The Numbers Lab: Prof. Orly Rubinsten – The Language and Numbers Laboratory

The Numbers Lab

Prof. Orly Rubinsten

Tal, D., Dotan, S., Ben-Yair, M., Katzir, T., & Rubinsten, O. (Accepted). Arithmetic and reading skills mediate the link between math and reading anxiety and word problem solving. Scientific Reports.

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

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

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

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

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

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

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

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

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),108-120

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, 100, 103298.

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, 11(12), 1609.

Eidlin Levy, H., & Rubinsten, O. (2021). Numbers (but not words) make math anxious individuals sweat: physiological evidence Biological Psychology, 108187

Eidlin Levy, H., Fares, L., & Rubinsten, O. (2021). Math anxiety affects females’ vocational interests. Journal of Experimental Child Psychology, 210, 105214.

David, A., Rubinsten, O., & Berkovich-Ohana, A. (2021). Math Anxiety, Self-Centeredness, and Dispositional Mindfulness. Journal of Educational Psychology.

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, 1-14.

Daches Cohen, L., Layzer Yavin, L., & Rubinsten, O. (2021). Females’ Negative Affective Valence To Math Related Words. Acta Psychologica, 217, 1-11.

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), 762-782.

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 , e01613.

Sury, D., & Rubinsten, O. (2019). Children automatically process order: Evidence from an ‘ordinal Stroop’task. Cognitive Development, 52, 100812.

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

Eidlin, H., & Rubinsten, O., (2017). Developmental dyscalculia and automatic magnitudes processing: Investigating interference effects between area and perimeter. Frontiers in Psychology.

Daches Cohen, L., & Rubinsten, O., . (2017). Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School. Frontiers in Psychology, 8, 1939

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

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

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

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(4), 719 –728

Rapoport, S., Rubinsten, O., & Katzir, T. (2016). Teachers’ Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic. Frontiers in Psychology, 7:1567. doi: 10.3389/fpsyg.2016.01567

Rubinsten, O., (2015). Developmental Dyscalculia: A cognitive neuroscience perspective. Brain Disorders & Therapy

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

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, 32-42.

Rubinsten, O. (2015) Link between cognitive neuroscience and education: the case of clinical assessment of developmental dyscalculia. Frontiers in Human Neuroscience 9:304.

Prior, A., Katz, M., Mahajna, I., & Rubinsten, O. (2015). Number word structure in first and second language influences arithmetic skills. Frontiers in Psychology, 6, 266.‏‏

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.

Kaufmann, L., Mazzocco, M. M. M., Dowker, A., von Aster, M., Göbel, S. M., Grabner, R., Henik, A., Jordan, N. C., Karmiloff-Smith, A. D., Kucian, K., Rubinsten O., Szűcs D., Shalev, R. and Nuerk, H.-C. (2013) Dyscalculia from a developmental and differential perspective. Frontiers in Psychology 4:516.

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, 308-3015.

Perry, A., Rubinsten, O., Peled, A., & Shamay-Tsoory, S. G. (2013). Don’t stand so close to me: A behavioral and ERP study of preferred interpersonal distance. NeuroImage, 83, 761-769.

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

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

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.

Furman, T., & Rubinsten, O. (2012). Symbolic and non symbolic numerical representation in adults with and without developmental dyscalculia. Behavioral and Brain Functions, 8, 55.

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

Rubinsten, O., & Sury, D. (2011). Processing ordinality and quantity: The case of Developmental Dyscalculia. PloS ONE, 6, e24079.

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

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

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, 763-787.

Rubinsten, O. & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6:46.

Rubinsten, O. & Henik, A. (2010). Co-morbidity: Cognition and Biology Count!. Behavioral and Brain Science, 33, 168-170.

Ashkenazi, S. Rubinsten, O. & Henik, A. (2009). Attention, automaticity and developmental dyscalculia. Neuropsychology, 23, 535-540.

Rubinsten, O. (2009). Co-occurrence of developmental disorders: The case of Developmental Dyscalculia. Cognitive Development, 24, 362-370.

Rubinsten, O. & Henik, A. (2009). Developmental dyscalculia: Heterogeneity may not mean different mechanisms. Trends in Cognitive Science, 13, 92-99.

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, 1377-1391.