Loughborough University
Leicestershire, UK
LE11 3TU
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Loughborough University

Loughborough University Research Publications

Publications for Iro Xenidou-Dervou

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Journal Articles

van Aalderen-Smeets, SI, Xenidou-Dervou, I, Walma van der Molen, JH (2018) Implicit STEM ability beliefs predict secondary school students’ STEM self-efficacy beliefs and their intention to opt for a STEM field career, Journal of Research in Science Teaching, ISSN: 1098-2736. DOI: 10.1002/tea.21506.

Simsek, E, Xenidou-Dervou, I, Karadeniz, I, Jones, I (Accepted for publication) The conception of substitution of the equals sign plays a unique role in students' algebra performance, Journal of Numerical Cognition.

Xenidou-Dervou, I, Van Luit, JEH, Kroesbergen, EH, Friso-van den Bos, I, Jonkman, LM, van der Schoot, M, van Lieshout, ECDM (2018) Cognitive Predictors of Children’s Development in Mathematics Achievement: A Latent Growth Modeling Approach, Developmental Science, 21(6), pp.e12671-e12671, ISSN: 1363-755X.

van Lieshout, ECDM and Xenidou-Dervou, I (2018) Pictorial representations of simple arithmetic problems are not always helpful: A cognitive load perspective, Educational Studies in Mathematics, 98(1), pp.39-55, ISSN: 0013-1954.

Xenidou-Dervou, I, Molenaar, D, Ansari, D, van der Schoot, M, van Lieshout, ECDM (2016) Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement, Learning and Instruction, 50, pp.1-13, ISSN: 0959-4752. DOI: 10.1016/j.learninstruc.2016.11.001.

Friso-van den Bos, I, Kroesbergen, EH, Van Luit, JEH, Xenidou-Dervou, I, Jonkman, LM, Van der Schoot, M, Van Lieshout, ECDM (2015) Longitudinal development of number line estimation and mathematics performance in primary school children, Journal of Experimental Child Psychology, 134, pp.12-29, ISSN: 0022-0965. DOI: 10.1016/j.jecp.2015.02.002.

Jonkman, LM (2015) Pathways of number line development in children: Predictors and risk for adverse mathematical outcome, Zeitschrift fur Psychologie / Journal of Psychology, 223(2), pp.120-128, ISSN: 2190-8370. DOI: 10.1027/2151-2604/a000210.

Xenidou-Dervou, I, van der Schoot, M, van Lieshout, ECDM (2015) Working memory and number line representations in single-digit addition: Approximate versus exact, nonsymbolic versus symbolic, Quarterly Journal of Experimental Psychology, 68(6), pp.1148-1167, ISSN: 1747-0218. DOI: 10.1080/17470218.2014.977303.

Xenidou-Dervou, I, Gilmore, C, van der Schoot, M, van Lieshout, ECDM (2015) The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters, Frontiers in Psychology, 6, DOI: 10.3389/fpsyg.2015.00487.

Xenidou-Dervou, I, van Lieshout, ECDM, van der Schoot, M (2014) Working Memory in Nonsymbolic Approximate Arithmetic Processing: A Dual-Task Study With Preschoolers, Cognitive Science, 38(1), pp.101-127, ISSN: 0364-0213. DOI: 10.1111/cogs.12053.

Xenidou-Dervou, I, De Smedt, B, van der Schoot, M, van Lieshout, ECDM (2013) Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory, Learning and Individual Differences, 28, pp.119-129, ISSN: 1041-6080. DOI: 10.1016/j.lindif.2013.09.012.

Resing, WCM, Xenidou-Dervou, I, Steijn, WMP, Elliott, JG (2012) A “picture” of children's potential for learning: Looking into strategy changes and working memory by dynamic testing, Learning and Individual Differences, 22(1), pp.144-150, ISSN: 1041-6080. DOI: 10.1016/j.lindif.2011.11.002.

Resing, WCM, Steijn, WMP, Xenidou-Dervou, I, Stevenson, CE, Elliott, JG (2011) Computerized Dynamic Testing: A Study of the Potential of an Approach Using Sensor Technology, Journal of Cognitive Education and Psychology, 10(2), pp.178-194, ISSN: 1945-8959. DOI: 10.1891/1945-8959.10.2.178.

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