Visual priming: Differentiation between specific, abstract and conceptual priming by level of processing in Alzheimer's disease, right hemisphere injured and left hemisphere injured patients.

The development of perceptual and conceptual memory in different memory system.

Context properties and their effect on memory: Cognitive and neurological examinations.

The influence of learning instructions, as part of a top-down process, on memory and on eye movement behavior.

The effect of amount of training on the performance after delay, and the ability to transfer knowledge, during learning motor and cognitive skills. (with Dr. A. Karni, Haifa University)

The influence of resemblance or difference between context stimulants and target stimulants, on context effect in recognition.

 The influence of contextual information on the performance in attention task vs. recognition task and its expression of eye movement pattern.

Factors which influence the misleading effect in eyewitness testimony from a context perspective.

Automatic and effortful processing in implicit memory for younger and older adults: An integration of terminology.

Sequence learning: One task, different components and different skills. 

The differential influence of assignment characters on the transfer ability and on the procedural learning procedure.

Context direct and indirect memory: behavioral and eye movements aspects in children and adults.

The effect of different training-method: constant vs. variable on transfer and cognitive problem solving in different age groups. (with Dr. Weiss, I.)

Beyond the target: Behavioral and electrophysiological measures of target context learning at encoding and retrieval. (with Dr. Goldstein A.)

Dissociation between Online and Offline learning in Developmental Dyslexia. (with Prof. Schiff R.)

The role of the dopaminergic system and the basal ganglia in using temporal difference reinforcement learning versus supervised learning strategies. (with Prof. Bergman H.)

The relation between age, severity of motor impairment and the ability to acquire skills among children with spastic cerebral palsy. (with Dr. Silberg T.)

The influence of pre-morbid variables and injury severity on long-term outcome of traumatic brain injury: an investigation of the reserve hypothesis. (with Dr. Rassovsky U.)

Meta analysis of working memory studies in mentally retarded population. (with Prof. Lifshitz-Vahav H.)

Intelligence and Memory changes among adults and elderly with intellectual disability compared with adults with typical development: Accelerated or Parallel trajectory. (with Prof. Lifshitz-Vahav H.)

Brain dynamics of motor sequence learning: Electromagnetic and behavioral measures. (with Prof. Goldstein, A.)

Brain dynamics of motor sequence learning: Electromagnetic and behavioral measures. (with Prof. Goldstein, A.)

The validation of Eye-Tracking patterns as reflecting various cognitive styles while solving graph problems. (with Prof. Kramarski, B. and Dr. Weiss, I.)

The development of intelligence and memory in adolescence and adulthood of people with intellectual disability, compared to those with typical development in three possible trajectories: the impaired, the same and the compensatory. (with prof. Lifshitz, H.)

Spatial Ability: The effect of Local and Global strategy treatments on performance and on eye movement patterns among fourth grade boys and girls. (with Prof. Tzuriel, D.)

Personality characteristics, emotional state and their Combined influence on Context Effect in memory. (with Dr. Berant E.)

Perceptual, Motor and Cognitive procedural learning in gifted children.

The effect of training in drivers with moderate-to-severe TBI on hazard perception ability: Using analysis of eyes movements. (with Dr. Borowsky, A.)

Differential sensitivity of learning factors in life span: Structural analysis and learning patterns as measured by the Rey Auditory Verbal Learning Test (AVLT).

The Process of Acquiring Reading Skills through Regular and Mirror Reading among Proper Readers and Dyslexics. (with Prof. Schiff R.)

Implicit memory in children with TBI shows similar trends as typically developing children. (with Dr. Silberg, T.)

Exploring Cognitive Processes and Brain Substrates of Associative Memory for Identity, Space, and Time. (with Prof. Daniel Levy)

The influence of spatial location and order of presentation on the process of learning and memory of face images among healthy and individuals with head injuries: examination using eye movements.

The effect of right vs. left cerebral damage on automatic memory processes: The case of frequency judgment.

Innate automatic processes: Judgment of spatial location and hemispheric preference.

Innate automatic processes: Judgment of sequential order of stimuli vs. controlled memory processes and hemispheric preference.

Automatic and effortful retrieval of spatial location in right hemisphere vs. left hemisphere damaged patients.

The effect of the retrieval stage on automatic processes of temporal order and spatial location recall among head-injured and normal subjects.

Autonomic cognitive processes following exposure to unsolvable problems.

The effect of age on frontal lobes functions and hemispheric preference on memory processes among ADD children and normal children.

Procedural memory as a measure for testing malingering amnesia.

Conscious retention versus nonconscious retention from memory: Comparison of learning processes and retention of memory between young and elderly subjects.

Procedural and declarative memory processes in old age.

Declarative and procedural learning in Parkinson's disease patients having tremor or bradykinesia as the predominant symptom.

Perceptual and conceptual priming after closed-head injury: An integrated perspective of systems and processing approaches.

Differentiation between memory processes after closed-head injury (CHI) with damage mainly in the anterior lobes, and between memory processes after CHI damaged mainly in the posterior lobes.

Metamemory and old age: Feedback effect on memory self-efficacy.

The development of procedural memory in childhood. Morag-Mann, A. (1996). Procedural and declarative memory processes in adult head injury.

 Preserved non-verbal priming effect in retrograde amnesia following right unilateral ECT.

 Preserved nonverbal procedural memory in retrograde amnesia following unilateral ECT.

The influence of training and feedback on the awareness of memory ability: Subjects with closed head injury as compared to subjects with non-head injury.

Conceptual and perceptual priming for verbal and non-verbal (pictorial) stimuli: A comparison between right brain and left brain damaged subjects.

Declarative and procedural learning in patients after C.V.A. involving the basal ganglia stroke: Comparison between various procedural tasks.

Estimation of frequency process as an innately automatic process: Effects of type of frequency test and way of scoring.

Performance from a developmental perspective on perceptual priming, semantic priming and recall under level of processing.

Procedural memory and laterality of dominant motor symptoms of Parkinson's Disease.

Effects of saliency in figure or ground on recognition memory of facial stimuli by closed-head injured patients.

The effect of age on context effect: Conceptual context versus perceptual context.

An investigation of the memory of persons with closed head injury using priming and saving: What is the critical component for the retention of information?

The effect of obsessive compulsive disorder (OCD) on learning and memory: Declarative memory versus procedural memory.

The influence of conceptual context and perceptual context on the memory of a target in normal subjects and in subjects with closed head injuries.

Perceptual and conceptual components in procedural memory: evidence from the manipulation of divided attention.

Association learning and context learning: the influence of encoding processes on retrieval processes in a verbal recognition task.

Assessing the hemispherical differences in memory of the 'Target', the 'Context' and the influence of context on target memory, using verbal recognition test.

Differential influence of learning strategies on the memory of elderly and young adults in performing the "Tower of Hanoi" task.

 Examination of the effect of Transcranial Magnetic Stimulation (TMS) to the frontal lobes on cognitive procedural skill learning.

Skill learning in patients with schizophrenia: the effect of dopamine level. (with Dr. T. Vishne, Beer-Yaacov Ness-Ziona Mental Health Center, Ness Ziona).

The association between memory impairment and executive functions among people after acquired brain injury. (with Dr. D. Hoofien, Hebrew university Jerusalem).

Dyslexia and a general automaticity deficit hypothesis (With Dr. Goldfus C.).

The roles of the frontal and temporal lobes in the context effect: Testing individuals after severe traumatic brain injury (TBI).

Meta analysis of long-term memory studies in mentally retarded population (with Prof. Lifshitz-Vahav H.).

Classifying traumatic brain injury patients by their functional impairment: frontal versus temporal, and evaluating their skill learning ability.

Implicit and explicit memory among individuals with Fragile X, compared to individuals with Williams syndrome, Down syndrome, and typically developed children (with Prof. Lifshitz-Vahav H.)

Hemispheric Differences in Remembering the 'Target', the 'Context' and the Influence of the Context On Remembering the Target in a Words and Pictures Recognition Task.

Cognitive impairments followed by anxiety in individuals with Mild Cognitive Impairment (MCI) (with Dr. Ariela Gigi).

Developmental changes in verbal memory among children with severe Traumatic Brain Injury (TBI): the moderating effect of executive functions (EF) and attention (with Dr. Silberg, T.).

Consolidation of implicit sequence learning: Changes in performance in oculomotor activion version of SRT after period of sleep versus period of wakefulness.

 Implications of traumatic brain injury (TBI) and personality characteristics on memory context effect (with Dr. Berant E.).

The role of mother tongue language in context effect in two modalities: auditory and visual.

Distinct eye movements for different cognitive processes that are expressed in face recognition task.

The effect of different lighting conditions (light and static) in educational electronic book on eye movements and reading comprehension achievement of children with reading difficulties compared to children with normal reading (with prof. Adina Shamir).

Eye movements as a potential factor for facilitating memory retrieval in older adults.

Procedural learning and the ability to transfer verbal stimuli and nonverbal stimuli: Comparison between readers with developmental dyslexia to normal readers (with Prof. Schiff R.).

Verbal and nonverbal sequence learning, consolidation and transfer ability: Comparison between readers with developmental dyslexia to normal readers (with Prof. Schiff R.).

Characterizing Implicit Sequence Learning Following Spinal Cord Injury type Tetraplegia with an Oculomotor Serial Reaction Time Task (with Dr. Bloch, A.)

Measuring sequence learning among pianists vs. control population using eye movements tracking: Quantitative and Qualitative Differences.

Examining the impact of damage to the right hemisphere of the basal ganglia compared with basal ganglia damage to the left hemisphere, during learning of a motor sequence, using an eye tracker.

Effect of eye movement reactivation on visual memory among individuals with TBI.

Individual differences in context perception and its effect on memory as expressed by eye movements.

Characterization and classification of adults with diffuse traumatic brain injuries by performance in a neuropsychological test buttery sensitive to various cognitive functions (with Prof. Hoofien D.).

The effect of repetitive presentation of video-based hazardous car driving situations on older experienced drivers' hazard perception abilities compared to younger experienced drivers, using eye tracking device.

Hemispherical differences in context effect: Examination in a face recognition task.

Context as a hint of a facial expression in a blurred face compared to clear faces, along with the contribution of eye movement under the different conditions.