| Age versus schooling effects on intelligence development S Cahan, N Cohen Child development, 1239-1249, 1989 | 475 | 1989 |
| The effects of aging and first grade schooling on the development of phonological awareness S Bentin, R Hammer, S Cahan Psychological science 2 (4), 271-275, 1991 | 242 | 1991 |
| A between-grade-levels approach to the investigation of the absolute effects of schooling on achievement S Cahan, D Davis American Educational Research Journal 24 (1), 1-12, 1987 | 121 | 1987 |
| Birth order and intellectual development: The confluence model in the light of cross-cultural evidence DJ Davis, S Cahan, J Bashi Science 196 (4297), 1470-1472, 1977 | 108 | 1977 |
| The Cumulative Effect of Ability Grouping on Mathematical Achievement: A Longitudinal Perspective. S Cahan Studies in Educational Evaluation 22 (1), 29-40, 1996 | 70 | 1996 |
| Age at Immigration and Scholastic Achievement in School‐Age Children: Is There A Vulnerable Age?1 S Cahan, D Davis, R Staub International Migration Review 35 (2), 587-595, 2001 | 58 | 2001 |
| Evaluation of the effect of nitrous oxide and hydroxyzine in controlling the behavior of the pediatric dental patient J Shapira, G Holan, M Guelmann, S Cahan Pediatr Dent 14 (3), 167-170, 1992 | 52 | 1992 |
| Age, schooling and conditional reasoning D Artman, L., Cahan, S. & Avni-Babad Cognitive Development 21, 131-145, 2006 | 34 | 2006 |
| Cohen's d vs alternative standardized mean group difference measures S Cahan, E Gamliel Practical Assessment, Research, and Evaluation 16 (1), 2011 | 33 | 2011 |
| The differential effects of age and first grade schooling on the development of infralogical and logico-mathematical concrete operations S Cahan, C Greenbaum, L Artman, N Deluya, Y Gappel-Gilon Cognitive Development 23 (2), 258-277, 2008 | 28 | 2008 |
| The Kaufman ability battery for children mental processing scale: A valid measure of “pure” intelligence? S Cahan, A Noyman Educational and Psychological Measurement 61 (5), 827-840, 2001 | 27 | 2001 |
| Statistical Significance is not a “Kosher Certificate” for Observed Effects: A Critical Analysis of the Two-Step Approach to the Evaluation of Empirical Results S Cahan Educational Researcher 29 (1), 31-34, 2000 | 27 | 2000 |
| Constancy of IQ scores among gifted children S Cahan, A Gejman Roeper Review 15 (3), 140-143, 1993 | 26 | 1993 |
| The effects of aging and first grade S Bentin, R Hammer, S Cahan References, 1991 | 25 | 1991 |
| Cognitive gender differences among Israeli children S Cahan, Y Ganor Sex Roles 32, 469-484, 1995 | 24 | 1995 |
| The regression-based discrepancy definition of learning disability: A critical appraisal S Cahan, D Fono, R Nirel Journal of learning disabilities 45, 170-178, 2010 | 23 | 2010 |
| Schooling and the development of transitive inference. L Artman, S Cahan Developmental Psychology 29 (4), 753, 1993 | 22 | 1993 |
| The extra-examination time granting policy: A reconceptualization S Cahan, R Nirel, M Alkoby Journal of Psychoeducational Assessment 34 (5), 461-472, 2016 | 21 | 2016 |
| Significance testing of subtest score differences: The case of nonsignificant results S Cahan, N Cohen Journal of Psychoeducational Assessment 6 (2), 107-117, 1988 | 20 | 1988 |
| The measurement of school effectiveness S Cahan, JG Elbaz Studies in Educational Evaluation 26 (2), 127-142, 2000 | 19 | 2000 |
Eyal GamlielBehavioral Sciences, Ruppin Academic CenterVerified email at ruppin.ac.il
