Prof. Lilach Shalev-Mevorach
My research focuses on attention and cognitive control and the roles they play in different types of learning. We treat attention as a multifaceted cognitive mechanism. In the Attention Lab we incorporate various neuropsychological, physiological and brain imaging measures in our studies. Many of our studies link between basic research in attention and cognitive control and real world functioning, in particular in the context of academic learning, aiming at improving learning processes, taking into account individual differences. We strive to develop rigorous measures assessing the attention profile of each individual learner. Another important aim is the development of effective cognitive training. Based on our previous and current studies, our broader mission is to develop innovative feasible learning and teaching techniques that will facilitate learning, referring to the personal features of each individual learner. This mission became even more crucial than before following the impact of COVID-19 on learning and teaching.
Behavioral Neuroscience
Brain Disorders Research
Cognitive Neuroscience
- Baisa, A., Mevorach, C., & Shalev, L. (2020). Hierarchical processing in ASD is driven by exaggerated salience effects, not local bias. Journal of Autism and Developmental Disorders (In Press). https://doi.org/10.1007/s10803-020-04578-1
- Kolodny, T., Mevorach, C., Stern, P., Biderman, N., Ankaoua, M., Tsafrir, S., & Shalev, L. (2020). Fronto-parietal engagement in response inhibition is inversely scaled with attention-deficit/hyperactivity disorder symptom severity. NeuroImage:
Clinical, 25, 102-119. - Spaniol, M. M., Shalev, L., Kossyvaki, L., & Mevorach, C. (2018). Attention training in Autism as a potential approach to improving academic performance. Journal of Autism and Developmental Disorders, 48(2), 592-610. 10.1007/s10803-017-3371-2
- Dankner, Y., Shalev, L., Carrasco, M., & Yuval-Greenberg, S. (2017). Prestimulus Inhibition of Saccades in adults with and without Attention-Deficit/Hyperactivity Disorder as an index of temporal expectations. Psychological Science. 28, 835-850.
- Stern, P., & Shalev, L. (2013). The role of sustained attention and text's conditions in reading comprehension among adolescents with ADHD and without it. Research in Developmental Disabilities, 34, 431–439.
