Please contact me for reprints:

  • Halamish, V., & Stern, P. (in press). Motivation-based selective encoding and retrieval. Memory & Cognition.
  • Halamish, V. & Undorf, M., (2021). Accuracy, causes, and consequences of monitoring one’s own learning and memory (Editorial). Zeitschrift für Psychologie, 229(2), 87-88.
  • Halamish, V., & Undorf. M. (2020). Do learners spontaneously monitor their memory? The gap between educational-developmental and cognitive-experimental research. Zeitschrift fuer Psychologie, 228(4), 304-305. 
  • Halamish, V., & Elbaz, E. (2020). Children's reading comprehension and metacomprehension on screen versus on paper. Computers & Education, 145, 103737.
  • Undorf, M., & Halamish, V. (2020). New methods and questions in metamemory research (Editorial). Zeitschrift für Psychologie, 228(4), 231-232.
  • Halamish, V., Madmon, I., & Moed, A. (2019). Motivation to learn: The long-term mnemonic benefit of curiosity in intentional learning. Experimental Psychology, 66, 319-330. 
  • Halamish, V. (2018). Pre-service and in-service teachers' metacognitive knowledge of learning strategies. Frontiers in Psychology, 9:2152. Link.
  • Halamish, V. (2018). Can very small font size enhance memory? Memory and Cognition, 46, 979-993. Link
  • Halamish, V., Nachman, H., & Katzir, T. (2018). The effect of font size on children's memory and metamemory. Frontiers in Psychology, 9:1577. Link
  • Halamish, V., & Liberman, N. (2017). How much information to sample before making a decision? It's a matter of psychological distance. Journal of Experimental Social Psychology, 71, 111-116.
  • Halamish, V., Borovoi, L., & Liberman, N. (2017). The antecedents and consequences of a beyond-choice view of decision situations: A construal level theory perspective. Acta Psychologica, 173, 41-45.
  • Kavé, G., & Halamish, V. (2015). Doubly blessed: Older adults know more vocabulary and know better what they know. Psychology and Aging, 30, 68-73.
  • Soderstrom, N. C., Clark, C. T., Halamish, V., & Bjork, E. L. (2015). Judgments of learning as a memory modifier. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 553-558.
  • Cohen, M. S., Yan, V. X., Halamish, V., & Bjork, R. A. (2013). Do students think that difficult or valuable materials should be restudied sooner, rather than later? Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1682-1696. 
  • Halamish, V., Nussinson, R., & Ben-Ari, L. (2013). In a year memory will benefit from learning, tomorrow it won't: Distance and construal level effects on the basis of metamemory judgments. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1621-1627. 
  • Katzir, T., Hershko, S., & Halamish, V. (2013). The effect of font size on reading comprehension in second and fifth grade children: Bigger is not always better. PLOS ONE, 8, e74061. Link
  • Halamish, V., Goldsmith, M. & Jacoby, L. L. (2012). Source constrained recall: Front-end and back-end control of retrieval quality. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 1-15.
  • Halamish, V., McGillivray, S., & Castel, A. D. (2011). Monitoring one's own forgetting in younger and older adults. Psychology and Aging, 26, 631-635. 
  • Halamish, V., & Bjork, R. A. (2011). When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 801-812. 
  • Koriat, A., Goldsmith, M., & Halamish, V. (2008). Controlled processes in voluntary remembering. In H. L. Roediger, III (Ed.), Cognitive psychology of memory. Vol. 2 of Learning and memory: A comprehensive reference, 4 vols. (J. Byrne, Editor) (pp. 307-324). Oxford: Elsevier.
  • Halamish, V., Liberman, N., Higgins, E. T., & Idson, L. C. (2008). Regulatory focus effects on discounting over uncertainty for losses vs. gains. Journal of Economic Psychology, 29, 654-666. 
  • Hendel, T., Eshel, N., Traister, L., & Galon, V. (2006). Readiness for future managerial leadership roles: nursing students' perceived importance of organizational values. Journal of Professional Nursing, 22, 339-346. 
  • Hendel, T., Fish, M. & Galon, V. (2005). Leadership style and choice of strategy in conflict management among Israeli nurse managers in general hospitals. Journal of Nursing Management, 13, 137-146. 

* Note: I have previously published under the name Vered Galon.


Learning and Cognition Lab
Room 106, Building 905
Faculty of Education
Bar-Ilan University

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