SELECTION OF PRESENTATIONS/CONFERENCE CONTRIBUTIONS/ABSTRACTS/GUEST LECTURES/KEY NOTES — SINCE 2012
Van der Schoot, M. ([planned] 2022, Oktober). Hoe leidt evalueren tot kwaliteitsverbetering? Invited speaker op de professionaliseringsdag van de opleidingscommissies (OLC’s) van de Bètafaculteit van de VU. Vrije Universiteit, Amsterdam.
Van der Schoot, M. ([planned] 2022, July). Invited discussiant of the symposium ‘Meer dan geschreven tekst: De rol van multimedia in leesbegrip’ presented at the ‘Onderwijs Research Dagen 2022’, Hasselt, Belgium.
Van der Schoot, M. ([planned] 2022, Juni). Met elkaar in gesprek over het dichtgetimmerde curriculum: de doorgeschoten verschuiving van inhoud naar vorm in het hoger onderwijs. Interactieve sessie op de 20ste editie van het Congres Toetsen en Examineren in het Hoger Onderwijs. Jaarbeurs, Utrecht
De Koning, B. B., Boonen, A. J. H., Jongerling., J., van Wesel, F., & van der Schoot, M. (2021, August). Bar Drawing is a Double-Edged Sword For Solving Inconsistent Word Problems. In: EARLI 2021 Book of abstracts, p. 293-294. Paper presented at the 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) - Special Interest group (SIG) 2, "Comprehension of Text and Graphics".
Xenidou-Dervou, I., Simsek, E., Van Luit, J., Kroesbergen, E., Friso-van den Bos, I., van der Schoot, M. & Van Lieshout, E (2021, August). The Effect of Problem Format on Second Grade Children’s Arithmetic Problem-Solving Performance. In: EARLI 2021 Book of abstracts, p. 286-287. Paper presented at the 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).
Van der Schoot, M. (2021, mei). Een scriptiebeoordeling past niet in een schema. Presentatie op het jaarlijkse Festival Leren van Toetsen, georganiseerd door het Platform Leren van Toetsen. Saxion Hogeschool, Deventer.
Van der Schoot, M. (2020, maart). Een scriptiebeoordeling past niet in een schema. Presentatie op de 18de editie van het Congres Toetsen en Examineren in het Hoger Onderwijs. Jaarbeurs, Utrecht.
Van der Schoot, M. (2019, September). Learning how to read with your body: an embodiment-based approach of comprehension instruction. Presentation at the Annual Conference of Research Institute LEARN!, Session “Learning Sciences”, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
Van der Schoot, M. (2019, september). Learning how to read with your body: an embodiment-based approach of comprehension instruction. Presentatie tijdens maandelijkse overlegcyclus ‘Technical Support for Teaching and Research (TO3)’, FGB, Vrije Universiteit Amsterdam, Amsterdam.
Van der Schoot, M. (2018, December). Leren Lezen met je Lichaam. Presentatie op het Wetenschappelijk congres Stichting Lezen (Thema: Leesmotivatie). Cultuur- en congrescentrum Antropia, Driebergen-Zeist.
Van der Schoot, M. (2018, oktober). Workshops gegeven op de personeelsdag van Bijzonderwijs, een scholenstichting met 7 basisscholen in Amsterdam Zuidoost.
Van der Schoot, M. (2018, maart). Invited Speaker op de informatiedag voor IB-ers en bestuursleden van Amsterdam West Binnen de Ring (AWBR), een scholenstichting met 17 scholen in Amsterdam West.
de Koning, B., Boonen, A., & van der Schoot, M. (2017, August/September). Verbal Instruction Effectively Reduces the Consistency Effect in Mathematical Word Problem Solving. Paper presented at the 17th Biennial EARLI Conference for Research on Learning and Instruction, Session ‘Comprehension of Text and Graphics’. Tampere, Finland
Van der Schoot, M. (2017, januari). Gastcollege binnen het vak “Cognition Lab”, Amsterdam University College, Amsterdam.
Van der Schoot, M. (2016, oktober). Gastcollege voor studenten van de Universitaire Lerarenopleiding (ULO/VU) in het kader van de Dag van de Leraar/Nationale Onderwijsweek.
Xenidou-Dervou, I. van Luit, H., Kroesbergen, E., Friso-van den Bos, I., Jonkman, L., van der Schoot, M. & van Lieshout. E.C.D.M. (2016, July). Predicting individual growth rates in mathematical achievement. Paper presented at the EPS / SEPEX Oxford meeting. Oxford, U.K.
Van der Schoot, M. (2016, July). Training inference making skills using a situation model approach improves reading comprehension. Paper presented at the 23th Annual Meeting of the Society for the Scientific Study of Reading (SSSR), Symposium “Reading comprehension: from assessment to training”, Porto, Portugal.
Van der Schoot, M. (2016, januari). Gastcollege binnen het vak “Cognition Lab”, Amsterdam University College, Amsterdam.
De Koning, B. B., Bos, L. T., Wassenburg, S.I. & Van der Schoot, M. (2015, September). A large-scale reading comprehension intervention study aimed at the formation of an embodied situation model: Effects of the mental simulation training. Poster presented at the symposium “Embodied Cognition in Multimedia Learning” organized by the Radboud University and Erasmus University Rotterdam, Rotterdam. The Netherlands
De Koning, B.B., Bos, L. T., Wassenburg, S.I. & Van der Schoot, M. (2015, August). Taking a walk across the bridge: Effects of a mental simulation intervention study to foster reading. Paper presented at the at 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Symposium “Bridging research and practice, interchange between basic and applied research”, Limassol, Cyprus.
Friso-van den Bos, I., van Luit, J.E.H., Xenidou-Dervou, I., Jonkman, L.M., van der Schoot, M., & van Lieshout, E.C.D.M. (2015, August). Number sense development from kindergarten to second year of primary school: Factors and developmental paths. Paper presented at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Symposium “Number Sense: Its Nature, Measurement and Predictive Power”, Limassol, Cyprus.
Xenidou-Dervou, I., Ansari, D., Molenaar. D., van der Schoot, M., van Lieshout, E.C.D.M. (2015, August). Longitudinal Development of Nonsymbolic and Symbolic Magnitude Processing: Contradictions, Methodologies, and Moving Forward. Paper presented at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Symposium “Number Sense: Its Nature, Measurement and Predictive Power”, Limassol, Cyprus.
Van der Schoot, M. (2015, mei). Presentatie in het kader van de meet-your-neighbors-colloquiumreeks van Cognitieve Psychologie, Vrije Universiteit Amsterdam, Amsterdam.
Xenidou-Dervou, I., van Luit, H., Kroesbergen, E., Friso-van den Bos, I., Jonkman, L., van der Schoot, M., & van Lieshout, E. C. D. M. (2015, April). Predicting individual growth rates in children’s general math achievement. Paper presented at the 7th Annual Expert Meeting on Mathematical Thinking and Learning, Nijmegen, the Netherlands.
Van der Schoot, M. (2015, april). Workshop gegeven op de Its Academy-Netwerkbijeenkomst “Hersenen en Leren” voor docenten en TOA's, Amsterdam.
Van der Schoot, M. (2015, april). Presentatie op het VU Amsterdam/KU Leuven-uitwisselingssymposium, Amsterdam, Nederland.
Van der Schoot, M. (2015, March). Mentaal simuleren van vier visuele object karakteristieken: verschillen zoals bepaald binnen het Sentence-Picture Verification paradigma. Presentatie op de Nederlands-Vlaamse Interacademiale Leerproblemen 2015, Leiden, Nederland.
Friso-van den Bos, I. van Luit, J.E.H., Xenidou-Dervou, I., Jonkman, L.M., van der Schoot, M., & van Lieshout, E.C.D.M. (2015, March). Number sense development from kindergarten to second year of primary school: Factors and developmental paths. Paper presented at the Annual Convention of the American Psychological Society (APS), Symposium “Number Sense: Its Nature, Measurement and Predictive Power”, Amsterdam, the Netherlands.
Xenidou-Dervou, I., Ansari, D., Molenaar. D., van der Schoot, M., van Lieshout, E.C.D.M. (2015, March). Longitudinal Development of Nonsymbolic and Symbolic Magnitude Processing: Contradictions, Methodologies, and Moving Forward. Paper presented at the Annual Convention of the American Psychological Society (APS), Symposium “Number Sense: Its Nature, Measurement and Predictive Power”, Amsterdam, the Netherlands.
Van der Schoot, M. (2015, januari). Keynote speaker op de projectconferentie “Op weg naar 2F: Het realiseren van het referentiekader Nederlands in het Amsterdamse vmbo”, georganiseerd door de CED-groep, Amsterdam.
Van der Schoot, M. (2015, januari). Gastcollege binnen het vak “Cognition Lab”, Amsterdam University College, Amsterdam.
Bos, L. T., Wassenburg, S.I., De Koning, B.B., & Van der Schoot, M. (2014, december). Leren lezen met verbeeldingskracht: een interventiestudie naar begrijpend lezen. Poster gepresenteerd op de NHC Breinproductendag, Utrecht, Nederland.
Van der Schoot, M. (2014, november). Gastcollege binnen de cursus Onderwijskunde, premaster Teaching and Learning in Higher Education, Faculteit der Psychologie en Pedagogiek, Amsterdam.
Van der Schoot, M. (2014, november). Gastcollege binnen de academische masteropleiding Academisch Meesterschap, Graduate School of Child Development and Education, Universiteit van Amsterdam.
Van der Schoot, M. (2014, oktober). Keynote speaker op de Conferentie “Begrijpend lezen: onderwijspraktijk en wetenschap in wisselwerking”, georganiseerd door de CED groep, Rotterdam.
Bos, L. T., De Koning, B. B., Wassenburg, S.I. & Van der Schoot, M. (2014, August). A large-scale reading comprehension intervention study aimed at the formation of an embodied situation model: Effects of the inference making training. Paper presented at the European Association for Research on Learning and Instruction (EARLI) – Special Interest Group (SIG) 2, “Comprehension of text and graphics” Conference, Symposium “A large-scale reading comprehension intervention”, Rotterdam, the Netherlands.
De Koning, B. B., Bos, L. T., Wassenburg, S.I. & Van der Schoot, M. (2014, August). A large-scale reading comprehension intervention study aimed at the formation of an embodied situation model: Effects of the mental simulation training. Paper presented at the European Association for Research on Learning and Instruction (EARLI) – Special Interest Group (SIG) 2, “Comprehension of text and graphics” Conference, Symposium “A large-scale reading comprehension intervention”, Rotterdam, the Netherlands.
Van der Schoot, M., Bos, L.T., Wassenburg, S.I. & De Koning, B.B. (2014, August). A large-scale reading comprehension intervention study aimed at the formation of an embodied situation model: Effects of the comprehension monitoring training. Paper presented at the European Association for Research on Learning and Instruction (EARLI) – Special Interest Group (SIG) 2, “Comprehension of text and graphics” Conference, Symposium “A large-scale reading comprehension intervention”, Rotterdam, the Netherlands.
Bos, L. T., De Koning, B. B., Wassenburg, S.I. & Van der Schoot, M. (2014, August). A large-scale reading comprehension intervention study aimed at the formation of an embodied situation model: Effects of the inference making training. Paper presented at 24th Annual Meeting of the Society for Text & Discourse (ST&D), Chicago, U.S.A.
De Koning, B. B., Bos, L. T., Wassenburg, S.I. & Van der Schoot, M. (2014, August). A large-scale reading comprehension intervention study aimed at the formation of an embodied situation model: Effects of the mental simulation training. Poster presented at 24th Annual Meeting of the Society for Text & Discourse (ST&D), August 4-6, Chicago, U.S.A.
Van der Schoot, M., Bos, L.T., Wassenburg, S.I. & De Koning, B.B. (2014, August). A large-scale reading comprehension intervention study aimed at the formation of an embodied situation model: Effects of the comprehension monitoring training. Poster presented at 24th Annual Meeting of the Society for Text & Discourse (ST&D), Chicago, U.S.A.
Wassenburg, S.I., Bos, L.T., de Koning, B.B. & van der Schoot, M. (2014, July). Comprehension monitoring strategy training improves readers” monitoring and reading comprehension performance. Paper presented at the 21st Annual Meeting of the Society for the Scientific Study of Reading (SSSR). Sante Fe, New Mexico, U.S.A.
Xenidou-Dervou, I., Gilmore, C. K., Van der Schoot, M., & Van Lieshout, E. C. D. M. (2014, June). The developmental onset of symbolic approximation. Poster presented at the European Association for Research on Learning and Instruction (EARLI) – Special Interest Group (SIG) 22, “Neuroscience and Education” Conference, Göttingen, Germany.
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 33rd Banff Annual Seminar In Cognitive Science (BASICS 2014), Banff, Alberta, Canada.
Xenidou-Dervou, I., Gilmore, C. K., Van der Schoot, M., & Van Lieshout, E. C. D. M. (2014, May). The developmental onset of symbolic approximation. Invited speaker in D. Sasanguie and M. Ranzini (Chairs): “Number processing, attention and working memory”. Symposium conducted at the meeting of the Belgian Association for Psychological Sciences (BAPS 2014), Leuven, Belgium.
Van der Schoot, M., Bos, L.T. & De Koning, B.B. (2014, februari). Leren lezen met verbeeldingskracht. Presentatie op het NWO/NRO-congres “Rekenen & Taal in het primair onderwijs”, Utrecht, Nederland.
De Koning, B.B., Bos, L.T. & Van der Schoot, M. (2014, februari). Leesstrategietraining gericht op mentaal simuleren. Presentatie op het NWO/NRO-congres “Rekenen & Taal in het primair onderwijs”, Utrecht, Nederland.
Bos, L.T., De Koning, B.B., & Van der Schoot, M. (2014, februari). Leesstrategietraining gericht op inferenties maken en begripsmonitoring. Presentatie op het NWO/NRO-congres “Rekenen & Taal in het primair onderwijs”, Utrecht, Nederland.
Van der Schoot, M. (2014, January). Inconsistency detection in primary school children: A comparison between eye fixation and self-paced reading methods. Paper presented at the International Workshop “Methods in online processing of reading and writing”, Nijmegen, the Netherlands.
Van der Schoot, M. (2014, januari). Gastcollege binnen het vak “Cognition Lab”, Amsterdam University College, Amsterdam.
Bos, L. T., Wassenburg, S.I., De Koning, B.B., & Van der Schoot, M. (2013, December). See, relate, reflect! A reading comprehension intervention study aimed at the formation of an embodied situation model. Poster presented at the opening of the Rudolf Berliner Center, Amsterdam, Amsterdam, the Netherlands.
Bos, L. T., Wassenburg, S.I., De Koning, B.B., & Van der Schoot, M. (2013, December). See, relate, reflect! A reading comprehension intervention study aimed at the formation of an embodied situation model. Poster presented at the Fourth Plenary Meeting of the NIHC part program The Learning Child. Nijmegen, the Netherlands.
Bos, L.T. & Wassenburg, S.I., de Koning, B.B. & van der Schoot, M. (2013, November). Read like a detective: Inference processes within grade 3 and 4. Paper presented at the ICO National Fall School, Maastricht, the Netherlands.
Van der Schoot, M. (2013, november). Gastcollege binnen de cursus Onderwijskunde, premaster Teaching and Learning in Higher Education, Faculteit der Psychologie en Pedagogiek, Amsterdam.
Van der Schoot, M. (2013, november). Gastcollege binnen academische masteropleiding Academisch Meesterschap, Graduate School of Child Development and Education, Universiteit van Amsterdam, Amsterdam.
Van der Schoot, M. (2013, oktober). Gastcollege binnen de hbo-masteropleiding Professioneel Meesterschap, Centrum voor Nascholing, Universiteit van Amsterdam/Hogeschool van Amsterdam, Amsterdam.
Van der Schoot, M. (2013, september). Deelnemer aan de dialoogbijeenkomst van het NWO-project Neurosciences in Dialogue van het Athena Instituut. Utrecht, Nederland.
Boonen, A.J.H., van Wesel, F., de Vries, M.H., Jolles, J. & van der Schoot, M., (2013, August). Cognitive processes underlying the comprehension of mathematical word problems. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Symposium “Regulation of learning and motivation in comprehensive reading”, München, Germany.
De Koning, B. B., Wassenburg, S. I., De Vries, M., Boonstra, M., Van der Schoot, M., & Jolles, J. (2013, August). Individual differences moderate perceptual simulations during language processing. Paper presented at 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Symposium “Regulation of learning and motivation in comprehensive reading”, München, Germany.
De Koning, B. B., Bos, L. T., Wassenburg, S.I. & Van der Schoot, M. (2013, August) See, relate, reflect! Intervention training in the classroom for improving reading comprehension. Poster presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), München, Germany.
Wassenburg, S.I., De Koning, B.B. & Van der Schoot, M. (2013, August). Measuring component processes in order to assess reading comprehension. Paper presented at 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), München, Germany.
Bos, L.T., Boonstra, A.M., de Vries, M.H. & van der Schoot, M. (2013, August). Creative writing – a journey into the imagination and beyond. Paper presented at 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), München, Germany.
Xenidou-Dervou, I., DeSmedt, B. van Lieshout, E. C. D. M., & van der Schoot, 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), Symposium “The relation between the approximate number system and mathematics performance ”, München, Germany.
Van der Schoot, M., Wassenburg, S. I., Beker, K., de Koning, B.B., & van den Broek, P. (2013, July). Inconsistency detection in primary school children: An eye fixation and self-paced reading study in good and poor reading comprehenders. Paper presented at 23rd Annual Meeting of the Society for Text & Discourse (ST&D), Valencia, Spain.
De Koning, B.B., Bos. L.T. & van der Schoot, M. (2013, July). Size does matter! The implied object size is represented during language comprehension. Paper presented at 23rd Annual Meeting of the Society for Text & Discourse (ST&D), Valencia, Spain.
Wassenburg, S.I., De Vries, M.H., De Koning, B.B., Jolles, J., van Der Schoot, M. (2013, July). Mental simulation in word and sentence processing. Paper presented at 23rd Annual Meeting of the Society for Text & Discourse (ST&D), Valencia, Spain.
Bos, L.T., Wassenburg, S.I., de Koning, B.B. & Menno van der Schoot (2013, July). Making reading an adventure! A reading comprehension intervention study. Poster presented at the 23rd Annual Meeting of the Society for Text & Discourse (ST&D), Valencia, Spain.
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, The Netherlands.
Van der Schoot, M., Bos, L.T., Wassenburg, S.I. & De Koning, B.B. (2013, May). Leren lezen met verbeeldingskracht. Organizer and chairman of the Symposium “Leren lezen met verbeeldingskracht” presented at the “Onderwijs Research Dagen 2013”, Brussel, Belgium.
De Koning, B.B., Bos, L.T., Wassenburg, S.I. & van der Schoot, M. (2013, May). Leren lezen met verbeeldingskracht: mentaal simuleren. Paper presented at the “Onderwijs Research Dagen 2013”, Symposium “Leren lezen met verbeeldingskracht”, Brussel, Belgium.
Bos, L.T., Wassenburg, S.I., De Koning, B.B. & van der Schoot, M. (2013, May). Leren lezen met verbeeldingskracht: monitoren van leesbegrip. Paper presented at the “Onderwijs Research Dagen 2013”, Symposium “Leren lezen met verbeeldingskracht”, Brussel, Belgium.
Bos, L.T., Wassenburg, S.I., De Koning, B.B. & van der Schoot, M. (2013, May). Leren lezen met verbeeldingskracht: inferenties maken. Paper presented at the “Onderwijs Research Dagen 2013”, Symposium “Leren lezen met verbeeldingskracht”, Brussel, Belgium.
Bos, L.T., Wassenburg, S.I., De Koning, B.B. & Van der Schoot, M. (2013, May). Happy reading and reading comprehension; an intervention study for situation model construction. Poster presented at the FPP-FBW symposium, Amsterdam, The Netherlands.
Boonen, A.J.H., van Wesel, F., de Vries, M.H., Jolles, J. & van der Schoot, M., (2013, April). Cognitive processes underlying the comprehension of mathematical word problems. Paper presented at the 2013 Biennial Meeting of the Society for Research in Child Development (SRCD), Seattle, Washington, USA.
Van der Schoot, M. (2013, mei). Gastcollege binnen de cursus “Games and Learning”, Bachelor Informatiekunde, Amsterdam University College, Amsterdam.
Wassenburg, S.I., Beker, K., de Vries, M.H. & van den Broek, P. & van der Schoot, M. (2013, April). Children’s ability to monitor comprehension relates differently to the multiple dimensions of a situation model. Paper presented at the 2013 Biennial Meeting of the Society for Research in Child Development (SRCD), Seattle, Washington, USA.
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 Annual Expert Meeting on Mathematical Thinking and Learning, Luxembourg city, Luxembourg.
Wassenburg, S. I., de Vries, M. H., de Koning, B. B., & van der Schoot, M. (2012, December). Visualization during reading on word and sentence level. Paper presented at NIHC symposium “The learning child”, Nijmegen, The Netherlands.
Van der Schoot, M. (2012, november). Gastcollege binnen de cursus Onderwijskunde, premaster Teaching and learning in higher education, Faculteit der Psychologie en Pedagogiek, Amsterdam.
Van der Schoot, M. (2012, oktober). De vegetariër genoot van een hamburger: Begripscontrole bij goede en zwakke begrijpend lezers in het basisonderwijs. Presentatie op de Nederlands-Vlaamse Interacademiale Leerproblemen 2012, Groningen, Nederland.
Wassenburg, S.I., Beker, K., van der Schoot, M., de Vries, M.H. & van den Broek, P. (2012, September). Children’s monitoring of different situational dimensions to achieve comprehension. Poster presented at the Symposium “Improving Metacognitive Skills” (organized by the Maastricht University and Erasmus University), Maastricht, The Netherlands.
Bos, L.T., Wassenburg, S.I., De Koning, B.B. & Van der Schoot, M. (2012, September). Happy reading and reading comprehension; an intervention study for situation model construction. Poster presented at the Symposium “Improving Metacognitive Skills” (organized by the Maastricht University and Erasmus University), Maastricht, The Netherlands.
Wassenburg, S. I., Beker, K., van der Schoot, M., de Vries, M. H., & van den Broek, P. (2012, August). Children’s monitoring of different situational dimensions to achieve comprehension. Paper presentation at Sixth European Graduate School on Literacy Acquisition, Egmond aan Zee, the Netherlands.
Van der Schoot, M. (2012, July). Educational Neuroscience: Recent research and future directions. Workshop leader and Instructor of the Professional Development Course “Educational Neuroscience” at the 16th Biennial Meeting of the European Association for Research on Learning and Instruction (EARLI) – Junior Educational Researchers (JURE) Conference, Regensburg, Germany. [JURE 2012 Programme book, p. 15-16]
Boonen, A.J.H., van der Schoot, M., van Wesel, F., de Vries, M.H., & Jolles, J. (2012, July). Cognitive factors involved in word problem solving: A path analysis. Poster presented at the 16th Biennial Meeting of the European Association for Research on Learning and Instruction (EARLI) – Junior Educational Researchers (JURE) Conference, Regensburg, Germany.
Wassenburg, S.I., Beker, K., van der Schoot, M., de Vries, M.H., van den Broek, P. & Jolles. J. (2012, July). Children’s monitoring of different situational dimensions to achieve comprehension. Poster presented at the 16th Biennial Meeting of the European Association for Research on Learning and Instruction (EARLI) – Junior Educational Researchers (JURE) Conference, Regensburg, Germany.
Beker, K., Wassenburg, S.I., van der Schoot, M., de Vries, M. & van den Broek, P.W. (2012, July). The detection of inconsistencies along different dimensions by elementary school children. Poster presented at the 2012 Meeting of the Society for Text & Discourse, Montreal, Canada.
Van der Schoot, M. (2012, June). How to bring together research on cognitive neuroscience and education? Presentation at the 2012 International Neuropsychological Society (INS) Mid-Year Meeting/11th Nordic Meeting in Neuropsychology, FESN-symposium “The Neuropsychology of Culturally-Dependent Cognition”, Oslo, Norway.
Van der Schoot, M. (2012, June). How to bring together research on cognitive neuroscience and education? Conference Issue of the 2012 International Neuropsychological Society (INS) Mid-Year Meeting/11th Nordic Meeting in Neuropsychology, p. 53 (abstract), Oslo, Norway.
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 math skills explained and facilitated. Symposium conducted at the meeting of Onderwijs Research Dagen (ORD), Wageningen, the Netherlands.
Van der Schoot, M. (2012, juni). De rol van embodied cognition bij begrijpend lezen. Gastspreker op de 2012–Teamdag van het Kenniscentrum Begrijpend Lezen/CED-groep, Rotterdam.
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, Institute of Education, University of London, London, UK.
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. Invited paper presentation at the 3rd Mathematical Cognition Workshop, Loughborough, UK.
Xenidou-Dervou, I., van Lieshout, E. C. D. M., & van der Schoot, M. (2012, April). Working memory in nonsymbolic approximate arithmetic processing: a dual task study with preschoolers. In R. Kessels and P. Eling (Chairs):“Workshop with prof. Alan Baddeley”. Paper presented at the 1st N.V.N. (Nederlandse Vereniging voor Neuropsychologie) workshop, Nijmegen, the Netherlands.
Orobio de Castro, B., Horsley, T.M. & Van der Schoot, M. (2012, March). Eye-tracking Assessment of Social-Perception Biases in Boys with Behavior Disorders. Paper presented at the 2012 SRA Biennial Meeting, Vancouver, Canada.
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 4th Expert meeting for Mathematics Researchers from the Benelux, Leuven, Belgium.
Van der Schoot, M. (2012, January). How do children deal with inconsistencies in text: Evidence from an eye tracking and self-paced reading study. Paper presented at the international Lorentz Center Workshop “Language Development in Childhood and Adolescence”, Leiden, the Netherlands.
