Zobrazeno 1 - 10
of 69
pro vyhledávání: '"Evelyn H. Kroesbergen"'
Autor:
Marije Stolte, Victoria Trindade-Pons, Priscilla Vlaming, Babette Jakobi, Barbara Franke, Evelyn H. Kroesbergen, Matthijs Baas, Martine Hoogman
Publikováno v:
Frontiers in Psychiatry, Vol 13 (2022)
Previous research on ADHD and ASD has mainly focused on the deficits associated with these conditions, but there is also evidence for strengths. Unfortunately, our understanding of potential strengths in neurodevelopmental conditions is limited. One
Externí odkaz:
https://doaj.org/article/67a2d38c6bfa4a958792dca9565aa543
Publikováno v:
Frontiers in Psychiatry, Vol 13 (2022)
The current study investigated whether lower sensory and sensorimotor gating were related to higher levels of creativity and/or attentional difficulties in a natural population of primary school children (9- to 13-year-old). Gating abilities were mea
Externí odkaz:
https://doaj.org/article/361288289e484343b3371301ee09ad33
Publikováno v:
Frontiers in Education, Vol 6 (2021)
The approximate number system (ANS) theory and the ANS mapping account have been the most prominent theories on non-symbolic numerosity processing and symbolic number processing respectively, over the last 20 years. Recently, there is a growing debat
Externí odkaz:
https://doaj.org/article/e1e18e66766d427faf76c9da73979f72
Autor:
Nienke E. R. van Bueren, Sanne H. G. van der Ven, Karin Roelofs, Roi Cohen Kadosh, Evelyn H. Kroesbergen
Publikováno v:
Brain Sciences, Vol 12, Iss 5, p 550 (2022)
Previous work has shown relations between domain-general processes, domain-specific processes, and mathematical ability. However, the underlying neurophysiological effects of mathematical ability are less clear. Recent evidence highlighted the potent
Externí odkaz:
https://doaj.org/article/aeb6a780c73e4851a5afecf4040a56c5
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
The goal of the present study was to investigate whether children’s cognitive strengths can compensate the accompanied weaknesses related to their specific learning difficulties. A Bayesian multigroup mediation SEM analysis in 281 fourth-grade chil
Externí odkaz:
https://doaj.org/article/121e0607527c40afa2452d8e0950318e
Autor:
Fae Aimée van der Weijden, Erica Kamphorst, Robin Hella Willemsen, Evelyn H. Kroesbergen, Anne H. van Hoogmoed
Publikováno v:
Journal of Numerical Cognition, Vol 4, Iss 2, Pp 337-359 (2018)
Recent research suggests that bounded number line tasks, often used to measure number sense, measure proportion estimation instead of pure number estimation. The latter is thought to be measured in recently developed unbounded number line tasks. Chil
Externí odkaz:
https://doaj.org/article/b75243ee9a4c4f90b2a8b20a97376ac2
Publikováno v:
Journal of Numerical Cognition, Vol 3, Iss 2, Pp 417-440 (2017)
In this study, it was investigated how domain-specific (number sense) and domain-general (working memory, creativity) factors explain the variance in mathematical abilities in primary school children. A total of 166 children aged 8 to 10 years old pa
Externí odkaz:
https://doaj.org/article/02357fdf180b4b9488afe02bf441114b
Publikováno v:
Journal of Intelligence, Vol 9, Iss 2, p 20 (2021)
This study examined the unfolding in real time of original ideas during divergent thinking (DT) in five- to six-year-olds and related individual differences in DT to executive functions (EFs). The Alternative Uses Task was administered with verbal pr
Externí odkaz:
https://doaj.org/article/ac96f168a596477fa4c74b6c5b26fb00
Publikováno v:
Journal of Intelligence, Vol 8, Iss 4, p 37 (2020)
Taking a perception-action perspective, we investigated how the presence of different real objects in children’s immediate situation affected their creativity and whether this effect was moderated by their selective attention. Seventy children betw
Externí odkaz:
https://doaj.org/article/ede4a2feaf0d43f1a24a6085b1167199
Publikováno v:
Journal of Intelligence, Vol 8, Iss 2, p 26 (2020)
The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8–13). Two models were compared: the starting model tested whether executive function
Externí odkaz:
https://doaj.org/article/8a2d28d6d15f4e93aaf9482e8851247e