{"id":1836,"date":"2025-07-21T10:59:45","date_gmt":"2025-07-21T10:59:45","guid":{"rendered":"https:\/\/langnum.haifa.ac.il\/%d7%9e%d7%a2%d7%91%d7%93%d7%aa-%d7%94%d7%9e%d7%a1%d7%a4%d7%a8%d7%99%d7%9d-%d7%a4%d7%a8%d7%95%d7%a4-%d7%90%d7%95%d7%a8%d7%9c%d7%99-%d7%a8%d7%95%d7%91%d7%99%d7%a0%d7%a9%d7%98%d7%99%d7%99%d7%9f\/"},"modified":"2026-01-07T11:16:19","modified_gmt":"2026-01-07T11:16:19","slug":"%d7%9e%d7%a2%d7%91%d7%93%d7%aa-%d7%94%d7%9e%d7%a1%d7%a4%d7%a8%d7%99%d7%9d-%d7%a4%d7%a8%d7%95%d7%a4-%d7%90%d7%95%d7%a8%d7%9c%d7%99-%d7%a8%d7%95%d7%91%d7%99%d7%a0%d7%a9%d7%98%d7%99%d7%99%d7%9f","status":"publish","type":"page","link":"https:\/\/langnum.haifa.ac.il\/he\/%d7%9e%d7%a2%d7%91%d7%93%d7%aa-%d7%94%d7%9e%d7%a1%d7%a4%d7%a8%d7%99%d7%9d-%d7%a4%d7%a8%d7%95%d7%a4-%d7%90%d7%95%d7%a8%d7%9c%d7%99-%d7%a8%d7%95%d7%91%d7%99%d7%a0%d7%a9%d7%98%d7%99%d7%99%d7%9f\/","title":{"rendered":"\u05de\u05e2\u05d1\u05d3\u05ea \u05d4\u05de\u05e1\u05e4\u05e8\u05d9\u05dd: \u05e4\u05e8\u05d5\u05e4' \u05d0\u05d5\u05e8\u05dc\u05d9 \u05e8\u05d5\u05d1\u05d9\u05e0\u05e9\u05d8\u05d9\u05d9\u05df"},"content":{"rendered":"\t\t
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Moore, S., & Rubinsten, O.<\/b> (in press). Math Anxiety Regulation: How Women's Emotion Regulation Strategies Shift Across the Lifespan. Journal of Behavioral Development<\/i><\/p>

Tal, D., Dotan, S., Ben-Yair, M., Katzir, T., & Rubinsten, O. (2025). Arithmetic and reading skills mediate the link between math and reading anxiety and word problem solving. Scientific Reports, 15(1), 36151. <\/a><\/p>

Cuder, A., Doz, E., Rubinsten, O., Passolunghi, M. C., & Pellizzoni, S. (2025). Attentional bias and math avoidance: insights from a developmental sample. Psychological Research<\/i>, 89<\/i>(2), 62. https:\/\/doi.org\/10.1007\/s00426-025-02089-1\n <\/a><\/p>

Farhi, M., & Rubinsten, O. (2024). Emotion regulation skills as a mediator of STEM teachers\u2019 stress, well-being, and burnout. Scientific Reports<\/em>, 14<\/em>(1), 15615. https:\/\/doi.org\/10.1038\/s41598-024-63228-z<\/a><\/p>

Gilstron, M., Hadad, B. S., & Rubinsten, O. (2024). Weaker groupitizing abilities in magnitude perception in dyscalculia. Learning and Individual Differences<\/em>, 113<\/em>, 102491. https:\/\/doi.org\/10.1016\/j.lindif.2024.102491<\/a><\/p>

Eidlin-Levy, H., Avraham, E., Fares, L., & Rubinsten, O. (2023). Math anxiety affects career choices during development. International Journal of STEM Education<\/em>, 10<\/em>(1), 49. https:\/\/doi.org\/10.1186\/s40594-023-00441-8<\/a><\/p>

Cohen, L. D., Gross, J. J., & Rubinsten, O. (2023). Using Reappraisal to Improve Outcomes for STEM Teachers and Students. Journal of Cognition<\/em>, 6<\/em>(1). doi: 10.5334\/joc.313 <\/a><\/p>

Sury, D., &Rubinsten, O.(2023). Implicit processing of numerical order: evidence from a continuous interocular flash suppression study. Journal of Intelligence.<\/em>.11(5), 96.<\/a><\/p>

Eidlin-Levy, H., Avraham, E., Fares, L., &Rubinsten, O.(2023). Math anxiety affects career choices during development. International Journal of STEM Education, 10(1),<\/em>,1-12..<\/a><\/p>

Layzer Yavin, L., Shechter, A., &Rubinsten, O.(2022). Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator.Journal of Intelligence<\/em>, 10(4), 79.<\/a><\/p>

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),<\/em>108-120 <\/a><\/p>

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.<\/a><\/p>

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.<\/a><\/p>

Eidlin Levy, H., & Rubinsten, O. (2021). Numbers (but not words) make math anxious individuals sweat: physiological evidence Biological Psychology, <\/em>108187 <\/a><\/p>

Eidlin Levy, H., Fares, L., & Rubinsten, O. (2021). Math anxiety affects females\u2019 vocational interests. Journal of Experimental Child Psychology, 210<\/em>, 105214. <\/a><\/p>

David, A., Rubinsten, O., & Berkovich-Ohana, A. (2021). Math Anxiety, Self-Centeredness, and Dispositional Mindfulness. Journal of Educational Psychology<\/em>. <\/a><\/p>

Fooks Leichter, N., Hadad, B.S., & Rubinsten, O. (2021). Nonsymbolic magnitude deficit in adults with developmental dyscalculia: Evidence of impaired size discrimination but intact size constancy. Psychological Science<\/em>, 1-14. <\/a><\/p>

Daches Cohen, L., Layzer Yavin, L., & Rubinsten, O. (2021). Females\u2019 Negative Affective Valence To Math Related Words. Acta Psychologica, 217,<\/em> 1-11. <\/a><\/p>

Rubinsten, O., Korem, N., Levin, N., & Furman, T. (2020). Frequency-based Dissociation of Symbolic and Nonsymbolic Numerical Processing during Numerical Comparison. Journal of Cognitive Neuroscience, 32(5),<\/em> 762-782. <\/a><\/p>

Rubinsten, O., Korem, N., Perry, A., Goldberg, M., & Shamay-Tsoory, S. (2020). Different neural activations for an approaching friend versus stranger: Linking personal space to numerical cognition. Brain and Behavior<\/em> , e01613. <\/a><\/p>

Sury, D., & Rubinsten, O. (2019). Children automatically process order: Evidence from an \u2018ordinal Stroop\u2019task. Cognitive Development, 52<\/em>, 100812. <\/a><\/p>

Rubinsten, O., Marciano, H., Eidlin Levy, H., & Daches Cohen, L. (2018). A framework for studying the heterogeneity of risk factors in math anxiety. Frontiers in Behavioral Neuroscience, 12, 291 <\/p>

Eidlin, H., & Rubinsten, O., (2017). Developmental dyscalculia and automatic magnitudes processing: Investigating interference effects between area and perimeter. Frontiers in Psychology.<\/em><\/a><\/p>

Daches Cohen, L., & Rubinsten, O., . (2017). Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School. Frontiers in Psychology, 8<\/em>, 1939<\/a><\/p>

Ashkenazi, S.,Rubinsten, O., & De Smedt, B. (2017). Editorial: Associations between reading and mathematics: genetic, brain imaging, cognitive and educational perspectives.Frontiers in Psychology.<\/em> doi: 10.3389\/fpsyg.2017.00600<\/a><\/p>

Tzelgov, J., Zohar-Shai, B., Labovich, T., Goldman, R., Ben Simon, A.,Rubinsten, O., (February 2017). Young Adults with Developmental Dyscalculia Do Represent and Process Number Magnitude (report). National Institute for Testing & Evaluation, ISBN: 978-965-502-205-6<\/a><\/p>

Rubinsten, O., & Karni, A. (2017). Innateness of magnitude perception? Skill can be acquired and mastered at all ages (commentary). Behavioral and Brain Sciences.<\/em> doi:10.1017\/S0140525X16000960, e164<\/a><\/p>

Zohar, B., Karni, A., Tzelgov, Y., Rubinsten, O., (2017). It does exist! A left-to-right SNARC efect among native Hebrew speakers. Journal of Experimental Psychology: Human Perception and Performance, 43<\/em>(4), 719 \u2013728 <\/a><\/p>

Rapoport, S., Rubinsten, O., & Katzir, T. (2016). Teachers\u2019 Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic. Frontiers in Psychology, 7:1567. doi: 10.3389\/fpsyg.2016.01567 <\/p>

Rubinsten, O., (2015). Developmental Dyscalculia: A cognitive neuroscience perspective. Brain Disorders & Therapy<\/em><\/a><\/p>

Rubinsten, O., Eidlin, H., Wohl, H., & Akibli, O. (2015). Attentional bias in math anxiety. Frontiers in Psychology. 6:<\/em>1539. doi: 10.3389\/fpsyg.2015.01539 <\/a><\/p>

Huber, S., Sury, D., Moeller, K., Rubinsten, O., & Nuerk, H. -C. (2015). A general number-to-space mapping deficit in developmental dyscalculia. Research in developmental disabilities, 43<\/em>, 32-42.<\/a><\/p>

Rubinsten, O. (2015) Link between cognitive neuroscience and education: the case of clinical assessment of developmental dyscalculia. Frontiers in Human Neuroscience 9:<\/em>304.<\/a><\/p>

Prior, A., Katz, M., Mahajna, I., & Rubinsten, O. (2015). Number word structure in first and second language influences arithmetic skills. Frontiers in Psychology, 6<\/em>, 266.\u200f<\/a>\u200f<\/a><\/p>

Hochman Cohen, H., Berger, A., Rubinsten, O., & Henik, A. (2014). Does the learning of two symbolic sets of numbers affect the automaticity of number processing in children?. Journal of experimental child psychology, 121, 96-110.<\/p>

Kaufmann, L., Mazzocco, M. M. M., Dowker, A., von Aster, M., G\u00f6bel, S. M., Grabner, R., Henik, A., Jordan, N. C., Karmiloff-Smith, A. D., Kucian, K., Rubinsten O., Sz\u0171cs D., Shalev, R. and Nuerk, H.-C. (2013) Dyscalculia from a developmental and differential perspective. Frontiers in Psychology 4:<\/em>516.<\/a><\/p>

Leibovich, T., Ashkenazi, S., Rubinsten, O., & Henik, A. (2013). Comparative judgments of symbolic and non-symbolic stimuli yield different patterns of reaction times. Acta Psychologica, 144<\/em>, 308-3015. <\/a><\/p>

Perry, A., Rubinsten, O., Peled, A., & Shamay-Tsoory, S. G. (2013). Don\u2019t stand so close to me: A behavioral and ERP study of preferred interpersonal distance. NeuroImage, 83<\/em>, 761-769. <\/a><\/p>

Leibovich, T., Diesendruck, L., Rubinsten, O., & Henik, A. (2013). The importance of being relevant: Modulation of magnitude representations. Frontiers in Developmental Psycholog, 26<\/em>. <\/a><\/p>

Rubinsten, O., Sury, D., Lavro, D., & Berger, A. (2013). Processing ordinality and quantity: ERP evidence of separate mechanisms. Brain and Cognition, 82<\/em>, 201-212. <\/a><\/p>

Sury, D. & Rubinsten, O. (2012). Ordinal Processing of Numerical and Non-numerical Information. In Z. Breznitz, O. Rubinsten, V. J. Molfese & D. L. Molfese (Eds.), Reading, writing, mathematics and the developing brain: Listening to many voices (Vol. 6, pp. 209-232). Dordrecht; New York: Springer. <\/p>

Furman, T., & Rubinsten, O. (2012). Symbolic and non symbolic numerical representation in adults with and without developmental dyscalculia. Behavioral and Brain Functions, 8<\/em>, 55. <\/a><\/p>

Rubinsten, O., Bialik, N., & Solar, Y. (2012). Exploring the relationship between math anxiety and gender through implicit measurement. Frontiers in Human Neuroscience, 6<\/em>, 1-9. <\/a><\/p>

Rubinsten, O., & Sury, D. (2011). Processing ordinality and quantity: The case of Developmental Dyscalculia. PloS ONE, 6<\/em>, e24079. <\/a><\/p>

Henik A, Leibovich T, Naparstek S, Diesendruck L, & Rubinsten O. (2011). Quantities, amounts, and the numerical core system. Frontiers in Human Neuroscience, 5<\/em>, 186. <\/a><\/p>

Goldfarb, L., Henik, A., Rubinsten, O., & Yafit, B. D. (2011). The numerical distance effect is task dependent. Memory and Cognition, 39<\/em>, 1508-1517. <\/a><\/p>

Kaufmann, L., Guilherme, W., Rubinsten, O., & Henik, A. (2011). Meta-analysis of developmental fMRI studies investigating typical and atypical trajectories of number processing and calculation. Developmental Neuropsychology, 36<\/em>, 763-787. <\/a><\/p>

Rubinsten, O. & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6:<\/em>46. <\/a><\/p>

Rubinsten, O. & Henik, A. (2010). Co-morbidity: Cognition and Biology Count!. Behavioral and Brain Science, 33<\/em>, 168-170.<\/a><\/p>

Ashkenazi, S. Rubinsten, O. & Henik, A. (2009). Attention, automaticity and developmental dyscalculia. Neuropsychology, 23<\/em>, 535-540. <\/a><\/p>

Rubinsten, O. (2009). Co-occurrence of developmental disorders: The case of Developmental Dyscalculia. Cognitive Development, 24<\/em>, 362-370. <\/a><\/p>

Rubinsten, O. & Henik, A. (2009). Developmental dyscalculia: Heterogeneity may not mean different mechanisms. Trends in Cognitive Science, 13<\/em>, 92-99. <\/a><\/p>

Cohen Kadosh, R., Henik, A., & Rubinsten, O. (2008). Are Arabic and verbal numbers processed in different ways? Journal of Experimental Psychology: Learning, Memory, and Cognition, 34<\/em>, 1377-1391. <\/a><\/p>

Rubinsten, O. Bedard, A. C., & Tannock, R. (2008). Methylphenidate improves general but not core numerical abilities in ADHD children with co-morbid dyscalculia or mathematical difficulties. Open Journal of Psychology, 1<\/em>, 11-17. <\/a><\/p>

Cohen Kadosh, R., Henik, A., & Rubinsten, O. (2007). The effect of orientation on number word processing. Acta Psychologica, 124<\/em>, 370-381. <\/a><\/p>

Rubinsten, O., & Henik, A. (2006). Double dissociation of functions in developmental dyslexia and dyscalculia. Journal of Educational Psychology, 98<\/em>, 854-867. <\/a><\/p>

Rubinsten, O., & Henik, A. (2005). Automatic activation of internal magnitude: A study of developmental dyscalculia. Neuropsychology, 19<\/em>, 641-648. <\/a><\/p>

Cohen Kadosh, R., Henik, A., Rubinsten, O., Mohr, H., Dori, H., Van de Ven, V., Zorzi, M., Hendler, T., Goebel, R., & Linden, D. (2005). Are numbers special? The comparison systems of the human brain investigated by fMRI. Neuropsychologia, 43<\/em>, 1238-1248. <\/a><\/p>

Rubinsten, O., Henik, A., Berger, A., & Shahar-Shalev, S. (2002). The development of internal representations of magnitude and their association with Arabic numerals. Journal of Experimental Child Psychology, 81<\/em>, 74-92. <\/a><\/p>

Rubinsten, O., & Henik, A (2002). Is an ant larger than a lion? Acta Psychologica, 111, 141-154. <\/a><\/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\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

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