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Bert De Smedt

Bert De Smedt

D-Index & Metrics

Psychology

D-Index
55
Citations
11523
World Ranking
4405
National Ranking
62

Overview

Bert De Smedt is affiliated with KU Leuven in Belgium and conducts research primarily in the intersecting fields of mathematics, psychology, and social sciences. Their work emphasizes cognitive and developmental aspects of mathematical skills, mathematics education and teaching techniques, and reading and literacy development.

The scientist's research spans several specific areas, including:

  • Cognitive and developmental aspects of mathematical skills
  • Mathematics education and teaching techniques
  • Reading and literacy development
  • Neuroscience, education and cognitive function
  • Mathematics education and pedagogy
  • Children's physical and motor development
  • Neuroscience and music perception

Their scholarly output includes contributions to core subjects such as statistics and probability, education, developmental and educational psychology, cognitive neuroscience, and applied mathematics.

Frequent coauthors include Joke Torbeyns, Lieven Verschaffel, Elien Bellon, Maaike Vandermosten, and Stijn Van Der Auwera, reflecting ongoing collaborative work in related domains.

Key publication venues for Bert De Smedt's research are:

  • Journal of Numerical Cognition
  • Journal of Educational Psychology
  • Child Development
  • Cognitive Development
  • Zenodo (CERN European Organization for Nuclear Research)

Recent papers authored or co-authored by Bert De Smedt include:

  • "Probing the Relationship Between Home Numeracy and Children's Mathematical Skills: A Systematic Review," 2020, Frontiers in Psychology
  • "Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective," 2021, Journal of Numerical Cognition
  • "Cognitive correlates of dyslexia, dyscalculia and comorbid dyslexia/dyscalculia: Effects of numerical magnitude processing and phonological processing," 2020, Research in Developmental Disabilities
  • "Mathematical language and mathematical abilities in preschool: A systematic literature review," 2022, Educational Research Review
  • "Developmental brain dynamics of numerical and arithmetic abilities," 2021, npj Science of Learning

Best Publications

  • Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis

    Michael Schneider;Kassandra Beeres;Leyla Coban;Simon Merz

  • How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior

    Bert De Smedt;Marie-Pascale Noel;Camilla K. Gilmore;Daniel Ansari

  • Working Memory and Individual Differences in Mathematics Achievement: A Longitudinal Study from First Grade to Second Grade.

    Bert De Smedt;Rianne Janssen;Kelly Bouwens;Lieven Verschaffel

  • The Predictive Value of Numerical Magnitude Comparison for Individual Differences in Mathematics Achievement.

    Bert De Smedt;Lieven Verschaffel;Pol Ghesquière

  • Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties

    Bert De Smedt;Camilla K. Gilmore

  • Association between Basic Numerical Abilities and Mathematics Achievement.

    Delphine Sasanguie;Bert De Smedt;Emmy Defever;Bert Reynvoet

  • How is phonological processing related to individual differences in children's arithmetic skills?

    Bert De Smedt;Jessica Taylor;Lisa Archibald;Daniel Ansari

  • Neuroeducation – A Critical Overview of An Emerging Field

    Daniel Ansari;Bert De Smedt;Roland H. Grabner

  • Associations of Number Line Estimation With Mathematical Competence: A Meta-analysis.

    Michael Schneider;Simon Merz;Johannes Stricker;Bert De Smedt

  • Connecting Education and Cognitive Neuroscience: Where will the journey take us?

    Daniel Ansari;Donna Coch;Bert De Smedt;Bert De Smedt

  • Arithmetic in the developing brain: A review of brain imaging studies.

    Lien Peters;Bert De Smedt

  • Effects of problem size and arithmetic operation on brain activation during calculation in children with varying levels of arithmetical fluency

    Bert De Smedt;Ian D. Holloway;Daniel Ansari

  • Modelling Relations between Sensory Processing, Speech Perception, Orthographic and Phonological Ability, and Literacy Achievement.

    Bart Boets;Jan Wouters;Astrid van Wieringen;Bert De Smedt

  • Phonological processing and arithmetic fact retrieval: evidence from developmental dyslexia.

    Bert De Smedt;Bart Boets

  • Towards a further characterization of phonological and literacy problems in Dutch-speaking children with dyslexia

    Bart Boets;Bert de Smedt;Leen Cleuren;Ellen Vandewalle

  • A validation of eye movements as a measure of elementary school children's developing number sense

    Michael Schneider;Angela Heine;Verena Thaler;Joke Torbeyns

  • Numerical Magnitude Representations and Individual Differences in Children's Arithmetic Strategy Use

    Kiran Vanbinst;Pol Ghesquière;Bert De Smedt

  • Are individual differences in arithmetic fact retrieval related to inhibition

    Elien Bellon;Wim Fias;Bert De Smedt

  • Cognitive Neuroscience Meets Mathematics Education.

    Bert De Smedt;Daniel Ansari;Roland H. Grabner;Minna M. Hannula

  • The Principles and Practices of Educational Neuroscience: Comment on Bowers (2016)

    Paul A. Howard-Jones;Sashank Varma;Daniel Ansari;Brian Butterworth

  • Oscillatory EEG correlates of arithmetic strategy use in addition and subtraction.

    Bert De Smedt;Roland H. Grabner;Bettina Studer;Bettina Studer

Frequent Co-Authors

Bert Reynvoet
Bert Reynvoet KU Leuven
Roland H. Grabner
Roland H. Grabner University of Graz
Bart Boets
Bart Boets KU Leuven
Wim Fias
Wim Fias Ghent University
Camilla Gilmore
Camilla Gilmore Loughborough University
Daniel Ansari
Daniel Ansari University of Western Ontario

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