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3,127 results on '"Motor learning '

1. The Limits and Potential of Dialogue to Counter Polarization in Educative Settings

Author

Leerstoel Haan, Education and Learning: Cognitive and Motor Disabilities, Erstad, Ola, Eriksen Hagtvet, Bente, V. Wertsch, James, de Haan, Maria J., Leerstoel Haan, Education and Learning: Cognitive and Motor Disabilities, Erstad, Ola, Eriksen Hagtvet, Bente, V. Wertsch, James, and de Haan, Maria J.

Published
2024

3. Parental Beliefs About the Motor Development of Dutch Infants Born Very Preterm: A Cohort Study

Author

Leerstoel Jongmans, Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Suir, Imke, Boonzaaijer, Marike, Oudgenoeg-Paz, Ora, van Schie, Petra E.M., Nuysink, Jacqueline, Jongmans, Marian J., Leerstoel Jongmans, Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Suir, Imke, Boonzaaijer, Marike, Oudgenoeg-Paz, Ora, van Schie, Petra E.M., Nuysink, Jacqueline, and Jongmans, Marian J.

Published
2024

10. Two sides of the same coin? How are neural mechanisms of cognitive control, attentional difficulties and creativity related?

Author

Hafd Onderwijsadvies en training, Leerstoel Haan, Education and Learning: Cognitive and Motor Disabilities, Stolte, Marije, Kroesbergen, Evelyn H., Van Luit, Johannes E.H., Oranje, Bob, Hafd Onderwijsadvies en training, Leerstoel Haan, Education and Learning: Cognitive and Motor Disabilities, Stolte, Marije, Kroesbergen, Evelyn H., Van Luit, Johannes E.H., and Oranje, Bob

Published
2024

11. Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?

Author

Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Bleses, Dorthe, Jensen, Peter, Højen, Anders, Willemsen, Marinka M., Slot, Pauline, Justice, Laura M., Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Bleses, Dorthe, Jensen, Peter, Højen, Anders, Willemsen, Marinka M., Slot, Pauline, and Justice, Laura M.

Published
2024

12. The effects of music and auditory stimulation on autonomic arousal, cognition and attention: A systematic review

Author

Leerstoel Jongmans, Education and Learning: Cognitive and Motor Disabilities, Chee, Zhong Jian, Chang, Chern Yi Marybeth, Cheong, Jean Yi, Malek, Fatin Hannah Binte Abdul, Hussain, Shahad, de Vries, Marieke, Bellato, Alessio, Leerstoel Jongmans, Education and Learning: Cognitive and Motor Disabilities, Chee, Zhong Jian, Chang, Chern Yi Marybeth, Cheong, Jean Yi, Malek, Fatin Hannah Binte Abdul, Hussain, Shahad, de Vries, Marieke, and Bellato, Alessio

Published
2024

13. Kwaliteit van de Nederlandse kinderopvang: De kinderdagopvang, peuteropvang, buitenschoolse opvang en gastouderopvang in beeld: Gecombineerde metingen 2017-2023

Author

Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Romijn, Bodine, Slot, Pauline, Jepma, IJsbrand, Muller, Paulien, Breedeveld, Merel, Leseman, Paul, Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Romijn, Bodine, Slot, Pauline, Jepma, IJsbrand, Muller, Paulien, Breedeveld, Merel, and Leseman, Paul

Published
2024

14. Social contact as a strategy to reduce stigma in low- and middle-income countries: A systematic review and expert perspectives

Author

Leerstoel Haan, Education and Learning: Cognitive and Motor Disabilities, Damsté, Carlijn, Gronholm, Petra, C., de Groot, Tjitske, Gurung, Dristy, Makhmud, Akerke, Peters, Ruth, M. H., Hartog, Kim, Leerstoel Haan, Education and Learning: Cognitive and Motor Disabilities, Damsté, Carlijn, Gronholm, Petra, C., de Groot, Tjitske, Gurung, Dristy, Makhmud, Akerke, Peters, Ruth, M. H., and Hartog, Kim

Published
2024

15. Impact of word-to-text integration processes on reading comprehension development in English as a second language

Author

Engelse taalkunde, Education and Learning: Cognitive and Motor Disabilities, Mulder, Evelien, van de Ven, Marco, Segers, Eliane, Krepel, Alexander, de Bree, Elise H., de Jong, Peter F., Verhoeven, Ludo, Engelse taalkunde, Education and Learning: Cognitive and Motor Disabilities, Mulder, Evelien, van de Ven, Marco, Segers, Eliane, Krepel, Alexander, de Bree, Elise H., de Jong, Peter F., and Verhoeven, Ludo

Published
2024

16. Determinants of early lexical acquisition: Effects of word- and child-level factors on Dutch children's acquisition of words

Author

Verhagen, Josje, van Stiphout, Mees, Blom, Elma, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, ACLC (FGw), Leerstoel Blom, and Education and Learning: Cognitive and Motor Disabilities

Subjects
Lexical acquisition, Linguistics and Language, subject-level factors, word-level factors, Experimental and Cognitive Psychology, Language and Linguistics, Linguistics, lexical acquisition, Developmental and Educational Psychology, toddlers, Dutch, Psychology, General Psychology, Word (computer architecture)
Abstract

Previous research on the effects of word-level factors on lexical acquisition has shown that frequency and concreteness are most important. Here, we investigate CDI data from 1,030 Dutch children, collected with the short form of the Dutch CDI, to address (i) how word-level factors predict lexical acquisition, once child-level factors are controlled, (ii) whether effects of these word-level factors vary with word class and age, and (iii) whether any interactions with age are due to differences in receptive vocabulary. Mixed-effects regressions yielded effects of frequency and concreteness, but not of word class and phonological factors (e.g., word length, neighborhood density). The effect of frequency was stronger for nouns than predicates. The effects of frequency and concreteness decreased with age, and were not explained by differences in vocabulary knowledge. These findings extend earlier results to Dutch, and indicate that effects of age are not due to increases in vocabulary knowledge.

Published
2022

17. Early childhood educator's implementation readiness and intervention fidelity: Findings from a person-centered study

Author

Bleses, Dorthe, Willemsen, Marinka M., Purtell, Kelly M., Justice, Laura M., Slot, Pauline, Dybdal, Line, Højen, Anders, Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Leseman, and Education and Learning: Cognitive and Motor Disabilities

Subjects
Early childhood education, Sociology and Political Science, Fidelity, Developmental and Educational Psychology, Intervention, Educator readiness, Profiles, Program implementation, Education
Abstract

Research has indicated that early educators’ intervention fidelity is a significant predictor of children's responsiveness to classroom interventions. To improve understanding of predictors of intervention fidelity in early childhood settings, this study adopted a person-centered approach to identify profiles of “implementation readiness” in 1,192 Danish educators, and to examine relations with implementation fidelity. Multilevel latent profile analyses including setting-level characteristics as well as characteristics particular to the individual educator, showed reliable profiles of general and intervention-specific implementation readiness, which were associated with proportion of fulltime educators, employees with a teaching-related pre-service education, and investment in professional development. Higher and more positive implementation readiness predicted implementation dosage and adherence to early childhood interventions.

Published
2023

18. Examining the Role of Parents and Teachers in Executive Function Development in Early and Middle Childhood: A Systematic Review

Author

Koskulu, Sümeyye, Mulder, Hanna, van de Weijer - Bergsma, Eva, Blom, Elma, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Blom, Leerstoel Jongmans, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Blom, and Leerstoel Jongmans

Subjects
Psychiatry and Mental health, Executive function, Teacher behaviors, Pediatrics, Perinatology and Child Health, Developmental and Educational Psychology, Systematic review, Experimental and Cognitive Psychology, Early childhood, Parent behaviors, Middle childhood, Education
Abstract

The aim of the current systematic review is (1) to examine theoretical frameworks and mechanisms explaining the association between parental and teacher behaviors and child executive function (EF) development, and (2) to compare and combine empirical findings for the relationship between parental and teacher behaviors and child EF development in early and middle childhood. Results revealed that theoretical frameworks have been established more strongly in the parent literature and parental behaviors have been more extensively studied with more diverse terms compared to studies in teacher literature. Overall, patterns of findings suggest that positive (e.g., emotional support) and cognitive parental/teacher behaviors (e.g., cognitive stimulation) were positively linked to child EF performance while negative behaviors (e.g., intrusiveness) were adversely related. Considering the similar roles of parents and teachers in child EF development, insights from parent literature could enable a better understanding of the impact of teacher behaviors on child EF (and vice versa), and opens new venues for future teacher research. Moreover, these findings suggest that, in addition to genetic transmission, social factors such as parent/teacher-child interactions play a significant role in EF development. Future research should investigate the joint influence of parent and teacher behaviors on child EF.

Published
2023

19. A stitch in time…: Comparing late‐identified, late‐emerging and early‐identified dyslexia

Author

de Bree, Elise, van den Boer, Madelon, Toering, Boukje, de Jong, P.F., Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, and Developmental Disorders and Special Education (RICDE, FMG)

Subjects
late-identified, diagnosis, Linguistics, literacy, Experimental and Cognitive Psychology, General Medicine, late-emerging, Vocabulary, Education, Reading, Phonetics, dyslexia, Developmental and Educational Psychology, Humans, Child
Abstract

When dyslexia is diagnosed late, the question is whether this is due to late-emerging (LE) or late-identified (LI) problems. In a random selection of dyslexia-diagnosis case files we distinguished early-diagnosed (Grade 1–3, n = 116) and late-diagnosed (Grade 4–6) dyslexia. The late-diagnosed files were divided into LE (n = 54) and LI dyslexia (n = 45). The LE group consisted of children whose national-curriculum literacy outcomes did not warrant referral for dyslexia diagnosis in Grades 1–2; the LI group of children whose literacy outcomes did, but who were referred for diagnostic assessment after Grade 3. At the time of diagnosis, the percentage of poor performers on word-level literacy measures generally did not differ between the groups. Only the LE group contained fewer poor performers than the early-diagnosed and LI group on some word-reading measures. All groups showed similar distributions of phonological difficulties. There were no indications of compensation through vocabulary, memory or IQ in either late-diagnosed group. Our diagnosis-based study confirms and extends previous research-based studies on LE dyslexia. Moreover, it shows that LI dyslexia exists, which can be regarded as the existence of instructional casualties. The findings speak to issues of identification, diagnosis and compensation and call for further efforts to improve the early identification of dyslexia.

Published
2022

20. Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter?

Author

van de Weijer - Bergsma, Eva, van Luit, Hans, Moeller, Korbinian, Leerstoel Jongmans, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Haan, Leerstoel Jongmans, Education and Learning: Cognitive and Motor Disabilities, and Leerstoel Haan

Subjects
Male, sex differences, Sex Characteristics, math fluency, Achievement, working memory, primary school, math problem solving, Memory, Short-Term, Humans, Female, Child, Psychology(all), Mathematics, Problem Solving, General Psychology
Abstract

Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual-spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual-spatial working memory on math achievement. Children (N = 3175) from grades 2 through five participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed five times during two school years using a speeded arithmetic test (math fluency) and a word problem test (math problem solving). Results from Multilevel Multigroup Latent Growth Modeling, showed that sex differences in level and growth of math performance were mixed and very small. Sex differences in the predictive value of verbal and visual-spatial working memory for math performance suggested that boys seemed to rely more on verbal strategies than girls. Explanations focus on cognitive and emotional factors and how these may interact to possibly amplify sex differences as children grow older.

Published
2022

21. The role of mosque education in the integration of Turkish–Dutch youth: perspectives of Muslim parents, imams, mosque teachers and key stakeholders

Author

Sözeri, Semiha, Kosar-Altinyelken, Hülya, Volman, Monique, Leerstoel Haan, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Haan, Education and Learning: Cognitive and Motor Disabilities, and Educational Sciences (RICDE, FMG)

Subjects
Cultural Studies, youth, Sociology and Political Science, Anthropology, Turkish, Mosque, integration, Dutch, Muslim
Abstract

This study addresses the perceived role of mosque education in the integration of Turkish Muslim children in the Netherlands. It is based on interviews with imams, mosque teachers, parents of mosque students, chairs of migrant organisations, policymakers and experts (N=75). Most respondents (N= 49) view mosque education as potentially aiding the integration of the children, often depending on whether mosques adopt this as a policy and train imams and mosque teachers accordingly. Mosque education is perceived by many as contributing to integration by teaching the children values of respect and tolerance, offering positive identity affirmation to children’s stigmatised Islamic identity, and countering youth radicalisation by providing messages of moderation. While 16 participants see mosque education as irrelevant for integration, 10 participants voice concerns about the potential of mosque education to cause value confusion, alienate students from the Dutch society, and indoctrinate them with Turkish state propaganda. Implications are discussed.

Published
2022

22. Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences

Author

Bosma, Evelyn, Bakker, Arthur, Zenger, Linda, Blom, Elma, Sub Mathematics Education, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Education and Learning: Development in Interaction, Sub Mathematics Education, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Education and Learning: Development in Interaction, and Fryske Akademy (FA)

Subjects
Bilingual lexicon, Educational sciences, Translanguaging, Psycholinguistics, Taverne, Developmental and Educational Psychology, Cross-linguistic transfer, Education
Abstract

In this review, we evaluate the claim that translanguaging in the classroom supports the development of the bilingual lexicon by enhancing cross-linguistic transfer. To address this issue, we integrate findings from psycholinguistics and educational sciences in order to identify how effective pedagogical practices for monolingual children can be extended to pedagogical practices for bilingual children. We show that both monolingual and bilingual children benefit from teaching strategies that strengthen the mental connections between semantically and phonologically related words, and that for bilingual children, these strategies should support both within- and cross-language connections. We argue that by stimulating the use of the home language in the classroom, translanguaging strategies like multilingual label quests and multilingual reading and writing can strengthen cross-language connections and, thereby, facilitate cross-linguistic lexical transfer. For closely related languages, stimulation of the home language has the additional benefit of implicitly facilitating the transfer of cognate vocabulary. Explicit instruction about cognates could further stimulate the development of cognate awareness, but whether it also enhances vocabulary learning is still an open question.

Published
2022

23. Robustness of the rule-learning effect in 7-month-old infants: A close, multicenter replication of Marcus et al. (1999)

Author

Geambasu, Andreea, Spit, Sybren, van Renswoude, Daan, Blom, Elma, Junge, Caroline, Fikkert, Paula, Hunnius, Sabine, Verhagen, Josje, Visser, Ingmar, Wijnen, Frank, Levelt, Clara C, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Kemner, Helmholtz Institute, Experimental Psychology (onderzoeksprogramma PF), LS Psycholinguistiek, ILS LAPD, ACLC (FGw), Ontwikkelingspsychologie (Psychologie, FMG), Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Kemner, Helmholtz Institute, Experimental Psychology (onderzoeksprogramma PF), LS Psycholinguistiek, and ILS LAPD

Subjects
language acquisition, replication, Action, intention, and motor control, Cognitive Neuroscience, rule learning, Developmental and Educational Psychology, Infant, Humans, Learning, Speech, First Language Acquisition, Language & Communication, artificial grammar learning
Abstract

Contains fulltext : 246903.pdf (Publisher’s version ) (Open Access) We conducted a close replication of the seminal work by Marcus et al. (1999), which showed that after a brief auditory exposure phase, seven-month-old infants were able to learn and generalize a rule to novel syllables not previously present in the exposure phase. This work became the foundation for the theoretical framework by which we assume that infants are able to learn abstract representations and generalize linguistic rules. While some extensions on the original work have shown evidence of rule learning, the outcomes are mixed, and an exact replication of Marcus et al.'s study has thus far not been reported. A recent meta-analysis (Rabagliati et al., 2019) brings to light that the rule-learning effect depends on stimulus type (e.g., meaningfulness, speech versus nonspeech) and is not as robust as often assumed. In light of the theoretical importance of the issue at stake, it is appropriate and necessary to assess the replicability and robustness of Marcus et al.'s findings. Here we have undertaken a replication across four labs with a large sample of seven-month-old infants (N = 96), using the same exposure patterns (ABA and ABB), methodology (Headturn Preference Paradigm), and original stimuli. As in the original study, we tested the hypothesis that infants are able to learn abstract "algebraic" rules and apply them to novel input. Our results did not replicate the original findings: infants showed no difference in looking time between test patterns consistent or inconsistent with the familiarization pattern they were exposed to. 12 p.

Published
2023

24. THE ROLES OF ARITHMETIC FLUENCY AND EXECUTIVE FUNCTIONING IN MATHEMATICAL PROBLEM-SOLVING

Author

Kaskens, Jarise, Goei, Sui Lin, Van Luit, Johannes E. H., Verhoeven, Ludo, Segers, Eliane, Utrecht University Library, Leerstoel Haan, Education and Learning: Cognitive and Motor Disabilities, Team Secondary Education, LEARN! - Learning sciences, Utrecht University Library, Leerstoel Haan, and Education and Learning: Cognitive and Motor Disabilities

Subjects
School, Predictors, Skills, Learning and Plasticity, Working-memory, Representation, Education, Attention, Ability, Children, SDG 4 - Quality Education, Inhibition
Abstract

Item does not contain fulltext This study is conducted to further understand the direct and indirect contributions of executive functioning (visuospatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the growth in mathematical problem-solving during grade 4 was analyzed, only arithmetic fluency directly and strongly contributed to students’ problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to mathematical problem-solving at the end of grade 4 via their arithmetic fluency. Arithmetic fluency plays a critical role and continues to do this in mathematical problem-solving. Furthermore, a decline in importance for visuospatial and verbal updating and increasing importance of inhibition and shifting (combined with inhibition) were found with regard to students' ability to solve mathematical problems during grade 4. 21 p.

Published
2022

25. How to quantify bilingual experience? Findings from a Delphi consensus survey

Author

Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, de Cat, Cecile, Kascelan, Drasko, Prevost, Philippe, Serratrice, Ludovica, Tuller, Laurie, Unsworth, Sharon, Consortium Q-BEx, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, de Cat, Cecile, Kascelan, Drasko, Prevost, Philippe, Serratrice, Ludovica, Tuller, Laurie, Unsworth, Sharon, and Consortium Q-BEx

Published
2023

27. Early childhood educator's implementation readiness and intervention fidelity: Findings from a person-centered study

Author

Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Bleses, Dorthe, Willemsen, Marinka M., Purtell, Kelly M., Justice, Laura M., Slot, Pauline, Dybdal, Line, Højen, Anders, Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Bleses, Dorthe, Willemsen, Marinka M., Purtell, Kelly M., Justice, Laura M., Slot, Pauline, Dybdal, Line, and Højen, Anders

Published
2023

28. Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences

Author

Sub Mathematics Education, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Education and Learning: Development in Interaction, Bosma, Evelyn, Bakker, Arthur, Zenger, Linda, Blom, Elma, Sub Mathematics Education, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Education and Learning: Development in Interaction, Bosma, Evelyn, Bakker, Arthur, Zenger, Linda, and Blom, Elma

Published
2023

29. Robustness of the rule-learning effect in 7-month-old infants: A close, multicenter replication of Marcus et al. (1999)

Author

Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Kemner, Helmholtz Institute, Experimental Psychology (onderzoeksprogramma PF), LS Psycholinguistiek, ILS LAPD, Geambasu, Andreea, Spit, Sybren, van Renswoude, Daan, Blom, Elma, Junge, Caroline, Fikkert, Paula, Hunnius, Sabine, Verhagen, Josje, Visser, Ingmar, Wijnen, Frank, Levelt, Clara C, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Kemner, Helmholtz Institute, Experimental Psychology (onderzoeksprogramma PF), LS Psycholinguistiek, ILS LAPD, Geambasu, Andreea, Spit, Sybren, van Renswoude, Daan, Blom, Elma, Junge, Caroline, Fikkert, Paula, Hunnius, Sabine, Verhagen, Josje, Visser, Ingmar, Wijnen, Frank, and Levelt, Clara C

Published
2023

32. Spelinloop Amsterdam: Ervaringen van ouders en professionals

Author

Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Slot, Pauline, Leseman, Paul, Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Slot, Pauline, and Leseman, Paul

Published
2023

34. Evaluating Empirical Evidence for Protective Factors: A Scoping Review on Resilience in Literacy

Author

Education and Learning: Cognitive and Motor Disabilities, Leerstoel Leseman, Methodology and statistics for the behavioural and social sciences, Leerstoel Hamaker, Education and Learning: Development in Interaction, Leerstoel van Gog, Appels, Sanne, van Viersen, Sietske, van Erp, Sara, Hornstra, Lisette, de Bree, Elise, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Leseman, Methodology and statistics for the behavioural and social sciences, Leerstoel Hamaker, Education and Learning: Development in Interaction, Leerstoel van Gog, Appels, Sanne, van Viersen, Sietske, van Erp, Sara, Hornstra, Lisette, and de Bree, Elise

Published
2023

42. Correlates of infant pointing frequency in the first year

Author

Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Ger, Ebru, C. Kuntay, Aylin, Ertas, Sura, Koskulu, Sümeyye, Liszkowski, Ulf, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Ger, Ebru, C. Kuntay, Aylin, Ertas, Sura, Koskulu, Sümeyye, and Liszkowski, Ulf

Published
2023

44. Learning in and about a filtered universe: young people’s awareness and control of algorithms in social media

Author

Education and Learning: Cognitive and Motor Disabilities, Leerstoel Haan, Afd Pedagogiek in diverse samenlevingen, de Groot, Tjitske, de Haan, Maria J. (Mariëtte), van Dijken, Maartje, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Haan, Afd Pedagogiek in diverse samenlevingen, de Groot, Tjitske, de Haan, Maria J. (Mariëtte), and van Dijken, Maartje

Published
2023

45. Understanding variation in prospective poor decoders: A person-centred approach from Kindergarten to Grade 2

Author

Education and Learning: Development in Interaction, Leerstoel Kester, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Dams, Judi, Schaars, Moniek, Segers, Eliane, Blom, Elma, Education and Learning: Development in Interaction, Leerstoel Kester, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, Dams, Judi, Schaars, Moniek, Segers, Eliane, and Blom, Elma

Published
2023

47. Robustness of the cognitive gains in 7-month-old bilingual infants: A close multi-center replication of Kovács and Mehler (2009)

Author

Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, LS Psycholinguistiek, Experimental Psychology (onderzoeksprogramma PF), Helmholtz Institute, Leerstoel Kemner, Spit, Sybren, Geambașu, Andreea, van Renswoude, Daan, Blom, Elma, Fikkert, Paula, Hunnius, Sabine, Junge, Caroline, Verhagen, Josje, Visser, Ingmar, Wijnen, Frank, Levelt, Clara Cecilia, Leerstoel Blom, Education and Learning: Cognitive and Motor Disabilities, LS Psycholinguistiek, Experimental Psychology (onderzoeksprogramma PF), Helmholtz Institute, Leerstoel Kemner, Spit, Sybren, Geambașu, Andreea, van Renswoude, Daan, Blom, Elma, Fikkert, Paula, Hunnius, Sabine, Junge, Caroline, Verhagen, Josje, Visser, Ingmar, Wijnen, Frank, and Levelt, Clara Cecilia

Published
2023

48. Behavioral Insights on Governing Social Transitions

Author

Stress and self-regulation, Leerstoel Ridder, Social-cognitive and interpersonal determinants of behaviour, Leerstoel Aarts, Urban Accessibility and Social Inclusion, Dep Rechtsgeleerdheid, Burgerlijk recht II, UCALL / Aansprakelijkheid en verantwoordelijkheid, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Leseman, Public management en gedrag, Social Policy and Public Health, Leerstoel de Wit, de Ridder, Denise, Aarts, Henk, Ettema, Dick, Giesen, Ivo, Leseman, Paul, Tummers, Lars, de Wit, John, Stress and self-regulation, Leerstoel Ridder, Social-cognitive and interpersonal determinants of behaviour, Leerstoel Aarts, Urban Accessibility and Social Inclusion, Dep Rechtsgeleerdheid, Burgerlijk recht II, UCALL / Aansprakelijkheid en verantwoordelijkheid, Education and Learning: Cognitive and Motor Disabilities, Leerstoel Leseman, Public management en gedrag, Social Policy and Public Health, Leerstoel de Wit, de Ridder, Denise, Aarts, Henk, Ettema, Dick, Giesen, Ivo, Leseman, Paul, Tummers, Lars, and de Wit, John

Published
2023

50. Kwaliteit van de Nederlandse kinderopvang: De kinderdagopvang, peuteropvang, buitenschoolse opvang en gastouderopvang in beeld: Gecombineerde metingen 2017-2022

Author

Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Romijn, Bodine, Slot, Pauline, Jepma, IJsbrand, Muller, Paulien, Breedeveld, Merel, Leseman, Paul, Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Romijn, Bodine, Slot, Pauline, Jepma, IJsbrand, Muller, Paulien, Breedeveld, Merel, and Leseman, Paul

Published
2023

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