PUBLICATIONS
Examples of manuscripts in preparation
van der Schoot, M. & de Koning, B.B. (2020). Learning how to read with your body: an embodiment-based approach of comprehension instruction.
Bos, L.T., Wassenburg, S.I., de Koning, B.B., & van der Schoot, M. (2020). A situation model-based reading comprehension intervention: individual differences in training and transfer gains.
Reijntjes, A., Orobio de Castro, B., Horsley, T.M. & Van der Schoot, M. (2020). Eye-tracking assessment of social-perception biases in boys with behavior disorders.
2020
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, 40, 1, 4 - 21. DOI: 10.1080/01443410.2019.1645306
van der Schoot, M. (2020). Een scriptiebeoordeling past niet in een schema. ScienceGuide.nl | Opinie, 11 februari 2020.
de Koning, B.B., Boonen, A.J.H., van Wesel, F., & van der Schoot, M. (2020). To draw or not to draw? Benefits of Model Method drawing outweigh its costs even for inconsistent word problems. Submitted to Contemporary Educational Psychology.
de Koning, B.B., & van der Schoot, M. (2020). Gesturing the solution of a problem solving task can speed up subsequent performance. Submitted to …
Boerma, I., van der Wilt, F., Bouwer, R., van der Schoot, M. & van der Veen, C. (2020). Mind mapping during interactive book reading in early childhood classrooms: Does it support young children’s language abilities? Submitted to Contemporary Educational Psychology.
Almoghrabi, N., Franken, I.H.A., Mayer, B., van der Schoot, M., & Huijding, J. (2020). CBM-I training and its effect on interpretations of intent, facial expressions, attention and aggressive behavior. Submitted to Quarterly Journal of Experimental Psychology.
2019
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, 33, 911-917. DOI: 10.1002/acp.2555
Van der Schoot, M. & De Koning, B.B. (2019). Leren lezen met je lichaam. Artikel opgenomen in de congresbundel van het Wetenschappelijk Congres ‘Lekker lezen: over het belang van leesmotivatie’ van Stichting Lezen, p. 233-242, Driebergen.
2018
Wassenburg, S.I., de Koning, B.B. & van der Schoot, M. (2018). In which direction to move? Facilitatory and interfering effects of gestures on problem solver’s thinking. Journal of Cognitive Psychology, 30, 3, 307-313.
Laue, C., Griffey, M., Lin, P-I., Wallace, K., van der Schoot, M., Horn, P., Pedapati, E., Barzman, D. (2018). Eye Gaze Patterns Associated with Aggressive Tendencies in Adolescence. Psychiatric Quarterly, Vol. 2018, pp. 1-10.
Xenidou-Dervou, I., van Luit, J.E.H., Kroesbergen, E.H., Friso-van den Bos, I., Jonkman, L.M., van der Schoot, M. & Van Lieshout, E.C.D.M. (2018). Developing Mathematics Achievement: Symbolic Approximate Arithmetic Predicts Children’s Individual Growth Rates. Developmental Science, 21, 6, 1-14.
2017
Van der Schoot, M., Wassenburg. S.I., Bos, L.T., de Koning, B.B. (2017). Leren lezen wat er tussen de regels staat. Tijdschrift Taal, 8, 12, 48-53.
de Koning, B.B., Wassenburg, S.I., Bos, L.T., & van der Schoot, M. (2017). Mental simulation of four visual object properties: differences as assessed by the Sentence-Picture Verification paradigm. Journal of Cognitive Psychology, 29, 4, 420-432.
Wassenburg, S.I., Bos, L.T., de Koning, B.B. & van der Schoot, M. (2017). Leesbegrip: wat klopt er niet? JSW–Jeugd in School en Wereld, 6, 6-9.
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, 49, 121-129.
Van der Wilt, F.M., van Kruistrum, C.J., van der Schoot, M., & van der Veen, C. (2017). Mindmap van Prentenboek. Didaktief, 47, 9, p.43.
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, 50, 1-13.
De Koning, B.B., Bos. L.T., Wassenburg, S.I. & van der Schoot, M. (2017). Popcorn proeven terwijl je leest. Didactief, mei 2017, p. 21.
Wassenburg, S. I., De Koning, B. B., De Vries, M., Boonstra, A. M., & van der Schoot, M. (2017). Gender differences in mental simulation during sentence and word processing. Journal of Research in Reading, 40, 3, 274-296.
De Koning, B.B., Bos, L.T., Wassenburg, S.I., & van der Schoot, M. (2017). The effects of a reading strategy training aimed at improving mental simulation in primary school children. Educational Psychology Review, 29, 869-889.
De Koning, B.B., Bos. L.T., Wassenburg, S.I. & van der Schoot, M. (2017). Size does matter! The implied object size is represented during language comprehension. Discourse Processes, 54, 7, 493-503.
Bos, L.T., de Koning, B.B., Wassenburg, S.I., & van der Schoot, M. (2017). Visualiseer wat je leest: “Hé, zo vind ik lezen opeens leuk”. VeerKracht, 14, 1, 4-7.
2016
Wassenburg, S.I., De Koning, B.B., de Vries, M.H., & van der Schoot, M. (2016). Does the component processes task assess text-based inferences important for reading comprehension? A path analysis in primary school children. Frontiers in Psychology: Educational Psychology, 7: 895, 1 - 8.
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: Educational Psychology, 7: 116, 1 - 13.
Bos, L.T., de Koning, B.B., Wassenburg, S.I., & van der Schoot, M. (2016). Stel je eens voor.... Didactief, oktober 2016, 50-51.
Boonen, A.J.H., de Koning, B.B., Jolles, J. & van der Schoot, M. (2016). Word problem solving in contemporary math education: A plea for reading comprehension skills training. Frontiers in Psychology: Educational Psychology, 7: 191, 1 - 10.
2015
Friso-van den Bos, I., Kroesbergen, E.H., Van Luit, J.E.H, Xenidou-Dervou, I., Jonkman, L.M., van der Schoot, M., & van Lieshout, E.C.D.M. (2015). Longitudinal Development of Number Line Estimation and Mathematics Performance in Primary School Children. Journal of Experimental Child Psychology, 134, 12-29.
Wassenburg, S.I., Beker, K., van den Broek, P.W. & van der Schoot, M. (2015). Children’s comprehension monitoring of multiple situational dimensions of a narrative. Reading and Writing: An Interdisciplinary Journal, 28, 1203-1232.
Xenidou-Dervou, I., Gilmore, C. van der Schoot, M. & van Lieshout, E. C. D. M. (2015). The developmental onset of symbolic approximation: Beyond nonsymbolic representations, the language of numbers matters. Frontiers in Psychology: Developmental Psychology, 6: 487, 1-13.
Wassenburg, S.I., Bos, L.T., de Koning, B.B. & van der Schoot, M. (2015). Effects of an inconsistency-detection training aimed at improving comprehension monitoring in primary school children. Discourse Processes, 52, 463-488.
Friso-van den Bos, I., Van Luit, J.E.H, Kroesbergen, E.H., Xenidou-Dervou, I., van Lieshout, E.C.D.M., van der Schoot, M., & Jonkman, L.M. (2015). Pathways of number line development in children: Predictors and risk for adverse mathematical outcome. Zeitschrift für Psychologie 223, 2, 120-128.
Bos, L.T., Boonstra, A.M., van Wesel, F., de Koning, B.B. & van der Schoot, M. (2015). What can measures of text comprehension tell us about text production? Reading and Writing: An Interdisciplinary Journal, 28, 829-849.
Xenidou-Dervou, I., van der Schoot, M. & van Lieshout, E. C. D. M. (2015). Working memory and number line representations in single-digit addition: approximate versus exact, nonsymbolic versus symbolic. Quarterly Journal of Experimental Psychology, 68, 6, 1148-1167.
2014
De Koning, B.B. & van der Schoot, M. (2014). Hoe zie jij het voor je? Een kritische blik op de hedendaagse onderwijspraktijk van begrijpend lezen. Pedagogische Studiën, 91(6), 422-430.
Xenidou-Dervou, I., van Lieshout, E. C. D. M., & van der Schoot, M. (2014). Working memory in nonsymbolic approximate arithmetic processing: A dual-task study with preschoolers. Cognitive Science, 38, 101-127.
Boonen, A.J.H., van Wesel, F., Jolles, J. & van der Schoot, M. (2014). The role of visual representation type, spatial ability and reading comprehension in word problem solving: An item-level analysis in primary school children. International Journal of Educational Research, 68, 15 – 26.
Bos, L.T., de Koning, B.B. & van der Schoot, M. (2014). Lezen op school of thuis. Didaktief, 44, 3, 47-48.
2013
Xenidou-Dervou, I., De Smedt, B., van der Schoot, M., & van Lieshout, E. C. D. M. (2013). Individual differences in kindergarten math achievement: the integrative roles of approximation skills and working memory. Learning and Individual Differences, 28, 119-129.
Koning, B.B. & van der Schoot, M. (2013). Becoming part of the story! Refueling the interest in visualization strategies for reading comprehension. Educational Psychology Review, 25, 261-287.
Boonen, A.J.H., van der Schoot, M, van Wesel, F., de Vries, M.H. & Jolles, J. (2013). What underlies successful word problem solving? A path analysis in sixth grade students. Contemporary Educational Psychology, 38, 271-279.
Bos, L.T., Boerma, I., de Koning, B.B. & van der Schoot, M. (2013). Maak van lezen een belevenis. Didaktief, 43, 1, nr. 1-2, 56-57.
2012
Van der Schoot, M., Reijntjes, A. & Van Lieshout, E.C.D.M. (2012). How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in primary school children. Reading and Writing: An Interdisciplinary Journal, 25, 7, 1665-1690.
2011
Reijntjes, A., Thomaes, S., Orobio de Castro, B., Van der Schoot, M. & Telch, M.J. (2011). Delighted when others like them, to pieces when they do not: Children’s social anxiety potentiates the linkage between self- and other-evaluations. Journal of Child Psychology and Psychiatry, 52, 774-781.
Reijntjes, A., Kamphuis, J.H., Prinzie, P., Boelen, P.A., Van der Schoot, M. & Telch, M.J. (2011). Prospective linkages between peer victimization and externalizing problems in children: A meta-analysis. Aggressive Behavior, 37, 215-222.
Van der Schoot, M. (2011). “De vegetariër genoot van een hamburger”: Begripscontrole bij goede en zwakke begrijpend lezers in het basisonderwijs. De Psycholoog, 46, 5, 38-47.
Van der Schoot, M., Bakker Arkema, A. & Van Lieshout, E.C.D.M. (2011). Verhaalsommen oplossen: Zit de moeilijkheid in het verhaal of de som? Panama-Post ‘Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk’, 30, 1, 36-41.
2010
Van der Schoot, M., Horsley, T.M. & Van Lieshout, E.C.D.M. (2010). The effects of instruction on situation model construction: An eye fixation study on text comprehension in primary school children. Educational Psychology, 30, 817-835.
Horsley, T., Orobio de Castro, B., & Van der Schoot, M. (2010). In the eye of the beholder: Eye-tracking assessment of social information processing in aggressive behavior. Journal of Abnormal Child Psychology, 38, 587-599.
2009
Van der Schoot, M., Vasbinder, A.L., Horsley, T.M., Reijntjes, A. & Van Lieshout, E.C.D.M. (2009). Lexical ambiguity resolution in good and poor comprehenders: An eye fixation and self-paced reading study in primary school children. Journal of Educational Psychology, 101, 21-36.
Van der Schoot, M., Bakker Arkema, A.H., Horsley, T.M. & Van Lieshout, E.C.D.M. (2009). The consistency effect depends on markedness in less successful but not successful problem solvers: An eye fixation study in primary school children. Contemporary Educational Psychology, 34, 58-66.
2008
Van der Schoot, M. (2008). Zij fotografeerde de school toen de vissen vlak langs zwommen: Lexicale ambiguiteitsresolutie bij kinderen. De Psycholoog, 12, 670-675.
Van der Schoot, M., Vasbinder, A.L., Horsley, T.M. & Van Lieshout, E.C.D.M. (2008). The role of two reading strategies in text comprehension: An eye fixation study in primary school children. Journal of Research in Reading, 31, 2, 203 - 223.
2007
Van der Schoot, M., Vasbinder, A.L., Horsley, T.M. & Van Lieshout, E. C. D. M. (2007). Leesstrategiegebruik bij goede en zwakke begrijpende lezers: Onderzoek met oogfixatiemetingen. In A. Vyt, M.A.G. van Aken, J. Bijstra, P.P.M. Leseman & B. Maes (Red.), Jaarboek Ontwikkelingspsychologie, Orthopedagogiek en Kinderpsychiatrie 2007/2008, pp. 61 – 80.
2006
Horsley, T.M. & Van der Schoot, M. (2006). De ene dyslecticus is de andere niet: Neurocognitief bewijs voor heterogeniteit [Not all dyslectics are created equal: neurocognitive evidence]. Neuropraxis, 3, 72 – 76.
2005
Van der Schoot, M., Licht, R., Horsley, T.M. & Sergeant, J.A. (2005). Effects of stop signal modality, stop signal intensity and tracking method on inhibitory performance as determined by use of the stop signal paradigm. Scandinavian Journal of Psychology, 46, 331 – 341.
2004
Van der Schoot, M., Licht, R., Horsley, T.M., Aarts, L.T. & Van Koert, B. & Sergeant, J.A. (2004). Inhibitory control during sentence reading in dyslexic children. Child Neuropsychology, 10, 3, 173 – 188.
Van der Schoot, M., Licht, R., Horsley, T.M. & Sergeant, J.A. (2004). Een olifank is geen dier: de neurocognitieve basis van een impulsieve leesstijl [An elephank is not an animal: The neurocognitive basis of an impulsive reading style]. De Psycholoog, 39, 6, 302 – 306.
2003
Van der Schoot, M., Licht, R., Horsley, T.M. & Sergeant, J.A. (2003). Hemispheric differences in stop task performance. Acta Psychologica, 112, 279 – 295.
Van der Schoot, M., Smulders, F.T.Y. & Kok, A. (2003). Effects of design type on stimulus evaluation: combining underadditive effects. Perceptual and Motor Skills, 97, 45 – 56.
2002
Van der Schoot, M., Licht, R., Horsley, T.M. & Sergeant, J.A. (2002). Fronto-central dysfunctions in reading disability depend on sub-type: guessers but not spellers. Developmental Neuropsychology, 22, 3, 533 – 564.
2001
Van der Schoot, M. (2001). Dyslexia and Inhibition: A Behavioral and Electrophysiological Examination. PhD Thesis. Amsterdam: Vrije Universiteit (ISBN: 90-9015166-4).
2000
Van der Schoot, M., Licht, R., Sergeant, J.A. & Horsley, T.M. (2000). Inhibitory deficits in reading disability depend on sub-type: guessers but not spellers. Child Neuropsychology, 6, 4, 297 – 312.
1999
Van der Schoot, M. (1999). Localization of brain sources of evoked responses: How to determine the number of active sources? Technical Report. Vrije Universiteit Amsterdam, Department of Clinical Neuropsychology. [Research supported by grant of NWO/PSYCHON, grant number: 575-63-082D].
1998
De Ruiter, M., Kok, A. & Van der Schoot, M. (1998). Effects of inter- and intramodal selective attention to non-spatial visual stimuli. Biological Psychology, 49, 269 – 294.
