Lilach Shalev
Biographic Data
| ID | 8254845 |
|---|---|
| NAME | Lilach Shalev |
| GIVEN NAMES | Lilach |
| FAMILY NAME | Shalev |
| SIGNATURE | SHALEV L |
| AFFILIATIONS | Tel Aviv University |
| ORCID | 0000-0001-7288-2186 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Cognitive Control among Primary- and Middle-School Students and Their Associations with Math Achievement
Background: Math achievement is an important predictor of academic success. While many studies have examined math achievement in young children, studies with older children are scarce. This study focused on primary- and middle-school students, examining math achievements and cognitive control. Cognitive control was assessed referring to both domain-specific and domain-general cognitive control mechanisms and eliciting both simple and complex leve…
The Contribution of Sustained Attention and Response Inhibition to Reading Comprehension Among Japanese Adolescents
Previous studies demonstrated the influential role of sustained attention in the reading comprehension of alphabetic writing systems. However, there is limited understanding of how these cognitive functions contribute to reading comprehension in non-alphabetic systems, such as Japanese. This study seeks to explore this gap, focusing on how sustained attention and response inhibition function in a writing system where some of the characters repres…
“Attentive Kindergarten”
(1) Background: The purpose of this study was to investigate the effectiveness of a small group intervention program named “Attentive Kindergarten” (AK), aimed at enhancing attention functioning among typically developing preschool-aged children. The program focuses on improving sustained attention, selective spatial attention, and response inhibition based on cognitive training principles. (2) Methods: The study’s sample included 51 children, 15…
No prominent works on this page.
“Attentive Kindergarten”
(1) Background: The purpose of this study was to investigate the effectiveness of a small group intervention program named “Attentive Kindergarten” (AK), aimed at enhancing attention functioning among typically developing preschool-aged children. The program focuses on improving sustained attention, selective spatial attention, and response inhibition based on cognitive training principles. (2) Methods: The study’s sample included 51 children, 15…
Cognitive Control among Primary- and Middle-School Students and Their Associations with Math Achievement
Background: Math achievement is an important predictor of academic success. While many studies have examined math achievement in young children, studies with older children are scarce. This study focused on primary- and middle-school students, examining math achievements and cognitive control. Cognitive control was assessed referring to both domain-specific and domain-general cognitive control mechanisms and eliciting both simple and complex leve…
The Contribution of Sustained Attention and Response Inhibition to Reading Comprehension Among Japanese Adolescents
Previous studies demonstrated the influential role of sustained attention in the reading comprehension of alphabetic writing systems. However, there is limited understanding of how these cognitive functions contribute to reading comprehension in non-alphabetic systems, such as Japanese. This study seeks to explore this gap, focusing on how sustained attention and response inhibition function in a writing system where some of the characters repres…
Psychology (3 works) · Cognition (2 works) · Developmental psychology (2 works) · Neuroscience, Education and Cognitive Function (2 works) · Academic achievement (1 work) · Attention Deficit Hyperactivity Disorder (1 work) · Attentional control (1 work) · Audiology (1 work) · Clinical Psychology (1 work) · Cognitive and developmental aspects of mathematical skills (1 work)