{"id":1862,"date":"2025-07-21T10:57:59","date_gmt":"2025-07-21T10:57:59","guid":{"rendered":"https:\/\/langnum.haifa.ac.il\/%d7%9e%d7%a2%d7%91%d7%93%d7%aa-%d7%94%d7%a9%d7%a4%d7%94-%d7%a4%d7%a8%d7%95%d7%a4-%d7%a2%d7%a0%d7%aa-%d7%a4%d7%a8%d7%99%d7%90%d7%95%d7%a8\/"},"modified":"2026-01-07T11:54:55","modified_gmt":"2026-01-07T11:54:55","slug":"%d7%9e%d7%a2%d7%91%d7%93%d7%aa-%d7%94%d7%a9%d7%a4%d7%94-%d7%a4%d7%a8%d7%95%d7%a4-%d7%a2%d7%a0%d7%aa-%d7%a4%d7%a8%d7%99%d7%90%d7%95%d7%a8","status":"publish","type":"page","link":"https:\/\/langnum.haifa.ac.il\/he\/%d7%9e%d7%a2%d7%91%d7%93%d7%aa-%d7%94%d7%a9%d7%a4%d7%94-%d7%a4%d7%a8%d7%95%d7%a4-%d7%a2%d7%a0%d7%aa-%d7%a4%d7%a8%d7%99%d7%90%d7%95%d7%a8\/","title":{"rendered":"\u05de\u05e2\u05d1\u05d3\u05ea \u05d4\u05e9\u05e4\u05d4: \u05e4\u05e8\u05d5\u05e4' \u05e2\u05e0\u05ea \u05e4\u05e8\u05d9\u05d0\u05d5\u05e8"},"content":{"rendered":"\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

\u05de\u05e2\u05d1\u05d3\u05ea \u05d4\u05e9\u05e4\u05d4

\u05e4\u05e8\u05d5\u05e4' \u05e2\u05e0\u05ea \u05e4\u05e8\u05d9\u05d0\u05d5\u05e8<\/h2>\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
\n\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Norman, T., Prior, A., & Degani, T. (2025). Contribution of prior linguistic knowledge to L3 phonological perception and production. Journal of Memory and Language<\/i>, 141<\/i>, 104600. https:\/\/doi.org\/10.1016\/j.jml.2024.104600<\/a><\/p>

Elias, M., Van Hell, J., Prior, A<\/strong>. & Degani, T. (2025) Cognate facilitation in different script trilinguals as a function of task demands. Journal of Experimental Psychology: Learning, Memory & Cognition.<\/em> \nhttps:\/\/doi.org\/10.1037\/xlm0001442<\/a><\/p>

Pruss, A., Karni, A. & Prior, A. (2025). Self-reference promotes vocabulary learning in a foreign language. Psychonomic Bulletin and Review. https:\/\/doi.org\/10.3758\/s13423-025-02674-w<\/em> <\/a><\/p>

Sammour-Shehadeh, R., Prior, A. & Kahn-Horwitz, J. (2025). Spelling challenges in English as a foreign language: Vowels, digraphs, and novel phonemes. Reading and Writing. https:\/\/doi.org\/10.1007\/s11145-025-10659-3<\/em> <\/a><\/p>

Kilim, L. & Prior, A. (2025). Contribution of executive functions to reading comprehension in bilingual and monolingual 3rd grade children. Journal of Experimental Child Psychology. https:\/\/doi.org\/10.1016\/j.jecp.2025.106333<\/em> <\/a><\/p>

Gavino, M.F., Malul, T., Prior, A., Degani, T. & Gollan, T. (2025). Competition for selection drives the nature of bilingual language control: Picture naming, but not reading aloud, triggers global inhibition of the dominant language. Cognition. https:\/\/doi.org\/10.1016\/j.cognition.2025.106260<\/em> <\/a><\/p>

Chrabaszcz, A., Laurinavichyute, A., Ladinskaya, N., Baladzhaeva, L., Prior, A., Myachykov, A., & Dragoy, O. (2024). Writing direction influences the spatial representations of past-and future-tense forms: Evidence from eye tracking. Memory & Cognition<\/em>, 1-16. https:\/\/doi.org\/10.3758\/s13421-024-01633-5<\/a><\/p>

Michaly, T., & Prior, A. (2024). Spelling morphology in Hebrew: Comparing monolingual and bilingual children. Reading and Writing<\/em>, 1-26. https:\/\/doi.org\/10.1007\/s11145-024-10582-z<\/a><\/p>

Temelman-Yogev, L., Prior, A., & Katzir, T. (2024). Comprehension monitoring across languages\u2013The effect of online feedback. Learning and Instruction<\/em>, 92<\/em>, 101928. https:\/\/doi.org\/10.1016\/j.learninstruc.2024.101928<\/a><\/p>

Gafni, C., Herzig Sheinfux, L., Klunover, H., Bar Siman Tov, A., Prior, A., & Wintner, S. (2024). Analyzing learner language: the case of the Hebrew Learner Essay Corpus. Language Resources and Evaluation<\/em>, 1-42. https:\/\/doi.org\/10.1007\/s10579-023-09712-w<\/a><\/p>

Michaly, T., & Prior, A. (2024). Development of derivational morphological knowledge in monolingual and bilingual children: Effects of modality and lexicality. Journal of Child Language<\/em>, 1-26. doi:10.1017\/S0305000924000126 <\/a><\/p>

Gade, M., Philipp, A. M., & Prior, A. (2024). Different trajectories for becoming bilingual lead to comparable outcomes in cognitive flexibility. International Journal of Bilingualism<\/em>, 13670069241240953. <\/a>
https:\/\/doi.org\/10.1177\/13670069241240953<\/p>

Abbas, N., Degani, T., Elias, M., Prior, A., & Silawi, R. (2024). Multilingual Language Background Questionnaire in Hebrew. https:\/\/doi.org\/10.31234\/osf.io\/jfk8b\n <\/a><\/p>

Nativ, L., Nov, Y., Ordan, N., Wintner, S., & Prior, A. (2024). Do more proficient writers use fewer cognates in L2? A computational approach. Bilingualism: Language and Cognition<\/em>, 27<\/em>(1), 84-94. doi:10.1017\/S1366728923000482 <\/a><\/p>

Sammour-Shehadeh, R., Kahn-Horwitz, J., & Prior, A. (2023). Spelling English as a foreign language: a narrative review of cross-language influences due to distance in writing system, orthography and phonology. Reading and Writing<\/em>, 36<\/em>(8), 2147-2173. https:\/\/doi.org\/10.1007\/s11145-022-10386-z<\/a><\/p>

Ben-Zion, D., Gabitov, E., Bitan, T., & Prior, A. (2023). Impaired extraction and consolidation of morphological regularities in developmental dyslexia: A domain general deficit?. Neuropsychologia<\/em>, 188<\/em>, 108652. https:\/\/doi.org\/10.1016\/j.neuropsychologia.2023.108652<\/a><\/p>

Gafni, C., Sheinfux, L. H., Klunover, H., Prior, A., & Wintner, S. (2023). Analyzing learner language: the case of the Hebrew essay corpus. https:\/\/doi.org\/10.21203\/rs.3.rs-2433887\/v1<\/a><\/p>

Sabag-Shushan, T., Katzir, T., & Prior, A. (2023). Assessment of emotion word vocabulary and its contribution to reading comprehension. Applied Psycholinguistics<\/em>, 44<\/em>(1), 29\u201350. doi:10.1017\/S0142716422000431 <\/a><\/p>

Mor, B., & Prior, A. (2022). Frequency and predictability effects in first and second language of different script bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition<\/em>, 48<\/em>(9), 1363. <\/a><\/p>

Degani, T., Prior, A., & Wodniecka, Z. (2022). Modulators of cross-language influences in learning and processing. Frontiers in Psychology<\/em>, 13<\/em>, 898793. <\/a><\/p>

Gafni, C., Prior, A., & Wintner, S. (2022, June). The Hebrew Essay Corpus. In Proceedings of the Thirteenth Language Resources and Evaluation Conference<\/em> (pp. 5580-5586). <\/a><\/p>

Ben Zion, D., Gabitov, E., Prior, A.<\/strong> & Bitan, T. (2022) Effects of sleep on language and motor consolidation: Evidence of domain general and specific mechanisms. Neurobiology of Language,<\/em> https:\/\/doi.org\/10.1162\/nol_a_00060<\/a><\/p>

Pinto, D.,Prior, A.<\/strong> & Golumbic, E. (2022). Assessing the sensitivity of EEG-based frequency-tagging as a metric for statistical learning. Neurobiology of Language.<\/em>. https:\/\/doi.org\/10.1162\/nol_a_00061<\/a><\/p>

Prior, A., & van Hell, J. G. (2021). Including bilingual participants in cognitive research. In Bilingualism across the lifespan<\/em> (pp. 47-65). Routledge. <\/p>

Abbas, N., Degani, T., & Prior, A.<\/strong> (2021). Equal Opportunity Interference: Both L1 and L2 Influence L3 Morpho-Syntactic Processing. Frontiers in Psychology, 12<\/em>. DOI: https:\/\/doi.org\/10.3389\/fpsyg.2021.673535. https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2021.673535\/full <\/a><\/p>

Segal, D., Prior, A.<\/strong> & Gollan, T. H. (2021). Do All Switches Cost the Same? Reliability of Language Switching and Mixing Costs. Journal of Cognition, 4<\/em>(1),1-15. DOI: http:\/\/doi.org\/10.5334\/joc.140 <\/a><\/p>

Temelman-Yogev, L., Katzir, T. & Prior, A.<\/strong> (2020). Monitoring comprehension in a foreign language: Skill- or Trait- oriented? Metacognition and Learning, 15<\/em>, 343\u2013365. https:\/\/doi.org\/10.1007\/s11409-020-09245-5<\/a><\/p>

Silawi, R., Shalhoub-Awwad, Y. & Prior, A.<\/strong> (2020). Monitoring of reading comprehension across L1, L2, and L3: Domain-General or Language-Specific? Language Learning, 70<\/em>(3). https:\/\/doi.org\/10.1111\/lang.12410.<\/a><\/p>

Fadlon, J., Li, C., Prior, A.<\/strong> & Gollan, T. (2019). Using what\u2019s there: Bilinguals adaptively rely on orthographic and color cues to achieve language membership. Cognition.<\/em><\/a><\/p>

Mor, B. & Prior, A.<\/strong> (2020). Individual differences in L2 frequency effects in different script bilinguals. International Journal of Bilingualism, 24<\/em>(4), 672-690. <\/a><\/p>

Prior,<\/a> A., Zeltsman-Kulick, R. & Katzir, T. (2020). Adolescent word reading in English as a foreign language. Journal of Research in Reading, 43<\/em> (1), 116-139. DOI:10.1111\/1467-9817.12293.<\/a><\/p>

Kleider-Tesler, E., Prior, A.<\/strong> & Katzir, T. (2019). The role of calibration of comprehension in adolescence: From theory to online training. Journal of Cognitive Education and Psychology, 18<\/em>,190-211. <\/a><\/p>

Ben Zion, D., Nevat, M., Prior, A.<\/strong> & Bitan, T. (2019). Prior knowledge predicts early consolidation in second language learning. Frontiers in Psychology.<\/em> \nhttps:\/\/doi.org\/10.3389\/fpsyg.2019.02312.<\/a><\/p>

Smith, Y., Walters, J., & Prior, A., <\/strong>(2019). Target accessibility contributes to asymmetric priming in translation and cross-language semantic priming in unbalanced bilinguals. Bilingualism: Language and Cognition<\/em>, 1-20. <\/a><\/p>

Shahar Yames, D., Eviatar, Z., & Prior, A., <\/strong>(2018). Separability of lexical and morphological knowledge: Evidence from language minority children. Frontiers in Psychology, 9<\/em>, 163. <\/a><\/p>

Shahar-Yames, D., & Prior, A., <\/strong>(2018). The challenge and the opportunity of lexical inferencing in language minority students. Reading and Writing<\/em>, 1-24. <\/a><\/p>

Degani, T., Prior, A., <\/strong>, & Hajara, W. (2017). Cross-language semantic influences in different script bilinguals. Bilingualism: Language and Cognition<\/em>, 1-23. <\/a><\/p>

Prior, A., Degani, T., Awawdy, S., Yassin, R., & Korem, N. (2017). Is susceptibility to cross-language interference domain specific?. Cognition, 165<\/em>, 10-25.<\/a><\/strong><\/p>

Khateb, A., Shamshoum, R., & Prior, A., <\/strong>(2017)Modulation of Language Switching by Cue Timing: Implications for Models of Bilingual Language Control. J Exp Psychol Learn Mem Cogn.<\/em><\/a><\/p>

Shahar-Yames, D., & Prior, A., <\/strong>(2017) Reading development in upper elementary language minority readers of Hebrew: the specific challenge of fluency. Reading and Writing<\/em>, 1-23. <\/a><\/p>

Degani, T., Prior, A., <\/strong>Eddington, C., Areas Da Luz Fontes, A., & Tokowicz, N. (2015). Determiners of translation ambiguity: A within and cross-language comparison. Linguistic Approaches to Bilingualism.<\/em><\/a><\/p>

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

Kaushanskaya, M. & Prior, A.<\/strong> (2015). Variability in the effects of bilingualism on cognition: It is not just about cognition, it is also about bilingualism. Bilingualism: Language and Cognition.<\/em> Invited commentary on keynote article by Valian, V. (2014). DOI: 10.1017\/S1366728914000510. <\/a><\/p>

Nevat, M., Khateb, A. & Prior, A.<\/strong> (2014) When first language is not first: An fMRI investigation of the neural basis of diglossia in Arabic. European Journal of Neuroscience<\/em>, doi:10.1111\/ejn.12673. <\/a><\/p>

Prior, A. & Markus, E. (2014). Morphology in context: Activation of root-related words when reading sentences in Hebrew. Language, Cognition and Neuroscience.<\/em> DOI: 10.1080\/23273798.2014.920511.<\/a><\/strong><\/p>

Mor, B., Yitzhaki-Amsalem, S. & Prior, A.<\/strong> (2014). The joint effect of bilingualism and ADHD on executive functions. Journal of Attention Disorders.<\/em> DOI: 10.1177\/1087054714527790.<\/a><\/p>

Prior, A. Goldina, A., Shany, M., Geva, E. & Katzir, T. (2014). Lexical inference in L2: Predictive roles of vocabulary knowledge and reading skill beyond reading comprehension. Reading and Writing, 27<\/em>, 1467-1484. <\/a><\/strong><\/p>

Prior, A. & Gollan, T. (2013). The elusive link between language control and executive control: A case of limited transfer. Journal of Cognitive Psychology, 25<\/em>, 622-654. <\/a><\/strong><\/p>

Ibrahim, R., Shoshani, R., Prior, A.<\/strong> & Share, D. (2013). Bilingualism and measures of spontaneous and reactive cognitive flexibility. Psychology, 4<\/em>, 1-10. DOI:10.4236\/psych.2013.47A001 <\/a><\/p>

Prior, A. Kroll, J.F. & MacWhinney, B. (2013). Translation ambiguity but not word class predicts translation performance. Bilingualism: Language and Cognition, 16<\/em>(2), 458-474. <\/a><\/strong><\/p>

Prior, A. (2012). Too much of a good thing: Stronger bilingual inhibition leads to larger lag-2 task repetition costs. Cognition, 125<\/em>, 1-12. <\/a><\/strong><\/p>

Prior, A. (2012) Bilingualism: Perspectives from cognitive psychology and neuroscience. Language & Literacy, 4<\/em>, 7-25 (in Hebrew).<\/a><\/strong><\/p>

Prior, A. & Gollan, T. (2011). Good language switchers are good task switchers: Evidence from Spanish-English and Mandarin-English bilinguals. Journal of the International Neuropsychological Society, 17<\/em>, 1-10. <\/a><\/strong><\/p>

Degani, T., Prior, A.<\/strong> & Tokowicz, N. (2011). Bidirectional transfer: The effect of sharing a translation. Journal of Cognitive Psychology, 23<\/em>, 18-28. <\/a><\/p>

Prior, A. Wintner, S., MacWhinney, B. & Lavie, A. (2011). Translation ambiguity in and out of context. Applied Psycholinguistics, 32<\/em>, 93-111. <\/a><\/strong><\/p>

Prior, A. & MacWhinney, B. (2010). A bilingual advantage in task switching. Bilingualism: Language and Cognition, 13<\/em>, 253-262. Among 10 most downloaded papers for 2011 and 2012. <\/a><\/strong><\/p>

Prior, A. & Bentin, S. (2008). Word associations are formed incidentally during sentential semantic integration. Acta Psychologica, 127<\/em>, 57-71. <\/a><\/strong><\/p>

Prior, A. MacWhinney, B. & Kroll, J.F. (2007). Translation norms for English and Spanish: The role of lexical variables, word class and L2 proficiency in negotiating translation ambiguity. Behavior Research Methods, 39<\/em>, 1029-1038. <\/a><\/strong><\/p>

Prior, A. & Bentin, S. (2006). Differential integration efforts of mandatory and optional sentence constituents. Psychophysiology, 43<\/em>, 440-449. <\/a><\/strong><\/p>

Prior, A. & Geffet, M. (2003). Mutual information and semantic similarity as predictors of word association strength: Modulation by association type and semantic relation. In F. Schmalhofer, R. Young & G. Katz (Eds.), Proceedings of the 1st European Cognitive Science Conference<\/em>. Mahwah, NJ: Lawrence Erlbaum. Pp. 265-270. <\/a><\/strong><\/p>

Prior, A. & Bentin, S. (2003). Incidental formation of episodic associations: The importance of sentential context. Memory and Cognition, 31<\/em>, 306-316. <\/a><\/strong><\/p>

Schwieter, J. W., & Prior, A. (2020). Translation ambiguity. Bilingual lexical ambiguity resolution<\/em>, 96-125. <\/p>

Prior, A., Goldwasser, N., Ravet-Hirsh, R. & Schwartz, M. (2016). Executive functions in bilinguals children: Is there a role for language balance? In Schwieter, J. W. (Ed.) Cognitive control and consequences in the multilingual mind. Amsterdam: John Benjamins Publishing. <\/a><\/strong><\/p>

Prior, A. (2014). Bilingualism: Interactions between languages (3000 words). In P. Brook & V. Kempe (Eds) Encyclopedia of Language Development. Sage Reference. DOI: http:\/\/dx.doi.org\/10.4135\/9781483346441 <\/a><\/strong><\/p>

Prior, A. (2012). Language representation in bilinguals: Cognitive and neural aspects. In Darmon, A. & Polak, I. (Eds.) What Happens when I read? Linguistic, brain and education research on reading in general, and specifically in Arabic. The Initiative for Applied Educational Research, The Israeli Academy for Science (in Hebrew). <\/a><\/strong><\/p>

Prior, A. (2012) Reading in more than one language: Behavior and brain perspective. In Molfese, D., Breznitz, Z., Berninger, V., and Rubinsten, O. (Eds.) Listening to many voices: Reading, writing, mathematics and the brain, pp. 131-156. Dordrecht: Springer <\/a><\/strong><\/p>

Zeltsman-Kulick, R., Katzir, T. & Prior, A.<\/strong>Hebrew Adaptation of the Grey Oral Reading Test. Unpublished assessment tool. <\/a><\/p>

Smith, Y., Walters, J. & Prior, A.<\/strong>Translation norms for Hebrew and English. Translation data for a set of 700 words in Hebrew and English. <\/a><\/p>

Beznos, M. & Prior, A.<\/strong> Hebrew version of the Language Experience and Proficiency Questionnaire. The questionnaire was originally published in English by Marian, Blumenfeld & Kaushanskaya, 2007, and is a widely used tool in bilingual research. Can be downloaded free of charge from the IRIS database <\/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":"

\u05de\u05e2\u05d1\u05d3\u05ea \u05d4\u05e9\u05e4\u05d4 \u05e4\u05e8\u05d5\u05e4' \u05e2\u05e0\u05ea \u05e4\u05e8\u05d9\u05d0\u05d5\u05e8 Norman, T., Prior, A., & Degani, T. (2025). Contribution of prior linguistic knowledge to L3 phonological perception and production. Journal of Memory and Language, 141, 104600. https:\/\/doi.org\/10.1016\/j.jml.2024.104600 Elias, M., Van Hell, J., Prior, A. & Degani, T. (2025) Cognate facilitation in different script trilinguals as a function of task demands. […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"","ocean_second_sidebar":"","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"","ocean_custom_header_template":"","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"","ocean_menu_typo_font_family":"","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"","footnotes":""},"class_list":["post-1862","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/langnum.haifa.ac.il\/he\/wp-json\/wp\/v2\/pages\/1862","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/langnum.haifa.ac.il\/he\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/langnum.haifa.ac.il\/he\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/langnum.haifa.ac.il\/he\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/langnum.haifa.ac.il\/he\/wp-json\/wp\/v2\/comments?post=1862"}],"version-history":[{"count":1,"href":"https:\/\/langnum.haifa.ac.il\/he\/wp-json\/wp\/v2\/pages\/1862\/revisions"}],"predecessor-version":[{"id":1863,"href":"https:\/\/langnum.haifa.ac.il\/he\/wp-json\/wp\/v2\/pages\/1862\/revisions\/1863"}],"wp:attachment":[{"href":"https:\/\/langnum.haifa.ac.il\/he\/wp-json\/wp\/v2\/media?parent=1862"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}