CV

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Personal details
Name                  Dr. B.M.C.W. (Bianca) van Bers
E-mail                bianca@vanbersetal.com
Website              www.vanbersetal.com
Nationality       Dutch

Academic employment and education
2016-present     Assistant professor at the Department of Psychology (Developmental Psychology section), at the University of Amsterdam, the Netherlands

2015-2016          Research fellow at the school of Psychology at Queen’s University, Belfast, Northern Ireland

2014-2015          Teacher at the Department of Psychology (Developmental Psychology section), at the University of Amsterdam, the Netherlands

2013-2014          Researcher at the Department of Psychology (Developmental Psychology section), at the University of Amsterdam, the Netherlands

2007-2013          PhD student at the Department of Psychology (Developmental Psychology section), at the University of Amsterdam, the Netherlands. Dissertation on the dynamics, models, and mechanisms of the cognitive flexibility of preschoolers (advisor: Prof. dr. Maartje Raijmakers, co- advisor: dr. Ingmar Visser; successfully defended on march 20, 2014)

2002-2007         Studies of Psychology, University of Amsterdam, the Netherlands. Main subject: Developmental psychology, (Research MSc programme, cum laude)

1998-2002         Owner design studio Biep & Lú vooral internet ontwerp, Eindhoven, the Netherlands

1992-1997           Studies of Industrial Design, Design Academy, Eindhoven, the Netherlands

Teaching and Mentoring
2018                    Obtained Basis Kwalificatie Onderwijs (BKO; University Teaching Qualification for scientific education). University of Amsterdam

2014-2018          1styear BA Artificial Intelligence; teacher and coordinator of the course Introduction in Cognitive Psychology (6ec)

2014+2015          2ndyear BA Artificial intelligence; teacher and coordinator of the course Brain and Cognition (6ec)

2007-2012           2ndyear BA Psychology; teacher of Research Practice groups (10ec)

2013+2018          3rdyear BA Psychology; teacher of workgroups Introduction Developmental Psychology (4ec)

2008-2018           3rdyear BA Psychology; mentoring Bachelor theses Developmental Psychology (9ec)

2014+2018           3rdyear BA Psychobiology; mentoring Internships Psychobiology (18ec)

2008-2018            1styear MA Psychology; mentoring Master theses Developmental Psychology (19-25ec)

Presentations
First-authored presentations at international events:
Van Bers, B., Visser, I., & Raijmakers (2018). The effect of different types of feedback on the cognitive flexibility of preschoolers. Paper presentation at the meeting of the Jean Piaget Society (JPS), Amsterdam, the Netherlands.

Van Bers, B., Visser, I., & Raijmakers (2018). The effect of different types of feedback on the cognitive flexibility of preschoolers. Poster presentation at the Budapest CEU Conference on Cognitive Development meeting, Budapest, Hungary.

Van Bers, B., Morsanyi, K., O’Connor, P., & McCormack, T. (2016). Non-numerical ordering abilities predict mathematical skills: Evidence from children and adults. Paper presentation at the British Psychological Society (BPS) Cognitive section annual meeting, Barcelona, Spain.

Van Bers, B., Visser, I., & Raijmakers, M. (2015). Training- and transfer effects of causally related feedback in the Dimensional Change Card Sorting task on preschoolers. Poster presentation at the meeting of the Society for Research in Child Development (SRCD), Philadelphia, US.

Van Bers, B., Visser, I, & Raijmakers, M. (2014). Preschoolers learn to switch with causally related feedback. Paper presentation at the British Psychological Society (BPS) Developmental section annual meeting, Amsterdam, the Netherlands.

Van Bers, B., Visser, I., & Raijmakers, M. (2012). How flexible are preschoolers? Paper presentation at Early SIG 5, Utrecht, the Netherlands.

Van Bers, B., Visser, I., & Raijmakers, M. (2012). How flexible are preschoolers? Paper presentation at the meeting of the Jean Piaget Society (JPS), Toronto, Canada.

Van Bers, B., Visser, I., & Raijmakers, M. (2012). Do preschoolers form abstract or stimulus specific representations of sorting rules in the DCCS task? Poster presentation at the Development of Executive Functions workshop, Utrecht, the Netherlands.

Van Bers, B., Visser, I., & Raijmakers, M. (2011). Do preschoolers form abstract or stimulus specific representations of sorting rules in the DCCS task? Poster presentation at the Cognitive Development Society (CDS) meeting, Philadelphia, US.

Van Bers, B., Visser, I., van Schijndel, T., Mandell, D., & Raijmakers, M. (2010). Developmental Dynamics of the DCCS task. Poster presentation at Mathematical Psychology, Amsterdam, The Netherlands.

Van Bers, B., Visser, I., van Schijndel, T., Mandell, D., & Raijmakers, M. (2010). Developmental Dynamics of the DCCS task. Poster presentation at Cognitive Science, Amsterdam, The Netherlands.

Van Bers, B., Visser, I., van Schijndel, T., Mandell, D., & Raijmakers, M. (2010). Data-driven classification and learning effects in the DCCS task. Poster presentation at the meeting of the Society for Research in Child Development (SRCD), Denver, US.

First-authored presentations at national events:
Van Bers, B., Morsanyi, K., & McCormack, T. (2017).Developmental dyscalculia in Northern Ireland. Poster presentation at Science Uncovered, Ulster museum, Belfast, UK

Van Bers, B., Morsanyi, K., O’Connor, P., & McCormack, T. (2017). Developmental dyscalculia is linked to order processing deficits. Poster presentation at Science Uncovered, Ulster museum, Belfast, UK

Van Bers, B., Morsanyi, K., & McCormack, T. (2016). Developmental Dyscalculia: Prevalence, Stability, Gender differences and Comorbidity. Paper presentation at the British Psychological Society (BPS) Developmental section annual meeting, Belfast, UK.

Van Bers, B., Morsanyi, K., O’Connor, P., & McCormack, T. (2016). Children with developmental dyscalculia have order processing difficulties. Poster presentation at the British Psychological Society (BPS) Developmental section annual meeting, Belfast, UK.

Van Bers, B., Morsanyi, K., & McCormack, T. (2016). Developmental Dyscalculia: Prevalence, Stability, Gender differences and Comorbidity. Oral presentation at a professional development day for educational psychologists, Belfast, UK.

Van Bers, B., Morsanyi, K., O’Connor, P., & McCormack, T. (2016). The link between order processing skills and maths abilities in developmental dyscalculia. Oral presentation at a professional development day for educational psychologists, Belfast, UK.

Van Bers, B. (2013). Latent Markov models, the dynamics of development on the Dimensional Change Card Sorting task. Oral presentation at methodological symposium, Amsterdam, the Netherlands.

Van Bers, B., Visser, I., & Raijmakers, M. (2012). How flexible are preschoolers? Paper presentation at the meeting of the Vereniging voor Nederlandse Ontwikkelings Psychologen (VNOP), Wageningen, the Netherlands.

Van Bers, B., Visser, I., van Schijndel, T., Mandell, D., & Raijmakers, M. (2010). Developmental Dynamics of the DCCS task. Paper presentation at the meeting of the Vereniging voor Nederlandse Ontwikkelings Psychologen (VNOP), Wageningen, the Netherlands.

Publications
Peer-reviewed journal articles
Van Schijndel, T.J.P., van Es, S.E., Franse, R.K., van Bers, B.M.C.W., & Raijmakers, M.E.J. (2018). Children’s mental models of prenatal development. Frontiers in Psychology, 9, 1835, doi: 10.3389/fpsyg.2018.01835.

Morsanyi, K., van Bers, B.M.C.W., McCormack, T., & McGourty, G. (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. British Journal of Psychology, doi: 10.1111/bjop.12322.

Morsanyi, K., van Bers, B.M.C.W., O’Connor, P.A., & McCormack, T. (2018). Developmental dyscalculia is characterized by order processing deficits: Evidence from numerical and non-numerical ordering tasks. Developmental Neuropsychology, doi: 10.1080/87565641.2018.1502294.

Van Schijndel, T.J.P., Visser, I., van Bers, B.M.C.W., & Raijmakers, M.E.J. (2015). Preschoolers perform more informative experiments after observing theory-violating evidence. Journal of Experimental Child Psychology, 131, 104-119.

Van Bers, B.M.C.W., Visser, I., & Raijmakers, M.E.J. (2014). Preschoolers learn to switch with causally related feedback. Journal of Experimental Child Psychology, 126, 91-102.

Van Bers, B.M.C.W., Visser, I., & Raijmakers, M.E.J. (2014). Preschoolers can form abstract rule representations regardless of cognitive flexibility. Journal of Experimental Child Psychology, 124, 50-66.

Jansen, B.R.J., Hofman, A.D., Straatemeier, M., van Bers, B.M.C.W., Raijmakers, M.E.J., & van der Maas, H.L.J. (2014). The role of pattern recognition in children’s exact enumeration of small numbers. British Journal of Developmental Psychology, 32, 178-194.

Van Bers, B.M.C.W., Visser, I., van Schijndel, T.J.P., Mandell, D.J., Raijmakers, M.E.J. (2011). The dynamics of development on the Dimensional Change Card Sorting task. Developmental Science, 14(5), 960-971.

Huizinga, H.M., van Bers, B.M.C.W., Plat, J., van den Wildenberg, W.P.M., & van der Molen, M.W. (2009). Task complexity enhances response inhibition deficits in childhood and adolescent ADHD: A meta-regression analysis. Biological Psychiatry, 65, 39-45.

Jacobs, M., van Bers, B., Koek, I., Meijer, D., Plat, J., & van der Vorst, H. (2005). Gebruik van de WISC in 2002-2004. Nederlands Tijdschrift voor de Psychologie, 60, 44-53.

Doctoral dissertation
Van Bers, B.M.C.W. (2014). Dynamics, models, and mechanisms of the cognitive flexibility of preschoolers. PhD dissertation. Amsterdam, University of Amsterdam.

In preparation
Van Bers, B.M.C.W., Visser, I., & Raijmakers, M.E.J. Stimulus novelty weakens children’s representation of pre-switch rules in rule switching.

Van Bers, B.M.C.W., Visser, I., & Raijmakers, M.E.J. What feedback factors are key when preschoolers have to learn abstract rules?

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