Understand & Predict research group

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Research

Our research examines children's transition from nonsymbolic to symbolic numerosity processing. Our mission is to answer some of the numerous questions regarding the developmental pathways towards proficiency and deficiency in mathematics. We conducted several part-projects as well as a large-scale interlinked longitudinal project (from 2nd grade of kindergarden to Grade 2) examining the foundations of our mathematics achievement.

U&P MathChild publications

Xenidou-Dervou, I, Ansari, D, Molenaar, D, van der Schoot, M, van Lieshout, ECDM (Accepted for publication) Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievementLearning and Instruction, ISSN: 0959-4752. DOI: 10.1016/j.learninstruc.2016.11.001.

Friso-van den Bos, I, Kroesbergen, EH, Van Luit, JEH, Xenidou-Dervou, I, Jonkman, LM, Van der Schoot, M, Van Lieshout, ECDM (2015) Longitudinal development of number line estimation and mathematics performance in primary school childrenJournal of Experimental Child Psychology, 134, pp.12-29, ISSN: 0022-0965. DOI: 10.1016/j.jecp.2015.02.002.

 

Xenidou-Dervou, I, van der Schoot, M, van Lieshout, ECDM (2015) Working memory and number line representations in single-digit addition: Approximate versus exact, nonsymbolic versus symbolic, Quarterly Journal of Experimental Psychology, 68(6), pp.1148-1167, ISSN: 1747-0218. DOI: 10.1080/17470218.2014.977303.

 

Friso-van den Bos, I, van Luit, JEH, Kroesbergen, EH, Xenidou-Dervou, I, van Lieshout, ECDM, van der Schoot, M, Jonkman, LM (2015) Pathways of number line development in children: Predictors and risk for adverse mathematical outcome, Zeitschrift fur Psychologie / Journal of Psychology, 223(2), pp.120-128, ISSN: 2190-8370. DOI: 10.1027/2151-2604/a000210.

 

Xenidou-Dervou, I, Gilmore, C, van der Schoot, M, van Lieshout, ECDM (2015) The developmental onset of symbolic approximation: Beyond nonsymbolic representations, the language of numbers matters, Frontiers in Psychology, 6(APR), DOI: 10.3389/fpsyg.2015.00487.

 

Xenidou-Dervou, I, van Lieshout, ECDM, van der Schoot, M (2014) Working memory in nonsymbolic approximate arithmetic processing: A dual-task study with preschoolers, Cognitive Science, 38(1), pp.101-127, ISSN: 0364-0213. DOI: 10.1111/cogs.12053.

 

Xenidou-Dervou, I, De Smedt, B, van der Schoot, M, van Lieshout, ECDM (2013) Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memoryLearning and Individual Differences, 28, pp.119-129, ISSN: 1041-6080. DOI: 10.1016/j.lindif.2013.09.012.

Xenidou-Dervou, I., 2014. Setting the Foundations for Math Achievement: Working Memory, Nonsymbolic and Symbolic Numerosity Processing. PhD dissertation. Amsterdam, the Netherlands: VU University Amsterdam. ISBN: 978-94-6259-442-5

 

 

Conference Presentations

  • Xenidou-Dervou, I., Gilmore, C., van der Schoot, M., & Van Lieshout, E. C. D. M. (2014, May). The developmental onset of symbolic approximation: How numbers are named matters. Invited paper presentation at the annual meeting of the Belgian Association for Psychological Science (BAPS 2014), Leuven, Belgium
  • Xenidou-Dervou, I., Ansari, D., van der Schoot, M., & Van Lieshout, E. C. D. M. (2014, May). Nonsymbolic and symbolic approximate magnitude processing: a large scale longitudinal study. Poster presented at the 33rd Banff Annual Seminar in Cognitive Science (BASICS), Banff, Alberta, Canada.
  • Xenidou-Dervou, I., Van der Schoot, M., & Van Lieshout, E. C. D. M. (2013, August). Working memory and mental number line representations in simple addition skills: approximate versus exact, nonsymbolic versus symbolic. Paper presented at 15th biennial conference of the European Association for Research on Learning and Instruction (EARLI), Munich, Germany.
  • Xenidou-Dervou, I., De Smedt, B., Van der Schoot, M., & Van Lieshout, E. C. D. M. (2013, June). Learning Math: Approximation skills and Working Memory. Paper presented at the 14th Biennial International Conference of the International Association for Cognitive Education and Psychology (IACEP), Leiden, NL.
  • Xenidou-Dervou, I., Van der Schoot, M., & Van Lieshout, E. C. D. M. (2013, March). Cognitive Mechanisms Underlying Approximate Magnitude and Exact Addition Skills. Poster presented at the 5th Expert Meeting on Mathematical Thinking and Learning. Luxembourg city, Luxembourg.
  • Xenidou-Dervou, I., De Smedt, B., Van der Schoot, M., & Van Lieshout, E. C. D. M. (2012, June). Building early mathematical knowledge: A model on its relation with (non)symbolic approximate skills and working memory in preschoolers. In E. H. Kroesbergen (Chair), The MathChild study: The emergence of early numeracy and maths skills explained and facilitated. Symposium conducted at the meeting of Onderwijs Research Dagen (ORD), Wageningen, the Netherlands.
  • Xenidou-Dervou, I., De Smedt, B., Van der Schoot, M., & Van Lieshout, E. C. D. M. (2012, May). Building early mathematical knowledge: A model on its relation with (non)symbolic approximate skills and working memory in preschoolers. Poster session presented at the European Association for Research on Learning and Instruction (EARLI) – Special Interest Group (SIG) 22, “Neuroscience and Education” Conference, London, UK.
  • Xenidou-Dervou, I., De Smedt, B., Van der Schoot, M., & Van Lieshout, E. C. D. M. (2012, May; Invited speaker). Building early mathematical knowledge: A model on its relation with (non)symbolic approximate skills and working memory in preschoolers. Invited paper presentation at the 3rd Mathematical Cognition Workshop, Loughborough, UK.
  • Xenidou-Dervou, I., De Smedt, B., Van der Schoot, M., & Van Lieshout, E. C. D. M. (2012, February). Building early mathematical knowledge: A model on its relation with (non)symbolic approximate skills and working memory in preschoolers. Paper session presented at the 4rth Expert meeting for Mathematics Researchers from the Benelux, Leuven, Belgium.
  • Xenidou-Dervou, I., Van Lieshout, E. C. D. M., & van der Schoot, M. (2011, November). Nonsymbolic approximate arithmetic and working memory: A dual task study with preschoolers. In E. H. Kroesbergen (Chair), Executive functions, nonsymbolic number sense, and mathematics learning. Symposium conducted at the Institute for the Study of Education and Human Development (ISED) Researchdagen, Utrecht, The Netherlands.
  • Xenidou-Dervou, I., Van Lieshout, E. C. D. M., & van der Schoot, M. (2011, September). Nonsymbolic approximate arithmetic and working memory: A dual task study. In E. C. D. M. van Lieshout (Chair), Processing and storing approximate numerical magnitudes during mathematical operations. Symposium conducted at the EARLI 14thBiennial Conference, Exeter, UK. Abstract retrieved from www.earli2011.org/media/Documents_EARLI2011/BookofAbstractsandExtendedSummaries.pdf
  • Xenidou-Dervou, I., Van Lieshout, E. C. D. M., & Van der Schoot, M. (2011, February). Nonsymbolic approximate arithmetic and working memory: A dual task study. Paper session presented at the 3rd Expert meeting for Mathematics Researchers from the Benelux, Ghent, Belgium.
  • Xenidou-Dervou, I., Van Lieshout, E. C. D. M., & van der Schoot, M. (2010, July). Nonsymbolic approximate arithmetic and working memory components. Poster session presented at the 6th Biennial Meeting of the European Association for Research on Learning and Instruction (EARLI) – Junior Educational Researchers (JURE) Conference, Frankfurt, Germany.
  • Xenidou-Dervou, I. (March, 2010). “Nonsymbolic approximate arithmetic and working memory components: a dual-task study”. Symposium: ‘Uitgerekend Ernest van Lieshout!?