My research focuses on the cognitive development of young children. One line of research focuses on the development of cognitive control in preschoolers. For example, we have looked at the developmental dynamics of 3- to 5-year-olds in a frequently used task for cognitive flexibility, the level of abstraction of the representations of sorting rules preschoolers have, and the effect of feedback on the cognitive flexibility of 3-year-olds. Another, more recently started, line of research focuses on the development of mathematics. More specifically on the relation between order processing and mathematical abilities. In addition to working on my own research, I always like to think along with projects from colleagues.
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.
van Bers, B.M.C.W. (2014). Dynamics, models, and mechanisms of the cognitive flexibility of preschoolers. PhD dissertation. Amsterdam, University of Amsterdam.
Van Bers, B.M.C.W., Visser, I., & Raijmakers, M.E.J. What aspects of feedback teach preschoolers how to switch sorting rules?
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.