{"id":801,"date":"2023-05-04T15:24:27","date_gmt":"2023-05-04T15:24:27","guid":{"rendered":"https:\/\/newejsafra.haifa.ac.il\/?page_id=801"},"modified":"2023-05-22T10:02:52","modified_gmt":"2023-05-22T10:02:52","slug":"new-publications","status":"publish","type":"page","link":"https:\/\/newejsafra.haifa.ac.il\/?page_id=801","title":{"rendered":"New Publications"},"content":{"rendered":"\t\t
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Developmental Studies<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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  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<\/em>. https:\/\/doi.org\/10.1007\/s10936-022-09885-5<\/a><\/li>
  2. Bar, L., & Shaul, S. (2021). Early numeracy and literacy skills among monolingual and bilingual kindergarten children. Frontiers in Psychology<\/em>, 12, 732569. doi: 10.3389\/fpsyg.2021.732569<\/li>
  3. Barouch, B., Weiss, Y., Katzir, T., & Bitan, T. (2022). Neural processing of morphology during reading in children. Neuroscience<\/em>, 485<\/em>, 37\u201352.<\/li>
  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.<\/em> Proceedings of the National Academy of Sciences<\/em>, 119(22).\u200f<\/li>
  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<\/em>, 58<\/em>(2), 252\u2013269. doi: 10.1037\/dev0001284.supp1470-1482.<\/li>
  6. Fuchs, S., Katzir, T., & Kahn-Horwitz, J. (2022). EFL literacy instruction as reflected in elementary school textbooks in Israel. Reading and Writing<\/em>, 1\u201321.<\/li>
  7. Gabay, Y. (2021). Delaying feedback compensates for impaired reinforcement learning in developmental dyslexia. Neurobiology of Learning and Memory<\/em>, 185<\/em>, 107518.<\/li>
  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<\/em>, 1\u201323.<\/li>
  9. Nathaniel, U., Weiss, Y., Barouch, B., Katzir, T., & Bitan, T. (2022). Start shallow and grow deep: The development of a Hebrew reading brain.\u00a0Neuropsychologia, 108376.\u200f<\/li>
  10. Neeman, A., & Shaul, S. (2022). The association between emergent literacy abilities and cognitive abilities in kindergarten children. Child & Youth Care Forum.<\/em> https:\/\/doi.org\/10.1007\/s10566-022-09697-7<\/li>
  11. Shalhoub-Awwad, Y. (2022). The role of verbal-word pattern in Arabic reading acquisition: Insights from cross-modal priming. Reading and Writing.<\/em><\/li>
  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<\/em>, 12<\/em>, 10764.<\/li><\/ol>

    Intervention Studies<\/strong><\/p>

    1. Awad-Igbaria, Y., Maaravi-Hesseg, R., Admon, R., & Karni, A., (2022). Only tomorrow: Delayed effects of teacher\u2019s attitude on motor skill learning. Learning and Instruction<\/em>, 82.<\/li>
    2. Ghanamah, R., Eghbaria-Ghanamah, H., Karni, A., & Adi-Japha, E. (2022). Practice schedule and testing per se affect children\u2019s transfer abilities in a graphomotor task. Journal of Experimental Child Psychology<\/em>, 215. doi: 10.1016\/j.jecp.2021.105323.<\/li>
    3. Hamerman, R., & Cohen, N. (in press). Emotion control training enhances reappraisal success among individuals with ADHD. Scientific Reports.<\/em><\/li><\/ol>

      COVID-19 Studies<\/strong><\/p>

      1. Dorison, C. H., Lerner, J. S., Heller, B. H., Rothman, A. J., Kawachi, I. I., Wang, K., \u2026 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.<\/em><\/li>
      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<\/em>, 17(3), e0265659.\u200f<\/li>
      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.<\/li>
      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<\/em>, 1\u201320.<\/li>
      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.\u00a0Nature Human Behaviour<\/em>,\u00a05(8), 1089\u20131110.\u200f<\/li><\/ol>

        General Studies<\/strong><\/p>

        1. Andria, S., Madi\u2010Tarabya, 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<\/em>. https:\/\/doi.org\/10.1111\/ejn.15781<\/li>
        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<\/em>.<\/li>
        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\u2013121). Online ISSN: 1307\u20136892.<\/li>
        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<\/em>. doi:10.3389\/fnhum.2022.94007<\/li>
        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<\/em>.<\/li>
        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<\/em>, 3(2), 180\u2013213.<\/li>
        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<\/em>.<\/li>
        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<\/em>, 11(12), 1609.<\/li>
        9. David, A., Rubinsten, O., & Berkovich-Ohana, A. (2021). Math anxiety, self-centeredness, and dispositional mindfulness. Journal of Educational Psychology<\/em>.<\/li>
        10. de Le\u00f3n Rodr\u00edguez, D., Mouthon, M., Annoni, J. M., & Khateb, A. (2022). Current exposure to a second language modulates bilingual visual word recognition: An EEG study. Neuropsychologia<\/em>, 164, 108109.<\/li>
        11. Degani, T., Prior, A., & Wodniecka, Z. (2022). Modulators of cross-language influence in learning and processing. Frontiers in Psychology: Language Sciences. <\/em><\/li>
        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<\/em>, 29(1), 281\u2013292.<\/li>
        13. Eidlin Levy, H., & Rubinsten, O. (2021). Numbers (but not words) make math anxious individuals sweat: Physiological evidence. Biological Psychology<\/em>, 108187.<\/li>
        14. Gafni, C., Prior, A., & Wintner, S. (2022). The Hebrew essay corpus. Proceedings of the 13th International Conference on Language Resources and Evaluation.<\/em><\/li>
        15. Gil, M., Cohen, N., & Weinbach, N. (2022). The influence of inhibitory control on reappraisal and the experience of negative emotions. Cognition and Emotion<\/em>, 36(2), 364\u2013371.\u200f<\/li>
        16. Hadad, B., & Yashar, A. (submitted). Sensory perception in autism: What can we learn? Annual Review of Vision Science<\/em>. doi: 10.1146\/annurev-vision-093020-035217. preprint ddi: 10.31234\/osf.io\/dnce2<\/li>
        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<\/em>.<\/li>
        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<\/a><\/li>
        19. Kewan-Khalayly, B., Migo, M., & Yashar, A. (in press). Transient attention equally reduces visual crowding in radial and tangential axes. Journal of Vision<\/em>.<\/li>
        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<\/em>, 12(6) 1030\u20131038. https:\/\/doi.org\/10.17507\/tpls.1206.02<\/li>
        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<\/em>, 193\u2013217.<\/li>
        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<\/em>, 34, 2291\u20132316.<\/li>
        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<\/em>, 100, 103298.<\/li>
        24. Levy, S., & Goldfarb, L. (2022). Intra-subject variability in mathematical learning difficulties. Journal of Cognition<\/em>, 5(1), 33. http:\/\/doi.org\/10.5334\/joc.226<\/li>
        25. Massarwe, A. O., Nissan, N., & Gabay, Y. (2022). Atypical reinforcement learning in developmental dyslexia. Journal of the International Neuropsychological Society<\/em>, 28(3), 270\u2013280.<\/li>
        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<\/em>, 36(5), 394\u2013404.<\/li>
        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<\/em>, 13(2), 308\u2013324.<\/li>
        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<\/em>, 3(2), 214\u2013234.<\/li>
        29. Salmon, N., & Leikin, M. (2022). The cognitive-creative profiles of insightful problem solvers: A person-centered insight study. The Journal of Creative Behavior<\/em>.<\/li>
        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<\/em>, 9, 1\u201319 (in Hebrew).<\/li>
        31. Share, D. L. (2021). Common misconceptions about the phonological deficit theory of dyslexia. Brain Sciences<\/em>, 11(11).<\/li>
        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<\/em>.<\/li>
        33. Shemesh, L., Mendelshon, A., Panitz, D. Y., & Berkovich-Ohana, A. (2021). Mindfulness meditation enhances long-term declarative memory. Psychological Research, 1\u201314. https:\/\/doi.org\/10.1007\/s00426-022-01642-6<\/li>
        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<\/em>.<\/li>
        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<\/em>, 80. doi: 10.1016\/j.learninstruc.2022.101630<\/li>
        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\u2010deficit\/hyperactivity disorder. Journal of Clinical Psychology<\/em>. doi: 10.1002\/jclp.23355<\/li>
        37. Jimenez, M., Kimchi, R., & Yashar, A. (2022). Mixture-modeling approach reveals global and local processes in visual crowding. Scientific Reports<\/em>, 12(1), 1\u20139.\u200f<\/li>
        38. Weinbach, N., Barzilay, G., & Cohen, N. (in press). Cognitive reappraisal reduces the influence of threat on the desire to eat. Affective Science<\/em>.<\/li>
        39. Zorach, I. A., & Lipka, O. (2022). Adjustment to higher education among students with mental health disorders. Higher Education Research & Development<\/em>, 1\u201317.<\/li><\/ol>

          Chapters<\/strong><\/p>

          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<\/em>. MIT Press.<\/li>
          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 <\/em>(~ 25 pages). Springer.<\/li>
          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 <\/em>(pp. 104\u2013134). Mofet Institute.<\/li>
          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 <\/em>(pp. 193\u2013217). Springer.<\/li>
          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<\/em>. Springer-Nature.<\/li>
          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<\/em>. MIT Press.<\/li>
          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 <\/em>(~ 25 pages). Springer.<\/li>
          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 <\/em>(pp. 104\u2013134). Mofet Institute.<\/li>
          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 <\/em>(pp. 193\u2013217). Springer.<\/li>
          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<\/em>. Springer-Nature.<\/li>
          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<\/em>, 58<\/em>(2), 252\u2013269. doi: 10.1037\/dev0001284.supp1470-1482.<\/li>
          12. Fuchs, S., Katzir, T., & Kahn-Horwitz, J. (2022). EFL literacy instruction as reflected in elementary school textbooks in Israel. Reading and Writing<\/em>, 1\u201321.<\/li>
          13. Gabay, Y. (2021). Delaying feedback compensates for impaired reinforcement learning in developmental dyslexia. Neurobiology of Learning and Memory<\/em>, 185<\/em>, 107518.<\/li>
          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<\/em>, 1\u201323.<\/li>
          15. Nathaniel, U., Weiss, Y., Barouch, B., Katzir, T., & Bitan, T. (2022). Start shallow and grow deep: The development of a Hebrew reading brain.\u00a0Neuropsychologia, 108376.\u200f<\/li>
          16. Neeman, A., & Shaul, S. (2022). The association between emergent literacy abilities and cognitive abilities in kindergarten children. Child & Youth Care Forum.<\/em> https:\/\/doi.org\/10.1007\/s10566-022-09697-7<\/li>
          17. Shalhoub-Awwad, Y. (2022). The role of verbal-word pattern in Arabic reading acquisition: Insights from cross-modal priming. Reading and Writing.<\/em><\/li>
          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<\/em>, 12<\/em>, 10764.<\/li><\/ol>

            Intervention Studies<\/strong><\/p>

            1. Awad-Igbaria, Y., Maaravi-Hesseg, R., Admon, R., & Karni, A., (2022). Only tomorrow: Delayed effects of teacher\u2019s attitude on motor skill learning. Learning and Instruction<\/em>, 82.<\/li>
            2. Ghanamah, R., Eghbaria-Ghanamah, H., Karni, A., & Adi-Japha, E. (2022). Practice schedule and testing per se affect children\u2019s transfer abilities in a graphomotor task. Journal of Experimental Child Psychology<\/em>, 215. doi: 10.1016\/j.jecp.2021.105323.<\/li>
            3. Hamerman, R., & Cohen, N. (in press). Emotion control training enhances reappraisal success among individuals with ADHD. Scientific Reports.<\/em><\/li><\/ol>

              COVID-19 Studies<\/strong><\/p>

              1. Dorison, C. H., Lerner, J. S., Heller, B. H., Rothman, A. J., Kawachi, I. I., Wang, K., \u2026 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.<\/em><\/li>
              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<\/em>, 17(3), e0265659.\u200f<\/li><\/ol>

                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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

                Developmental Studies 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 Bar, L., & Shaul, S. (2021). Early numeracy and literacy skills among monolingual and bilingual kindergarten children. Frontiers in Psychology, 12, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"footnotes":""},"class_list":["post-801","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/newejsafra.haifa.ac.il\/index.php?rest_route=\/wp\/v2\/pages\/801","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/newejsafra.haifa.ac.il\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/newejsafra.haifa.ac.il\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/newejsafra.haifa.ac.il\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/newejsafra.haifa.ac.il\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=801"}],"version-history":[{"count":10,"href":"https:\/\/newejsafra.haifa.ac.il\/index.php?rest_route=\/wp\/v2\/pages\/801\/revisions"}],"predecessor-version":[{"id":2346,"href":"https:\/\/newejsafra.haifa.ac.il\/index.php?rest_route=\/wp\/v2\/pages\/801\/revisions\/2346"}],"wp:attachment":[{"href":"https:\/\/newejsafra.haifa.ac.il\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=801"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}