepted for publication). From uni-dimensional to multi-dimensional frameworks for characterizing writing system influences on literacy learning: A case study in Malayalam. Reading & Writing.
  18. Hoogsteen Karst, M. P., Szpiro, S., Kreiman, G., & Peli, E. (2022, February). Beyond the cane: Describing urban scenes to blind people for mobility tasks. ACM Transactions on Accessible Computing. https://doi.org/10.1145/3522757
  19. Kewan-Khalayly, B., Migo, M., & Yashar, A. (in press). Transient attention equally reduces visual crowding in radial and tangential axes. Journal of Vision.
  20. 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. Theory and Practice in Language Studies, 12(6) 1030–1038. https://doi.org/10.17507/tpls.1206.02
  21. 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, 193–217.
  22. Khatteb Abu Liel, A., Ibrahim, R., & Eviatar, Z. (2021). Reading in multiple Arabics: Effects of diglossia and orthography. Reading and Writing: An Interdisciplinary Journal, 34, 2291–2316.
  23. Korem, N., Daches Cohen, L., & 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.
  24. Levy, S., & Goldfarb, L. (2022). Intra-subject variability in mathematical learning difficulties. Journal of Cognition, 5(1), 33. http://doi.org/10.5334/joc.226
  25. Massarwe, A. O., Nissan, N., & Gabay, Y. (2022). Atypical reinforcement learning in developmental dyslexia. Journal of the International Neuropsychological Society, 28(3), 270–280.
  26. 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), 394–404.
  27. Paz-Baruch, N., Leikin, R., Leikin, M. (2021). Not any gifted is an expert in mathematics and not any expert in mathematics is gifted. Gifted and Talented International, 13(2), 308–324.
  28. Pinto, D., Prior, A., & Golumbic, E. (2022). Assessing the sensitivity of EEG-based frequency tagging as a metric for statistical learning. Neurobiology of Language, 3(2), 214–234.
  29. Salmon, N., & Leikin, M. (2022). The cognitive-creative profiles of insightful problem solvers: A person-centered insight study. The Journal of Creative Behavior.
  30. 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).
  31. Share, D. L. (2021). Common misconceptions about the phonological deficit theory of dyslexia. Brain Sciences, 11(11).
  32. Shany, M., Asadi, I. A., & Share, D.L. (accepted). Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic. Scientific Studies of Reading.
  33. Shemesh, L., Mendelshon, A., Panitz, D. Y., & Berkovich-Ohana, A. (2021). Mindfulness meditation enhances long-term declarative memory. Psychological Research, 1–14. https://doi.org/10.1007/s00426-022-01642-6
  34. Shichel, I., & Goldfarb, L. (2022). The effect of proportion manipulation on the size-congruency and distance effects in the numerical Stroop task. Memory & Cognition.
  35. 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. doi: 10.1016/j.learninstruc.2022.101630
  36. 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. doi: 10.1002/jclp.23355
  37. Jimenez, M., Kimchi, R., & Yashar, A. (2022). Mixture-modeling approach reveals global and local processes in visual crowding. Scientific Reports, 12(1), 1–9.‏
  38. Weinbach, N., Barzilay, G., & Cohen, N. (in press). Cognitive reappraisal reduces the influence of threat on the desire to eat. Affective Science.
  39. Zorach, I. A., & Lipka, O. (2022). Adjustment to higher education among students with mental health disorders. Higher Education Research & Development, 1–17.

Chapters

  1. Berkovich-Ohana, A. (2022). Meditation and self-consciousness: Neuroscience, neurophenomenology, and possible implications. In A. Berkovich-Ohana, N. Segev, E. Shulman, D. Rudrauf, & I. Segev (Eds.), Perspectives on consciousness: The role of subjective experience. MIT Press.
  2. Cohen, L. D., & Rubinsten, O. (accepted). The neurobiology basis of numerical cognition. In M. Danesi (Ed.), invited chapter for the Handbook of cognitive mathematics (~ 25 pages). Springer.
  3. Ibrahim, R. (2021). Learning disabilities among children in Arab society in Israel. In M. Israelashvili & F. Nasser- Abu Alhija (Eds.), Education in Arab society in Israel (pp. 104–134). Mofet Institute.
  4. 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. In E. Saiegh-Haddad, L. Laks, and C. McBride (Eds), Handbook of literacy in diglossia and in dialectal contexts: Psycholinguistic, neurolinguistic, and educational perspectives (pp. 193–217). Springer.
  5. Share, D. L. (2022). Literacy and illiteracy in Africa: The Tower of Babel predicament. In M. Joshi & C. M. McBride (Eds.), Handbook of literacy in Africa. Springer-Nature.
  6. Berkovich-Ohana, A. (2022). Meditation and self-consciousness: Neuroscience, neurophenomenology, and possible implications. In A. Berkovich-Ohana, N. Segev, E. Shulman, D. Rudrauf, & I. Segev (Eds.), Perspectives on consciousness: The role of subjective experience. MIT Press.
  7. Cohen, L. D., & Rubinsten, O. (accepted). The neurobiology basis of numerical cognition. In M. Danesi (Ed.), invited chapter for the Handbook of cognitive mathematics (~ 25 pages). Springer.
  8. Ibrahim, R. (2021). Learning disabilities among children in Arab society in Israel. In M. Israelashvili & F. Nasser- Abu Alhija (Eds.), Education in Arab society in Israel (pp. 104–134). Mofet Institute.
  9. 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. In E. Saiegh-Haddad, L. Laks, and C. McBride (Eds), Handbook of literacy in diglossia and in dialectal contexts: Psycholinguistic, neurolinguistic, and educational perspectives (pp. 193–217). Springer.
  10. Share, D. L. (2022). Literacy and illiteracy in Africa: The Tower of Babel predicament. In M. Joshi & C. M. McBride (Eds.), Handbook of literacy in Africa. Springer-Nature.
  11. 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), 252–269. doi: 10.1037/dev0001284.supp1470-1482.
  12. Fuchs, S., Katzir, T., & Kahn-Horwitz, J. (2022). EFL literacy instruction as reflected in elementary school textbooks in Israel. Reading and Writing, 1–21.
  13. Gabay, Y. (2021). Delaying feedback compensates for impaired reinforcement learning in developmental dyslexia. Neurobiology of Learning and Memory, 185, 107518.
  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, 1–23.
  15. Nathaniel, U., Weiss, Y., Barouch, B., Katzir, T., & Bitan, T. (2022). Start shallow and grow deep: The development of a Hebrew reading brain. Neuropsychologia, 108376.‏
  16. Neeman, A., & Shaul, S. (2022). The association between emergent literacy abilities and cognitive abilities in kindergarten children. Child & Youth Care Forum. https://doi.org/10.1007/s10566-022-09697-7
  17. Shalhoub-Awwad, Y. (2022). The role of verbal-word pattern in Arabic reading acquisition: Insights from cross-modal priming. Reading and Writing.
  18. 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, 10764.

Intervention Studies

  1. Awad-Igbaria, Y., Maaravi-Hesseg, R., Admon, R., & Karni, A., (2022). Only tomorrow: Delayed effects of teacher’s attitude on motor skill learning. Learning and Instruction, 82.
  2. Ghanamah, R., Eghbaria-Ghanamah, H., Karni, A., & Adi-Japha, E. (2022). Practice schedule and testing per se affect children’s transfer abilities in a graphomotor task. Journal of Experimental Child Psychology, 215. doi: 10.1016/j.jecp.2021.105323.
  3. Hamerman, R., & Cohen, N. (in press). Emotion control training enhances reappraisal success among individuals with ADHD. Scientific Reports.

COVID-19 Studies

  1. Dorison, C. H., Lerner, J. S., Heller, B. H., Rothman, A. J., Kawachi, I. I., Wang, K., … Cohen, N., Buchanan, E. M., & Coles, N. A. (in press). In COVID-19 health messaging, loss framing increases anxiety with little-to-no concomitant benefits: Experimental evidence from 84 countries. Affective Science.
  2. 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.‏

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.