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Dorit Segal, Lecturer

Contact Info

The Open University of Israel Department of Education and Psychology 1 University Road P.O.B. 808 Ra’anana 4353701, Israel
Office:972-9-778-2077 Email:[email protected]

Additional Information

Areas of Interest
  • The interaction of language and cognition across the lifespan
  • Language processing and attention functions in ADHD
  • The role of attention in reading comprehension
  • The effect of bilingualism on linguistic and cognitive processing

Dorit Segal is a faculty member in the Department of Education and Psychology at the Open University. She is also a Speech and Language Pathologist. She studies the interplay of language and non-linguistic cognitive functions in monolingual and bilingual speakers and in children and adults with attention deficits.

2009 - 2016
PhD, Education, The Hebrew University of Jerusalem
2003 - 2008
MA, Communication Disorders, Tel Aviv University (Magna Cum Laude)
1999 - 2002
BA, Communication Disorders, Tel Aviv University (Cum Laude)
Nisan Prize for excellent researchers in the field of education​
2017 - 2019
Israel Science Foundation (ISF) award for post-doctoral students
Fulbright Fellowship award for post-doctoral students
Hebrew University Scholarship for excellent female PhD candidates
2010 - 2013
Hebrew University President’s Excellence Scholarship for PhD students
Menks Scholarship for students investigating language and attention disorders
Rubinstein Award for excellent Master’s degree in communication disorders
Stanley Steyer grant for Master’s students in communication disorders

Segal, D. (2023). Sustained attention plays a critical role in reading comprehension of adults with and without ADHD. Learning and Individual Differences, 105, 102300.

Segal, D., Prior, A. & Gollan, T. (2021). Do all Switches Cost the Same? Reliability of Language Switching and Mixing Costs. Journal of Cognition, 4(1): 3, pp. 1–15. DOI: https://doi.org/10.5334/joc.140.

Segal, D., Stasenko, A., & Gollan, T. H. (2019). More evidence that a switch is not (always) a switch: Binning bilinguals reveals dissociations between task and language switching. Journal of Experimental Psychology: General, 148(3), 501-519.

Segal, D. & Gollan, T. (2018). What’s left for balanced bilinguals? Item familiarity and language proficiency affect hemispheric processing of metaphors. Neuropsychology, 32(7), 866-879.

Segal, D., Shalev, L., & Mashal, N. (2017). Attenuated hemispheric asymmetry in metaphor processing among adults with ADHD. Neuropsychology, 31(6), 636-647.

Segal, D., Mashal, N., & Shalev, L. (2015). Semantic conflicts are resolved differently by adults with and without ADHD. Research in Developmental Disabilities, 47, 416-429.

Kavé, G., Kukulansky-Segal, D., Avraham, A., & Herzberg O. (2010). Searching for the right word: Performance on four word retrieval tasks across childhood. Child Neuropsychology, 16(6), 549-563.

Kavé, G., Avraham, A., Kukulansky-Segal, D., & Herzberg, O. (2007). How does the homophone meaning generation test associate with the phonemic and semantic fluency tests? A quantitative and qualitative analysis. Journal of the International Neuropsychological Society, 13(3), 424-432.

Segal, D., Kavé, G., Goral, M., & Gollan, T. (2019). Multilingualism and cognitive benefits in aging. In S. Montanari & S. Quay (Eds.), Multidisciplinary perspectives on multilingualism (Chapter 16, pp. 351-373). De Gruyter Mouton.

Metaphor processing and cognitive control in individuals with and without ADHD, PhD, The Hebrew University of Jerusalem, 2016