Menno van der Schoot
Menno van der Schoot
Universitair Hoofddocent
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Geciteerd door
Prospective linkages between peer victimization and externalizing problems in children: A meta‐analysis
A Reijntjes, JH Kamphuis, P Prinzie, PA Boelen, M Van der Schoot, ...
Aggressive behavior 37 (3), 215-222, 2011
The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children
AJH Boonen, F van Wesel, J Jolles, M van der Schoot
International Journal of Educational Research 68, 15-26, 2014
What underlies successful word problem solving? A path analysis in sixth grade students
AJH Boonen, M van der Schoot, F van Wesel, MH de Vries, J Jolles
Contemporary Educational Psychology 38 (3), 271-279, 2013
Becoming part of the story! Refueling the interest in visualization strategies for reading comprehension
BB De Koning, M van der Schoot
Educational Psychology Review 25 (2), 261-287, 2013
Word problem solving in contemporary math education: A plea for reading comprehension skills training
AJH Boonen, BB de Koning, J Jolles, M Van der Schoot
Frontiers in psychology 7, 191, 2016
In the eye of the beholder: Eye-tracking assessment of social information processing in aggressive behavior
TA Horsley, BO de Castro, M Van der Schoot
Journal of abnormal child psychology 38, 587-599, 2010
How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in good and poor reading comprehenders
M van der Schoot, A Reijntjes, ECDM van Lieshout
Reading and Writing 25, 1665-1690, 2012
Longitudinal development of number line estimation and mathematics performance in primary school children
I Friso-van den Bos, EH Kroesbergen, JEH Van Luit, I Xenidou-Dervou, ...
Journal of experimental child psychology 134, 12-29, 2015
Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory
I Xenidou-Dervou, B De Smedt, M van der Schoot, ECDM van Lieshout
Learning and Individual Differences 28, 119-129, 2013
The consistency effect depends on markedness in less successful but not successful problem solvers: An eye movement study in primary school children
M Van der Schoot, AHB Arkema, TM Horsley, ECDM van Lieshout
Contemporary Educational Psychology 34 (1), 58-66, 2009
The role of two reading strategies in text comprehension: An eye fixation study in primary school children
M Van Der Schoot, AL Vasbinder, TM Horsley, ECDM Van Lieshout
Journal of Research in Reading 31 (2), 203-223, 2008
Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement
I Xenidou-Dervou, D Molenaar, D Ansari, M van der Schoot, ...
Learning and Instruction 50, 1-13, 2017
Working memory in nonsymbolic approximate arithmetic processing: A dual‐task study with preschoolers
I Xenidou‐Dervou, ECDM van Lieshout, M van der Schoot
Cognitive Science 38 (1), 101-127, 2014
Lexical ambiguity resolution in good and poor comprehenders: An eye fixation and self-paced reading study in primary school children.
M Van der Schoot, AL Vasbinder, TM Horsley, A Reijntjes, ...
Journal of Educational Psychology 101 (1), 21, 2009
Cognitive predictors of children's development in mathematics achievement: A latent growth modeling approach
I Xenidou‐Dervou, JEH Van Luit, EH Kroesbergen, I Friso‐van den Bos, ...
Developmental Science 21 (6), e12671, 2018
Effects of stop signal modality, stop signal intensity and tracking method on inhibitory performance as determined by use of the stop signal paradigm
M Van Der Schoot, R Licht, TM Horsley, JA Sergeant
Scandinavian journal of psychology 46 (4), 331-341, 2005
Children’s comprehension monitoring of multiple situational dimensions of a narrative
SI Wassenburg, K Beker, P van den Broek, M van der Schoot
Reading and writing 28, 1203-1232, 2015
Size does matter: Implied object size is mentally simulated during language comprehension
BB de Koning, SI Wassenburg, LT Bos, M Van der Schoot
Discourse processes 54 (7), 493-503, 2017
Fronto-central dysfunctions in reading disability depend on subtype: Guessers but not spellers
M van der Schoot, R Licht, TM Horsley, JA Sergeant
Developmental Neuropsychology 22 (3), 533-564, 2002
Delighted when approved by others, to pieces when rejected: Children’s social anxiety magnifies the linkage between self‐and other‐evaluations
A Reijntjes, S Thomaes, P Boelen, M van der Schoot, BO de Castro, ...
Journal of child psychology and psychiatry 52 (7), 774-781, 2011
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