All Stories

  1. Traumatic brain injury hinders learning of road hazard awareness by repeated exposure to video-based hazards.

    Article • Neuropsychology, December 2019, American Psychological Association (APA)

    Professor Eli Vakil

  2. Direct and indirect measures of context in patients with mild-to-severe traumatic brain injury (TBI): The additive contribution of eye tracking

    Article • Journal of Clinical and Experimental Neuropsychology, April 2019, Taylor & Francis

    Professor Eli Vakil, Or Aviv

  3. Conceptual processes involved in words and scenes context effect in face recognition

    Article • Memory, February 2019, Taylor & Francis

    Professor Eli Vakil

  4. Anticipation Measures of Sequence Learning: Manual versus Oculomotor Versions of the Serial Reaction Time Task

    Article • Quarterly Journal of Experimental Psychology, March 2017, SAGE Publications

    Professor Eli Vakil

  5. Clinical neuropsychology in Israel: history, training, practice and future challenges

    Article • The Clinical Neuropsychologist, April 2016, Taylor & Francis

    Professor Eli Vakil

  6. Eye Movement Performance on the Stroop Test in Adults With ADHD

    Article • Journal of Attention Disorders, April 2016, SAGE Publications

    Professor Eli Vakil

  7. The effect of constant versus varied training on transfer in a cognitive skill learning task: The case of the Tower of Hanoi Puzzle

    Article • Learning and Individual Differences, April 2016, Elsevier

    Professor Eli Vakil

  8. In a context of time: the impact of delay and exposure time on the emergence of memory context effects

    Article • Psychological Research, October 2015, Springer Science + Business Media

    Professor Eli Vakil

  9. Verbal learning across the lifespan: an analysis of the components of the learning curve

    Article • Aging Neuropsychology and Cognition, July 2015, Taylor & Francis

    Professor Eli Vakil

  10. The effect of age-at-testing on verbal memory among children following severe traumatic brain injury

    Article • Child Neuropsychology, May 2015, Taylor & Francis

    Professor Eli Vakil

  11. Age differences in cognitive skill learning, retention and transfer: The case of the Tower of Hanoi Puzzle

    Article • Learning and Individual Differences, April 2015, Elsevier

    Professor Eli Vakil

  12. Predicting long-term outcome following traumatic brain injury (TBI)

    Article • Journal of Clinical and Experimental Neuropsychology, April 2015, Taylor & Francis

    Professor Eli Vakil

  13. Probabilistic category learning in developmental dyslexia: Evidence from feedback and paired-associate weather prediction tasks.

    Article • Neuropsychology, January 2015, American Psychological Association (APA)

    Professor Eli Vakil

  14. The Counterintuitive Relationship between Conceptual and Perceptual Similarities and Eyewitness Suggestibility

    Article • Applied Cognitive Psychology, August 2014, Wiley

    Professor Eli Vakil

  15. Taxonomy of moderators that govern explicit memory in individuals with intellectual disability: Integrative research review

    Article • Journal of Applied Research in Memory and Cognition, June 2014, Elsevier

    Professor Eli Vakil

  16. A deficit in optimizing task solution but robust and well-retained speed and accuracy gains in complex skill acquisition in Parkinson׳s disease: Multi-session training on the Tower of Hanoi Puzzle

    Article • Neuropsychologia, May 2014, Elsevier

    Professor Eli Vakil

  17. Baseline performance and learning rate of conceptual and perceptual skill-learning tasks: The effect of moderate to severe traumatic brain injury

    Article • Journal of Clinical and Experimental Neuropsychology, April 2014, Taylor & Francis

    Professor Eli Vakil

  18. Episodic temporal structure modulates associative recognition processes: An MEG study

    Article • Psychophysiology, March 2014, Wiley

    Professor Eli Vakil

  19. Deficit in implicit motor sequence learning among children and adolescents with spastic Cerebral Palsy

    Article • Research in Developmental Disabilities, November 2013, Elsevier

    Professor Eli Vakil

  20. Environmental context effects on episodic memory are dependent on retrieval mode and modulated by neuropsychological status

    Article • Quarterly Journal of Experimental Psychology, October 2013, SAGE Publications

    Professor Eli Vakil

  21. Premorbid personality characteristics and attachment style moderate the effect of injury severity on occupational outcome in traumatic brain injury: Another aspect of reserve

    Article • Journal of Clinical and Experimental Neuropsychology, July 2013, Taylor & Francis

    Professor Eli Vakil

  22. Cognitive Reserve Components as Expressed in Traumatic Brain Injury

    Article • Journal of the International Neuropsychological Society, April 2013, Cambridge University Press

    Professor Eli Vakil

  23. The dual effect of context on memory of related and unrelated themes: Discrimination at encoding and cue at retrieval

    Article • Memory, October 2012, Taylor & Francis

    Professor Eli Vakil

  24. Verbal learning and memory as measured by the Rey-Auditory Verbal Learning Test: ADHD with and without learning disabilities

    Article • Child Neuropsychology, September 2012, Taylor & Francis

    Professor Eli Vakil

  25. Dissociation between the procedural learning of letter names and motor sequences in developmental dyslexia

    Article • Neuropsychologia, August 2012, Elsevier

    Professor Eli Vakil

  26. Inside out: A neuro-behavioral signature of free recall dynamics

    Article • Neuropsychologia, July 2012, Elsevier

    Professor Eli Vakil

  27. Unitization and temporality in associative memory: Evidence from modulation of context effects

    Article • Journal of Memory and Language, July 2012, Elsevier

    Professor Eli Vakil

  28. Dissociation between online and offline learning in developmental dyslexia

    Article • Journal of Clinical and Experimental Neuropsychology, March 2012, Taylor & Francis

    Professor Eli Vakil

  29. Solving the Raven Progressive Matrices by adults with intellectual disability with/without Down syndrome: Different cognitive patterns as indicated by eye-movements

    Article • Research in Developmental Disabilities, March 2012, Elsevier

    Professor Eli Vakil

  30. Neuropsychological assessment: Principles, rationale, and challenges

    Article • Journal of Clinical and Experimental Neuropsychology, February 2012, Taylor & Francis

    Professor Eli Vakil

  31. Aging and temporal order memory: A comparison of direct and indirect measures

    Article • Journal of Clinical and Experimental Neuropsychology, January 2012, Taylor & Francis

    Professor Eli Vakil

  32. Attentional requirements during acquisition and consolidation of a skill in normal readers and developmental dyslexics.

    Article • Neuropsychology, January 2012, American Psychological Association (APA)

    Professor Eli Vakil

  33. Which verbal fluency measure is most useful in demonstrating executive deficits after traumatic brain injury?

    Article • Journal of Clinical and Experimental Neuropsychology, March 2011, Taylor & Francis

    Professor Eli Vakil

  34. Analogies solving by individuals with and without intellectual disability: Different cognitive patterns as indicated by eye movements

    Article • Research in Developmental Disabilities, March 2011, Elsevier

    Professor Eli Vakil, Professor David Tzuriel

  35. Meta‐analysis of explicit memory studies in populations with intellectual disability

    Article • European Journal of Special Needs Education, February 2011, Taylor & Francis

    Professor Eli Vakil

  36. Is C-reactive protein level a marker of advanced motor and neuropsychiatric complications in Parkinson’s disease?

    Article • Journal of Neural Transmission, December 2010, Springer Science + Business Media

    Professor Eli Vakil

  37. Probing the Brain Substrates of Cognitive Processes Responsible for Context Effects on Recognition Memory

    Article • Aging Neuropsychology and Cognition, May 2010, Taylor & Francis

    Professor Eli Vakil

  38. Normative Data for Composite Scores for Children and Adults Derived from the Rey Auditory Verbal Learning Test

    Article • The Clinical Neuropsychologist, May 2010, Taylor & Francis

    Professor Eli Vakil

  39. Developmental differences in the impact of contextual factors on susceptibility to retroactive interference

    Article • Journal of Experimental Child Psychology, January 2010, Elsevier

    Professor Eli Vakil

  40. Interrelations Between Attention and Verbal Memory as Affected by Developmental Age

    Article • Child Neuropsychology, August 2009, Taylor & Francis

    Professor Eli Vakil

  41. Developmental Changes in Attention Tests Norms: Implications for the Structure of Attention

    Article • Child Neuropsychology, December 2008, Taylor & Francis

    Professor Eli Vakil

  42. Forgotten but not gone: Context effects on recognition do not require explicit memory for context

    Article • Quarterly Journal of Experimental Psychology, November 2008, SAGE Publications

    Professor Eli Vakil

  43. A shift in task routines during the learning of a motor skill: Group-averaged data may mask critical phases in the individuals' acquisition of skilled performance.

    Article • Journal of Experimental Psychology Learning Memory and Cognition, January 2008, American Psychological Association (APA)

    Professor Eli Vakil

  44. Multifactorial context effects on visual recognition memory

    Article • Quarterly Journal of Experimental Psychology, July 2007, SAGE Publications

    Professor Eli Vakil

  45. Educational Level as a Modulator of Cognitive Performance and Neuropsychyatric Features in Parkinson Disease

    Article • Cognitive and Behavioral Neurology, March 2007, Wolters Kluwer Health

    Professor Eli Vakil

  46. Plasma Homocysteine Levels and Parkinson Disease

    Article • Clinical Neuropharmacology, November 2006, Wolters Kluwer Health

    Professor Eli Vakil

  47. Basal Forebrain Amnesia

    Article • Cognitive and Behavioral Neurology, June 2006, Wolters Kluwer Health

    Professor Eli Vakil

  48. The Effect of Moderate to Severe Traumatic Brain Injury (TBI) on Different Aspects of Memory:A Selective Review

    Article • Journal of Clinical and Experimental Neuropsychology, November 2005, Taylor & Francis

    Professor Eli Vakil

  49. Symptom Checklist-90 Revised Scores in Persons With Traumatic Brain Injury: Affective Reactions or Neurobehavioral Outcomes of the Injury?

    Article • Applied Neuropsychology, March 2005, Taylor & Francis

    Professor Eli Vakil

  50. Presymptomatic Signs in Healthy CJD Mutation Carriers

    Article • Dementia and Geriatric Cognitive Disorders, January 2005, Karger Publishers

    Professor Eli Vakil

  51. Dissociation Between Two Types of Skill Learning Tasks: The Differential Effect of Divided Attention

    Article • Journal of Clinical and Experimental Neuropsychology, August 2004, Taylor & Francis

    Professor Eli Vakil

  52. Dissociation Between Two Types of Skill Learning Tasks: The Differential Effect of Divided Attention

    Article • Journal of Clinical and Experimental Neuropsychology, August 2004, Taylor & Francis

    Professor Eli Vakil

  53. The role of the cerebral hemispheres in specific versus abstract priming

    Article • Laterality Asymmetries of Body Brain and Cognition, July 2004, Taylor & Francis

    Professor Eli Vakil

  54. Characterization of Memory Impairment Following Closed-Head Injury in Children Using the Rey Auditory Verbal Learning Test (AVLT)

    Article • Child Neuropsychology, June 2004, Taylor & Francis

    Professor Eli Vakil

  55. Differential Effect of Right and Left Basal Ganglionic Infarctions on Procedural Learning

    Article • Cognitive and Behavioral Neurology, June 2004, Wolters Kluwer Health

    Professor Eli Vakil

  56. Unawareness of Cognitive Deficits and Daily Functioning Among Persons With Traumatic Brain Injuries

    Article • Journal of Clinical and Experimental Neuropsychology, April 2004, Taylor & Francis

    Professor Eli Vakil

  57. The Effect of Aging on Script Memory for Typical and Atypical Actions

    Article • Applied Neuropsychology, December 2003, Taylor & Francis

    Professor Eli Vakil

  58. Comparison Between Three Memory Tests: Cued Recall, Priming and Saving Closed-Head Injured Patients and Controls

    Article • Journal of Clinical and Experimental Neuropsychology, April 2003, Taylor & Francis

    Professor Eli Vakil

  59. Script memory for typical and atypical actions: controls versus patients with severe closed-head injury

    Article • Brain Injury, January 2003, Taylor & Francis

    Professor Eli Vakil

  60. Impaired skill learning in patients with severe closed-head injury as demonstrated by the serial reaction time (SRT) task

    Article • Brain and Cognition, November 2002, Elsevier

    Professor Eli Vakil

  61. Comparison of the predictive power of socio-economic variables, severity of injury and age on long-term outcome of traumatic brain injury: sample-specific variables versus factors as predictors

    Article • Brain Injury, January 2002, Taylor & Francis

    Professor Eli Vakil

  62. Declarative and Nondeclarative Sequence Learning Tasks: Closed-Head Injured Patients Versus Control Participants

    Article • Journal of Clinical and Experimental Neuropsychology, April 2001, Taylor & Francis

    Professor Eli Vakil

  63. The effect of electroconvulsive therapy (ECT) on implicit memory: skill learning and perceptual priming in patients with major depression

    Article • Neuropsychologia, September 2000, Elsevier

    Professor Eli Vakil

  64. Criterion Validation of Premorbid Intelligence Estimation in Persons with Traumatic Brain Injury: “Hold/Don't Hold” versus “Best Performance” Procedures

    Article • Journal of Clinical and Experimental Neuropsychology, June 2000, Taylor & Francis

    Professor Eli Vakil

  65. Motor and non-motor sequence learning in patients with basal ganglia lesions: the case of serial reaction time (SRT)

    Article • Neuropsychologia, January 2000, Elsevier

    Professor Eli Vakil

  66. Rey AVLT: Developmental Norms for Children and the Sensitivity of Different Memory Measures to Age

    Article • Child Neuropsychology, December 1998, Taylor & Francis

    Professor Eli Vakil

  67. Medical, cognitive, emotional, and behavioral outcomes in school-age children conceived by In-Vitro Fertilization

    Article • Journal of Clinical Child Psychology, September 1998, Taylor & Francis

    Professor Eli Vakil

  68. Active Versus Passive Procedural Learning in Older and Younger Adults

    Article • Neuropsychological Rehabilitation, January 1998, Taylor & Francis

    Professor Eli Vakil

  69. Declarative and Procedural Learning in Parkinson's Disease Patients Having Tremor or Bradykinesia as the Predominant Symptom

    Article • Cortex, January 1998, Elsevier

    Professor Eli Vakil

  70. Rey AVLT: Developmental norms for adults and the sensitivity of different memory measures to age

    Article • The Clinical Neuropsychologist, November 1997, Taylor & Francis

    Professor Eli Vakil

  71. Indirect influence on modality on direct memory for words and their modality: Closed-head-injured and control participants.

    Article • Neuropsychology, January 1997, American Psychological Association (APA)

    Professor Eli Vakil

  72. Procedural and Declarative Memory Processes: Individuals With and Without Mend Retardation

    Article • American Journal on Mental Retardation, January 1997, American Association on Intellectual and Developmental Disabilities (AAIDD)

    Professor Eli Vakil

  73. Indirect influence on modality on direct memory for words and their modality: Closed-head-injured and control participants.

    Article • Neuropsychology, January 1997, American Psychological Association (APA)

    Professor Eli Vakil

  74. Direct and Indirect Memory Measures of Temporal Order: Younger versus Older Adults

    Article • The International Journal of Aging and Human Development, January 1997, SAGE Publications

    Professor Eli Vakil

  75. Word Recall versus Reading Speed: Evidence of Preserved Priming in Head-Injured Patients

    Article • Brain and Cognition, June 1996, Elsevier

    Professor Eli Vakil

  76. The Stroop Color‐Word task as a measure of selective attention: Efficiency in the elderly

    Article • Developmental Neuropsychology, January 1996, Taylor & Francis

    Professor Eli Vakil

  77. Direct and indirect measures of contextual information: Older versus young adult subjects

    Article • Aging Neuropsychology and Cognition, January 1996, Taylor & Francis

    Professor Eli Vakil

  78. Stroop color-word task as a measure of selective attention: Efficiency in closed-head-injured patients

    Article • Journal of Clinical and Experimental Neuropsychology, June 1995, Taylor & Francis

    Professor Eli Vakil

  79. Clinical neuropsychology and brain injury rehabilitation in Israel: A twenty-year perspective

    Article • Neuropsychology Review, December 1994, Springer Science + Business Media

    Professor Eli Vakil

  80. Head-injured patients and control group: Implicit versus explicit measures of frequency of occurrence

    Article • Journal of Clinical and Experimental Neuropsychology, August 1994, Taylor & Francis

    Professor Eli Vakil

  81. A supplementary measure in the Rey AVLT for assessing incidental learning of temporal order

    Article • Journal of Clinical Psychology, March 1994, Wiley

    Professor Eli Vakil

  82. Rey auditory-verbal learning test: Structure analysis

    Article • Journal of Clinical Psychology, November 1993, Wiley

    Professor Eli Vakil

  83. Impaired learning in patients with closed-head injuries: An analysis of components of the acquisition process.

    Article • Neuropsychology, January 1993, American Psychological Association (APA)

    Professor Eli Vakil

  84. Behavioural psychotherapy of the frontal-lobe-injured patient in an outpatient setting

    Article • Brain Injury, January 1993, Taylor & Francis

    Professor Eli Vakil

  85. Impaired learning in patients with closed-head injuries: An analysis of components of the acquisition process.

    Article • Neuropsychology, January 1993, American Psychological Association (APA)

    Professor Eli Vakil

  86. Outcome of different treatment mixes in a multidimensional neuropsychological rehabilitation program.

    Article • Neuropsychology, January 1992, American Psychological Association (APA)

    Professor Eli Vakil

  87. Relative importance of informational units and their role in long-term recall by closed-head-injured patients and control groups.

    Article • Journal of Consulting and Clinical Psychology, January 1992, American Psychological Association (APA)

    Professor Eli Vakil

  88. Relative importance of informational units and their role in long-term recall by closed-head-injured patients and control groups.

    Article • Journal of Consulting and Clinical Psychology, January 1992, American Psychological Association (APA)

    Professor Eli Vakil

  89. Automatic temporal order judgment: The effect of intentionality of retrieval on closed-head-injured patients

    Article • March 1991, Taylor & Francis

    Professor Eli Vakil

  90. Breakdowns in Everyday Memory Functioning Following Moderate-to-Severe Traumatic Brain Injury (TBI)

    Article • SAGE Publications

    Professor Eli Vakil

  91. The Influence of Learning Instructions on the CE: Immediate and Delayed Testing

    Article • American Psychological Association (APA)

    Professor Eli Vakil

  92. Eli Eli / Eli Eli

    Article • De Gruyter

    Professor Eli Vakil