Zobrazeno 1 - 10
of 103
pro vyhledávání: '"Menno van der Schoot"'
Publikováno v:
Europe's Journal of Psychology, Vol 17, Iss 2, Pp 13-27 (2021)
There is abundant evidence suggesting that attention and interpretation biases are powerful precursors of aggression. However, little is known how these biases may interact with one another in the development and maintenance of aggression. Using cogn
Externí odkaz:
https://doaj.org/article/58b565c9b7c54086acee964263d19d44
Publikováno v:
Boerma, I, van der Wilt, F, Bouwer, R, van der Schoot, M & van der Veen, C 2022, ' Mind Mapping during Interactive Book Reading in Early Childhood Classrooms : Does It Support Young Children’s Language Competence? ', EARLY EDUCATION AND DEVELOPMENT, vol. 33, no. 6, pp. 1077-1093 . https://doi.org/10.1080/10409289.2021.1929686
EARLY EDUCATION AND DEVELOPMENT, 33(6), 1077-1093. Routledge
EARLY EDUCATION AND DEVELOPMENT, 33(6), 1077-1093. Routledge
Research has shown that interactive book reading in early childhood classrooms contributes to children’s language development. High quality interaction during book reading has been shown to be even more beneficial for children’s language developm
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::069b95f00ee6d66f69d9f4a4579a2d07
https://doi.org/10.1080/10409289.2021.1929686
https://doi.org/10.1080/10409289.2021.1929686
Publikováno v:
Journal of Cognitive Psychology, 34(7), 939-946. Psychology Press Ltd
de Koning, B B & van der Schoot, M 2022, ' Gesturing the solution of a problem-solving task can speed up subsequent performance ', Journal of Cognitive Psychology, vol. 34, no. 7, pp. 939-946 . https://doi.org/10.1080/20445911.2022.2088762
Journal of Cognitive Psychology, 34(7), 939-946. Taylor & Francis Ltd
de Koning, B B & van der Schoot, M 2022, ' Gesturing the solution of a problem-solving task can speed up subsequent performance ', Journal of Cognitive Psychology, vol. 34, no. 7, pp. 939-946 . https://doi.org/10.1080/20445911.2022.2088762
Journal of Cognitive Psychology, 34(7), 939-946. Taylor & Francis Ltd
The way people gesture impacts problem-solving performance. Particularly gestures that are incompatible with the actions required for subsequent problem-solving slow down problem-solving performance (i.e. interference effect). We investigated whether
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a5dea6fed8752b539a9cde11df8fcc01
https://research.vu.nl/en/publications/afc87ab9-bbaf-4fd6-846d-89ac58453168
https://research.vu.nl/en/publications/afc87ab9-bbaf-4fd6-846d-89ac58453168
Publikováno v:
Educational Psychology : An International Journal of Experimental Educational Psychology, 4, 4-21. Routledge
Educational Psychology, 40(1), 4-21. Routledge
Wassenburg, S I, de Koning, B B, Bos, L T & van der Schoot, M 2020, ' Inspecting a picture before reading affects attentional processing but not comprehension ', Educational Psychology, vol. 40, no. 1, pp. 4-21 . https://doi.org/10.1080/01443410.2019.1645306
Educational Psychology, 40(1), 4-21. Routledge
Wassenburg, S I, de Koning, B B, Bos, L T & van der Schoot, M 2020, ' Inspecting a picture before reading affects attentional processing but not comprehension ', Educational Psychology, vol. 40, no. 1, pp. 4-21 . https://doi.org/10.1080/01443410.2019.1645306
This study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n = 30) which differed in whether a picture of the initial situation described in a narrative text was present
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e1b8e25f29d01d45f002218e8abe8bca
https://pure.eur.nl/en/publications/37885c67-0861-4355-8f0b-70dda32f7926
https://pure.eur.nl/en/publications/37885c67-0861-4355-8f0b-70dda32f7926
Publikováno v:
Journal of Cognitive Psychology, 30(3), 307-313. Taylor & Francis Ltd
Journal of Cognitive Psychology, 30(3), 307-313. Psychology Press Ltd
Wassenburg, S I, de Koning, B B & van der Schoot, M 2018, ' In which direction to move? Facilitative and interference effects of gestures on problem solver's thinking ', Journal of Cognitive Psychology, vol. 30, no. 3, pp. 307-313 . https://doi.org/10.1080/20445911.2018.1432628
Journal of Cognitive Psychology, 30(3), 307-313. Psychology Press Ltd
Wassenburg, S I, de Koning, B B & van der Schoot, M 2018, ' In which direction to move? Facilitative and interference effects of gestures on problem solver's thinking ', Journal of Cognitive Psychology, vol. 30, no. 3, pp. 307-313 . https://doi.org/10.1080/20445911.2018.1432628
Recent research shows that co-speech gestures can influence gesturers’ thought. This line of research suggests that the influence of gestures is so strong, that it can wash out and reverse an effect of learning. We argue that these findings need a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6c18184e069b9bfe0d429188141a6ef3
https://doi.org/10.1080/20445911.2018.1432628
https://doi.org/10.1080/20445911.2018.1432628
Autor:
Iro Xenidou-Dervou, Ernest C. D. M. van Lieshout, Daniel Ansari, Dylan Molenaar, Menno van der Schoot
Publikováno v:
Paediatrics Publications
Learning and Instruction, 50, 1-13. Elsevier
Xenidou-Dervou, I, Molenaar, D, Ansari, D, van der Schoot, M & van Lieshout, E C D M 2017, ' Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement ', Learning and Instruction, vol. 50, pp. 1-13 . https://doi.org/10.1016/j.learninstruc.2016.11.001
Learning and Instruction, 50, 1-13. Elsevier BV
Learning and Instruction, 50, 1-13. Elsevier
Xenidou-Dervou, I, Molenaar, D, Ansari, D, van der Schoot, M & van Lieshout, E C D M 2017, ' Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement ', Learning and Instruction, vol. 50, pp. 1-13 . https://doi.org/10.1016/j.learninstruc.2016.11.001
Learning and Instruction, 50, 1-13. Elsevier BV
What developmental roles do nonsymbolic (e.g., dot arrays) and symbolic (i.e., Arabic numerals) magnitude comparison skills play in children's mathematics? We assessed a large sample in kindergarten, grade 1 and 2 on two well-known nonsymbolic and sy
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::84a0b58a31f4adfb12d5d26d8723efb6
https://doi.org/10.1016/j.learninstruc.2016.11.001
https://doi.org/10.1016/j.learninstruc.2016.11.001
Publikováno v:
Contemporary Educational Psychology, 49, 121-129. Academic Press
Contemporary Educational Psychology, 49, 121-129. Academic Press Inc.
de Koning, B B, Boonen, A J H & van der Schoot, M 2017, ' The consistency effect in word problem solving is effectively reduced through verbal instruction ', Contemporary Educational Psychology, vol. 49, pp. 121-129 . https://doi.org/10.1016/j.cedpsych.2017.01.006
Contemporary Educational Psychology, 49, 121-129. Academic Press Inc.
de Koning, B B, Boonen, A J H & van der Schoot, M 2017, ' The consistency effect in word problem solving is effectively reduced through verbal instruction ', Contemporary Educational Psychology, vol. 49, pp. 121-129 . https://doi.org/10.1016/j.cedpsych.2017.01.006
In mathematical word problem solving, a relatively well-established finding is that more errors are made on word problems in which the relational keyword is inconsistent instead of consistent with the required arithmetic operation. This study aimed a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0051972890a0872369b772d8d7d580ea
https://hdl.handle.net/1765/121422
https://hdl.handle.net/1765/121422
Publikováno v:
de Koning, B B & van der Schoot, M 2019, ' Can “you” make a difference? Investigating whether perspective-taking improves performance on inconsistent mathematical word problems ', Applied Cognitive Psychology, vol. 33, no. 5, pp. 911-917 . https://doi.org/10.1002/acp.3555
Applied Cognitive Psychology, 33(5), 911-917. John Wiley and Sons Ltd
Applied Cognitive Psychology, 33, 911-917. John Wiley & Sons Ltd.
Applied Cognitive Psychology, 33(5), 911-917. John Wiley and Sons Ltd
Applied Cognitive Psychology, 33, 911-917. John Wiley & Sons Ltd.
Pronouns encouraging a second-person perspective (e.g., “you/your”) affect peoples' mental representations constructed while reading and improve learning. The present study applied these insights to a domain in that such pronoun effects have yet
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::349fb8be0d88aa57cb8e19563040f24d
https://hdl.handle.net/1871.1/42de35a8-2334-4ea9-b345-6d4ad37a40fe
https://hdl.handle.net/1871.1/42de35a8-2334-4ea9-b345-6d4ad37a40fe
Publikováno v:
de Koning, B B, Bos, L T, Wassenburg, S I & van der Schoot, M 2017, ' Effects of a Reading Strategy Training Aimed at Improving Mental Simulation in Primary School Children ', Educational Psychology Review, vol. 29, no. 4, pp. 869-889 . https://doi.org/10.1007/s10648-016-9380-4
Educational Psychology Review, 29(4), 869-889. Springer New York
Educational Psychology Review, 29(4), 869-889. Springer New York
This study investigated the effects of a mental simulation training targeted at improving children’s reading comprehension. In a 4-week period, one group of third and fourth graders (n = 75) learned to draw upon their sensorimotor memories and expe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::70209327eacd14a82f35571c45bf3935
https://doi.org/10.1007/s10648-016-9380-4
https://doi.org/10.1007/s10648-016-9380-4
Publikováno v:
Frontiers in Psychology, 7:116, 1-23. Frontiers Media S.A.
Bos, L T, Wassenburg, S I, de Koning, B B & van der Schoot, M 2016, ' Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension. ', Frontiers in Psychology, vol. 7, 116, pp. 1-13 . https://doi.org/10.3389/fpsyg.2016.00116
Frontiers in Psychology, Vol 7 (2016)
Frontiers in Psychology, 7:116. Frontiers Media
Frontiers in Psychology
Bos, L T, De Koning, B B, Wassenburg, S I & van der Schoot, M 2016, ' Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension ', Frontiers in Psychology, vol. 7, 116 . https://doi.org/10.3389/fpsyg.2016.00116
Frontiers in Psychology, 7:116, 1-13. Frontiers Media
Bos, L T, Wassenburg, S I, de Koning, B B & van der Schoot, M 2016, ' Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension. ', Frontiers in Psychology, vol. 7, 116, pp. 1-13 . https://doi.org/10.3389/fpsyg.2016.00116
Frontiers in Psychology, Vol 7 (2016)
Frontiers in Psychology, 7:116. Frontiers Media
Frontiers in Psychology
Bos, L T, De Koning, B B, Wassenburg, S I & van der Schoot, M 2016, ' Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension ', Frontiers in Psychology, vol. 7, 116 . https://doi.org/10.3389/fpsyg.2016.00116
Frontiers in Psychology, 7:116, 1-13. Frontiers Media
This study aimed to enhance third and fourth graders’ text comprehension at the situation model level. Therefore, we tested a reading strategy training developed to target inference making skills, which are widely considered to be pivotal to situat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::297151463b8c076f21fa580cd5d7628f
https://doi.org/10.3389/fpsyg.2016.00116
https://doi.org/10.3389/fpsyg.2016.00116