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Paul P.M. Leseman

Paul P.M. Leseman

D-Index & Metrics

Psychology

D-Index
46
Citations
9701
World Ranking
6385
National Ranking
293

Overview

Paul P.M. Leseman is affiliated with Utrecht University in the Netherlands. Their research spans multiple areas within social sciences and psychology, with a primary focus on education and developmental psychology. The main fields of study encompassing their work include Social Sciences and Psychology, while subfields represented prominently are Education, Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology, and Artificial Intelligence.

Their research topics cover a range of educational and developmental themes, including:

  • Early Childhood Education and Development
  • Teacher Education and Leadership Studies
  • Social Robot Interaction and Human-Robot Interaction (HRI)
  • Creativity in Education and Neuroscience
  • Speech and dialogue systems
  • Child and Animal Learning Development
  • Neuroscience, Education and Cognitive Function

Paul P.M. Leseman has contributed articles to various academic journals, with frequent publication venues including:

  • Journal of Computer Assisted Learning
  • Journal of Intelligence
  • Early Childhood Research Quarterly
  • Teaching and Teacher Education
  • International Journal of Intercultural Relations

Their recent papers include the following works:

  • Increasing teachers' intercultural competences in teacher preparation programs and through professional development: A review, 2020, Teaching and Teacher Education
  • Teachers' self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison, 2020, International Journal of Intercultural Relations
  • A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second-language word learning, 2020, Journal of Computer Assisted Learning
  • Divergent thinking in four-year-old children: An analysis of thinking processes in performing the Alternative Uses Task, 2021, Thinking Skills and Creativity
  • Serial Order Effect in Divergent Thinking in Five- to Six-Year-Olds: Individual Differences as Related to Executive Functions, 2021, Journal of Intelligence

Paul P.M. Leseman collaborates regularly with a group of coauthors, which includes Pauline Slot, Ora Oudgenoeg-Paz, Evelyn H. Kroesbergen, Mirjam de Haas, and Josje Verhagen. These coauthors have participated with Leseman in multiple research publications.

Best Publications

  • Home Literacy: Opportunity, Instruction, Cooperation and Social-Emotional Quality Predicting Early Reading Achievement

    Paul P.M. Leseman;Peter F. De Jong

  • The home language environment of monolingual and bilingual children and their language proficiency

    Anna F. Scheele;Paul P. M. Leseman;Aziza Y. Mayo

  • Lasting Effects of Home Literacy on Reading Achievement in School.

    Peter F de Jong;Paul P.M Leseman

  • The benefits of being bilingual: working memory in bilingual Turkish-Dutch children.

    Elma Blom;Aylin C. Küntay;Aylin C. Küntay;Marielle Messer;Josje Verhagen

  • 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

  • Social Robots for Language Learning: A Review:

    Rianne van den Berghe;Josje Verhagen;Josje Verhagen;Ora Oudgenoeg-Paz;Sanne van der Ven

  • Associations between structural quality aspects and process quality in Dutch early childhood education and care settings

    Pauline L. Slot;Paul P.M. Leseman;Josje Verhagen;Hanna Mulder

  • The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention.

    Henk Blok;Ruben G. Fukkink;Eveline C. Gebhardt;Paul P. M. Leseman

  • A review of research on the effects of Early Childhood Education and Care (ECEC) upon child development

    Edward Melhuish;Katharina Ereky-Stevens;Konstantinos Petrogiannis;Anamaria Ariescu

  • 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

  • Joint book reading across cultures: A comparison of Surinamese-Dutch, Turkish-Dutch, and Dutch parent-child dyads

    Adriana G. Bus;Paul P.M. Leseman;Petra Keultjes

  • Bilingual Vocabulary Development of Turkish Preschoolers in the Netherlands

    Paul P. M. Leseman

  • How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners.

    Josje Verhagen;Paul Leseman

  • Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review

    Bodine R. Romijn;Pauline L. Slot;Paul P.M. Leseman

  • Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds

    Hanna Mulder;Huub Hoofs;Huub Hoofs;Josje Verhagen;Ineke van der Veen

  • Home literacy as a special language environment to prepare children for school

    Paul P. M. Leseman;Anna F. Scheele;Aziza Y. Mayo;Marielle H. Messer

  • Phonotactic probability effect in nonword recall and its relationship with vocabulary in monolingual and bilingual preschoolers.

    Marielle H. Messer;Paul P.M. Leseman;Jan Boom;Aziza Y. Mayo

  • Second language tutoring using social robots: a large-scale study

    Paul Vogt;Rianne van den Berghe;Mirjam de Haas;Laura Hoffman

  • Narrative abilities of monolingual and bilingual children with and without language impairment: implications for clinical practice.

    Tessel Boerma;Paul Leseman;Mona Timmermeister;Frank Wijnen

  • Efficacy of an intensive home-based educational intervention programme for 4- to 6-year-old ethnic minority children in the Netherlands

    Cathy van Tuijl;Paul P.M. Leseman;Jan Rispens

  • A review of research on the effects of Early Childhood Education and Care (ECEC) upon child development. CARE project; Curriculum Quality Analysis and Impact Review of European Early Childhood Education and Care (ECEC)

    Edward C. Melhuish;K. Ereky-Stevens;K. Petrogiannis;A. Ariescu

Frequent Co-Authors

Evelyn H. Kroesbergen
Evelyn H. Kroesbergen Radboud University
Edward Melhuish
Edward Melhuish University of Oxford
Marcel A. G. van Aken
Marcel A. G. van Aken Utrecht University
Korbinian Moeller
Korbinian Moeller University of Tübingen
Peter F. de Jong
Peter F. de Jong University of Amsterdam
Adriana G. Bus
Adriana G. Bus University of Stavanger
Judith Semon Dubas
Judith Semon Dubas Utrecht University
Steve Graham
Steve Graham Arizona State University
Tim Urdan
Tim Urdan Santa Clara University
Karen R. Harris
Karen R. Harris Arizona State University

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