Research

I am curious, like to question things. That is why I love research. I carry out my studies with attention and great accuracy. My research so far focuses on the cognitive development of young children. One line of research focuses on the development of cognitive control in preschoolers. Another, more recently started, line of research focuses on the development of mathematics. In addition to working on my own research, I always like to think along with projects of colleagues. Below you will find an overview of my publications.

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, https://doi.org/ 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, 109, 917-940. https://doi.org/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, 43, 595-621. https://doi.org/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. https://doi.org/10.1016/j.jecp.2014.11.008

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. https://doi.org/10.1016/j.jecp.2014.03.007

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. https://doi.org/10.1016/j.jecp.2014.01.017

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. https://doi.org/10.1111/bjdp.12032

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. https://doi.org/10.1111/j.1467-7687.2011.01045.x

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. https://doi.org/10.1016/j.biopsych.2008.06.021

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. https://doi.org/10.1007/BF03062341

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. http://hdl.handle.net/11245/1.415852

Under review
Van Bers, B.M.C.W., van Schijndel, T.J.P., Visser, I., & Raijmakers, M.E.J. Stimulus novelty clarifies the role representations play in perseveration behavior of preschoolers.

In preparation
Van Bers, B.M.C.W., van Schijndel, T.J.P., Visser, I., & Raijmakers, M.E.J. The effects of feedback on the cognitive flexibility of preschoolers.