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Paul van den Broek

Paul van den Broek

D-Index & Metrics

Psychology

D-Index
66
Citations
20100
World Ranking
2675
National Ranking
140

Overview

Paul van den Broek is affiliated with Leiden University in the Netherlands. Their research primarily spans the field of psychology, with a focus on developmental and educational psychology, cognitive neuroscience, and experimental and cognitive psychology. Additional interests include education and artificial intelligence.

Their work addresses a variety of topics, including:

  • Reading and Literacy Development
  • Educational Strategies and Epistemologies
  • Neurobiology of Language and Bilingualism
  • Visual and Cognitive Learning Processes
  • Innovative Teaching and Learning Methods
  • Education, Achievement, and Giftedness
  • School Choice and Performance

Recent publications by Paul van den Broek include:

  • "Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement" (2020) published in Education Research International
  • "What you read versus what you know: Neural correlates of accessing context information and background knowledge in constructing a mental representation during reading." (2020) published in Journal of Experimental Psychology General
  • "Differentiating Text-Based and Knowledge-Based Validation Processes during Reading: Evidence from Eye Movements" (2020) published in Discourse Processes
  • "Minding the load or loading the mind: The effect of manipulating working memory on coherence monitoring" (2021) published in Journal of Memory and Language
  • "The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes" (2020) published in Frontline Learning Research

Frequent co-authors with whom they have collaborated include:

  • Marianne L. van Moort
  • Arnout Koornneef
  • Dietsje Jolles
  • Amy de Bruïne
  • Nadira Saab

Their publications have appeared frequently in the following venues:

  • Discourse Processes
  • Education Research International
  • Journal of Experimental Psychology General
  • Journal of Memory and Language
  • Frontline Learning Research

Best Publications

  • Causal thinking and the representation of narrative events

    Tom Trabasso;Paul van den Broek

  • Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills

    Panayiota A Kendeou;Paul van den Broek;Mary Jane White;Julie S. Lynch

  • Sources of Individual Differences in Reading Comprehension and Reading Fluency.

    Joseph R. Jenkins;Lynn S. Fuchs;Paul van den Broek;Christine Espin

  • Logical necessity and transitivity of causal relations in stories

    Tom Trabasso;Paul van den Broek;So Young Suh

  • The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts.

    Panayiota Kendeou;Paul van den Broek

  • The effects of readers' goals on inference generation and memory for texts.

    Paul van den Broek;Robert F. Lorch;Tracy Linderholm;Mary Gustafson

  • Comprehension and memory of narrative texts: Inferences and coherence.

    Paul van den Broek

  • A Cognitive View of Reading Comprehension: Implications for Reading Difficulties

    Panayiota A Kendeou;Paul Van Den Broek;Anne Helder;Josefine Karlsson

  • Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention

    David N. Rapp;Paul Van Den Broek;Kristen L McMaster;Panayiota A Kendeou

  • Integrating Memory-Based and Constructionist Processes in Accounts of Reading Comprehension

    Paul Van Den Broek;David N. Rapp;Panayiota A Kendeou

  • Using texts in science education: cognitive processes and knowledge representation

    Paul van den Broek;Paul van den Broek

  • The causal inference maker: Towards a process model of inference generation in text comprehension.

    Paul van den Broek

  • The effects of reading purpose and working memory capacity on the processing of expository text.

    Tracy Linderholm;Paul van den Broek

  • Simple but complex: components of the simple view of reading across grade levels

    Janet Tilstra;Kristen McMaster;Paul Van Den Broek;Panayiota Kendeou

  • Children's inference generation across different media

    Panayiota Kendeou;Catherine Bohn-Gettler;Mary Jane White;Paul Van Den Broek

  • A "landscape" view of reading: Fluctuating patterns of activation and the construction of a stable memory representation.

    Paul van den Broek;Kirsten Risden;Charles R. Fletcher;Richard Thurlow

  • The role of readers' standards for coherence in the generation of inferences during reading.

    Paul van den Broek;Kirsten Risden;Elizabeth Husebye-Hartmann

  • Cognitive Processes in Comprehension of Science Texts : The Role of Co-Activation in Confronting Misconceptions

    Paul van den Broek;Panayiota Kendeou

  • The influence of reading purpose on inference generation and comprehension in reading.

    Darcia Narvaez;Paul van den Broek;Angela Barrón Ruiz

  • Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance

    Bart Huisman;Nadira Saab;Jan van Driel;Paul van den Broek

  • The Effects of Readers' Misconceptions on Comprehension of Scientific Text

    Panayiota A Kendeou;Paul Van Den Broek

Frequent Co-Authors

Panayiota Kendeou
Panayiota Kendeou University of Minnesota
David N. Rapp
David N. Rapp Northwestern University
Christine A. Espin
Christine A. Espin Leiden University
Kristen L. McMaster
Kristen L. McMaster University of Minnesota
Susan R. Goldman
Susan R. Goldman University of Illinois at Chicago
Elizabeth Pugzles Lorch
Elizabeth Pugzles Lorch University of Kentucky
Robert F. Lorch
Robert F. Lorch University of Kentucky
Arthur C. Graesser
Arthur C. Graesser University of Memphis
Richard Milich
Richard Milich University of Kentucky
Tom Trabasso
Tom Trabasso University of Chicago

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