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Evelyn H. Kroesbergen

Evelyn H. Kroesbergen

D-Index & Metrics

Psychology

D-Index
42
Citations
7906
World Ranking
7522
National Ranking
335

Overview

Evelyn H. Kroesbergen is affiliated with Radboud University in the Netherlands. Their research spans the fields of psychology and neuroscience, with a particular focus on experimental and cognitive psychology, cognitive neuroscience, and educational and developmental psychology. These areas reflect a blend of cognitive function, learning processes, and educational outcomes studied primarily through empirical and developmental lenses.

The scientist has contributed extensively to the understanding of creativity, education, and cognitive development. Their main topics of work include:

  • Creativity in Education and Neuroscience
  • Cognitive and developmental aspects of mathematical skills
  • Neuroscience, Education and Cognitive Function
  • Education, Achievement, and Giftedness
  • Reading and Literacy Development
  • Mathematics Education and Teaching Techniques
  • EEG and Brain-Computer Interfaces

Among notable recent publications are:

  • "Creativity and ADHD: A review of behavioral studies, the effect of psychostimulants and neural underpinnings," published in 2020 in Neuroscience & Biobehavioral Reviews
  • "Creative Problem Solving in Primary Education: Exploring the Role of Fact Finding, Problem Finding, and Solution Finding across Tasks," 2020, Thinking Skills and Creativity
  • "Creativity in mathematics performance: The role of divergent and convergent thinking," 2021, British Journal of Educational Psychology
  • "Divergent thinking in four-year-old children: An analysis of thinking processes in performing the Alternative Uses Task," 2021, Thinking Skills and Creativity
  • "The relevance of subtyping children with mathematical learning disabilities," 2020, Research in Developmental Disabilities

Evelyn H. Kroesbergen frequently collaborates with several researchers, including Isabelle C. de Vink, Robin H. Willemsen, Ard W. Lazonder, Marije D. E. Huijsmans, and Paul Leseman. These collaborations have resulted in multiple publications across a range of topics related to education and cognitive psychology.

Their work is commonly published in venues such as Thinking Skills and Creativity, Journal of Intelligence, Learning and Instruction, Frontiers in Psychiatry, and Journal of Experimental Child Psychology. Thinking Skills and Creativity accounts for the majority of their papers, highlighting a consistent contribution to this journal.

Best Publications

  • Mathematics Interventions for Children with Special Educational Needs A Meta-Analysis

    Evelyn H. Kroesbergen;Johannes E.H. Van Luit

  • Working memory and mathematics in primary school children: A meta-analysis

    Ilona Friso-van den Bos;Sanne H.G. van der Ven;Evelyn H. Kroesbergen;Johannes E.H. van Luit

  • Executive Functions as Predictors of Math Learning Disabilities

    Sylke W. M. Toll;Sanne H.G. Van der Ven;Evelyn H. Kroesbergen;Johannes E.H. Van Luit

  • The development of executive functions and early mathematics: A dynamic relationship

    Sanne H. G. Van der Ven;Evelyn H. Kroesbergen;Jan Boom;Paul P. M. Leseman

  • Early Numerical Development and the Role of Non-Symbolic and Symbolic Skills.

    Meijke E. Kolkman;Evelyn H. Kroesbergen;Paul P.M. Leseman

  • Individual differences in early numeracy: The role of executive functions and subitizing

    E.H. Kroesbergen;J.E.H. Van Luit;E.C.D.M. Van Lieshout;E. Van Loosbroek

  • Effectiveness of Explicit and Constructivist Mathematics Instruction for Low-Achieving Students in the Netherlands

    Evelyn H. Kroesbergen;Johannes E. H. Van Luit;Cora J. M. Maas

  • The structure of executive functions in children: A closer examination of inhibition, shifting, and updating

    Sanne H. G. van der Ven;Evelyn H. Kroesbergen;Jan Boom;Paul P. M. Leseman

  • Training working memory in kindergarten children: effects on working memory and early numeracy.

    Evelyn H Kroesbergen;Jaccoline E van 't Noordende;Meijke E Kolkman

  • Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school

    Eva Van de Weijer-Bergsma;Evelyn H. Kroesbergen;Johannes E. H. Van Luit

  • Mathematical Learning Difficulties and PASS Cognitive Processes

    Evelyn H. Kroesbergen;Johannes E. H. Van Luit;Jack A. Naglieri

  • Longitudinal development of number line estimation and mathematics performance in primary school children

    Ilona Friso-van den Bos;Evelyn H. Kroesbergen;Johannes E.H. Van Luit;Iro Xenidou-Dervou

  • High Reading Skills Mask Dyslexia in Gifted Children

    Sietske van Viersen;Sietske van Viersen;Evelyn H. Kroesbergen;Esther M. Slot;Elise H. de Bree

  • The role of executive functions in numerical magnitude skills

    Meijke E. Kolkman;Herbert J.A. Hoijtink;Evelyn H. Kroesbergen;Paul P.M. Leseman

  • THE RELATION BETWEEN TEACHERS’ MATH TALK AND THE ACQUISITION OF NUMBER SENSE WITHIN KINDERGARTEN CLASSROOMS

    Anton J.H. Boonen;Meijke E. Kolkman;Evelyn H. Kroesbergen

  • The Psychological Well-Being of Early Identified Gifted Children.

    Evelyn H. Kroesbergen;Mare van Hooijdonk;Sietske Van Viersen;Sietske Van Viersen;Marieke M. N. Middel-Lalleman

  • Self-concept mediates the relation between achievement and emotions in mathematics.

    Jojanneke P. J. Van der Beek;Sanne H. G. Van der Ven;Evelyn H. Kroesbergen;Paul P. M. Leseman

  • Utility of the PASS Theory and Cognitive Assessment System for Dutch Children With and Without ADHD

    Johannes E. H. Van Luit;Evelyn H. Kroesbergen;Jack A. Naglieri

  • Creativity and ADHD: A review of behavioral studies, the effect of psychostimulants and neural underpinnings

    Martine Hoogman;Marije Stolte;Matthijs Baas;Evelyn Kroesbergen

  • Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement

    Emilie J. Prast;Eva Van de Weijer-Bergsma;Evelyn H. Kroesbergen;Johannes E.H. Van Luit

  • Relations between speed, working memory, and intelligence from preschool to adulthood: Structural equation modeling of 14 studies

    Andreas Demetriou;George Spanoudis;Michael Shayer;Sanne van der Ven

  • Teaching Multiplication to Low Math Performers: Guided versus Structured Instruction

    Evelyn H. Kroesbergen;Johannes E. H. van Luit

Frequent Co-Authors

Paul P.M. Leseman
Paul P.M. Leseman Utrecht University
Jack A. Naglieri
Jack A. Naglieri University of Virginia
Korbinian Moeller
Korbinian Moeller University of Tübingen
Peter F. de Jong
Peter F. de Jong University of Amsterdam
José Carlos Núñez
José Carlos Núñez University of Oviedo
Ludo Verhoeven
Ludo Verhoeven Radboud University
Michael Shayer
Michael Shayer King's College London
Martine Hoogman
Martine Hoogman Radboud University
George Spanoudis
George Spanoudis University of Cyprus
Andreas Demetriou
Andreas Demetriou University of Cyprus

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