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. Journal of Experimental Psychology: Learning, Memory & Cognition. https://doi.org/10.1037/xlm0001442

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

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

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

 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

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, 1-16. https://doi.org/10.3758/s13421-024-01633-5

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

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

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, 1-42. https://doi.org/10.1007/s10579-023-09712-w

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

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

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 

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, 27(1), 84-94. doi:10.1017/S1366728923000482

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, 36(8), 2147-2173. https://doi.org/10.1007/s11145-022-10386-z

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, 188, 108652. https://doi.org/10.1016/j.neuropsychologia.2023.108652

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

Sabag-Shushan, T., Katzir, T., & Prior, A. (2023). Assessment of emotion word vocabulary and its contribution to reading comprehension. Applied Psycholinguistics, 44(1), 29–50. doi:10.1017/S0142716422000431

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, 48(9), 1363.

Degani, T., Prior, A., & Wodniecka, Z. (2022). Modulators of cross-language influences in learning and processing. Frontiers in Psychology, 13, 898793.

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

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, https://doi.org/10.1162/nol_a_00060

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

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

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

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

Temelman-Yogev, L., Katzir, T. & Prior, A. (2020). Monitoring comprehension in a foreign language: Skill- or Trait- oriented? Metacognition and Learning, 15, 343–365. https://doi.org/10.1007/s11409-020-09245-5

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

Fadlon, J., Li, C., Prior, A. & Gollan, T. (2019). Using what’s there: Bilinguals adaptively rely on orthographic and color cues to achieve language membership. Cognition.

Mor, B. & Prior, A. (2020). Individual differences in L2 frequency effects in different script bilinguals. International Journal of Bilingualism, 24(4), 672-690.

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

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

Ben Zion, D., Nevat, M., Prior, A. & Bitan, T. (2019). Prior knowledge predicts early consolidation in second language learning. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.02312.

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

Shahar Yames, D., Eviatar, Z., & Prior, A., (2018). Separability of lexical and morphological knowledge: Evidence from language minority children. Frontiers in Psychology, 9, 163.

Shahar-Yames, D., & Prior, A., (2018). The challenge and the opportunity of lexical inferencing in language minority students. Reading and Writing, 1-24.

Degani, T., Prior, A., , & Hajara, W. (2017). Cross-language semantic influences in different script bilinguals. Bilingualism: Language and Cognition, 1-23.

Prior, A., Degani, T., Awawdy, S., Yassin, R., & Korem, N. (2017). Is susceptibility to cross-language interference domain specific?. Cognition, 165, 10-25.

Khateb, A., Shamshoum, R., & Prior, A., (2017)Modulation of Language Switching by Cue Timing: Implications for Models of Bilingual Language Control. J Exp Psychol Learn Mem Cogn.

Shahar-Yames, D., & Prior, A., (2017) Reading development in upper elementary language minority readers of Hebrew: the specific challenge of fluency. Reading and Writing, 1-23.

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

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, 266.‏

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

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

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

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

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, 1467-1484.

Prior, A. & Gollan, T. (2013). The elusive link between language control and executive control: A case of limited transfer. Journal of Cognitive Psychology, 25, 622-654.

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

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

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

Prior, A. (2012) Bilingualism: Perspectives from cognitive psychology and neuroscience. Language & Literacy, 4, 7-25 (in Hebrew).

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, 1-10.

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

Prior, A. Wintner, S., MacWhinney, B. & Lavie, A. (2011). Translation ambiguity in and out of context. Applied Psycholinguistics, 32, 93-111.

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

Prior, A. & Bentin, S. (2008). Word associations are formed incidentally during sentential semantic integration. Acta Psychologica, 127, 57-71.

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, 1029-1038.

Prior, A. & Bentin, S. (2006). Differential integration efforts of mandatory and optional sentence constituents. Psychophysiology, 43, 440-449.

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. Mahwah, NJ: Lawrence Erlbaum. Pp. 265-270.

Prior, A. & Bentin, S. (2003). Incidental formation of episodic associations: The importance of sentential context. Memory and Cognition, 31, 306-316.

Schwieter, J. W., & Prior, A. (2020). Translation ambiguity. Bilingual lexical ambiguity resolution, 96-125.

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.

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

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).

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

Zeltsman-Kulick, R., Katzir, T. & Prior, A.Hebrew Adaptation of the Grey Oral Reading Test. Unpublished assessment tool.

Smith, Y., Walters, J. & Prior, A.Translation norms for Hebrew and English. Translation data for a set of 700 words in Hebrew and English.

Beznos, M. & Prior, A. 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