Journal Articles
Devlin, D, Moeller, K, Xenidou‐Dervou, I, Reynvoet, B, Sella, F (2024)
Familiar Sequences Are Processed Faster Than Unfamiliar Sequences, Even When They Do Not Match the Count‐List,
Cognitive Science, 48(7), e13481, ISSN: 0364-0213. DOI:
10.1111/cogs.13481.
Devlin, D, Moeller, K,
Xenidou-Dervou, I, Reynvoet, B, Sella, F (2023)
Concepts of order: why is ordinality processed slower and less accurately for non-consecutive sequences?,
Quarterly Journal of Experimental Psychology, 77(8), pp.1610-1619, ISSN: 1747-0218. DOI:
10.1177/17470218231220912.
Rossi, S,
Xenidou-Dervou, I, Cipora, K (2023)
Emotions and mathematics: anxiety profiles and their influence on arithmetic performance in university students,
Royal Society Open Science, 10(10), 230861, DOI:
10.1098/rsos.230861.
Xenidou-Dervou, I, van Atteveldt, N, Surducan, IM, Reynvoet, B, Rossi, S, Gilmore, C (2023)
Multiple number-naming associations: how the inversion property affects adults’ two-digit number processing,
Quarterly Journal of Experimental Psychology, 77(4), pp.856-872, ISSN: 1747-0218. DOI:
10.1177/17470218231181367.
Terry, J, Ross, RM, Nagy, T, Wege, T, Morsanyi, K,
Xenidou-Dervou, I, Bahnmueller, J (2023)
Data from an international multi-centre study of statistics and mathematics anxieties and related variables in university students (the SMARVUS dataset),
Journal of Open Psychology Data, 11(1), pp.1-25, DOI:
10.5334/jopd.80.
Simsek, E,
Xenidou-Dervou, I, Hunter, J, Dowens, MG, Pang, J, Lee, Y, McNeil, N, Kirkland, P, Jones, I (2022)
Factors associated with children’s understanding of mathematical equivalence: An investigation across six countries,
Journal of Educational Psychology, 114(6), pp.1359-1379, ISSN: 0022-0663. DOI:
10.1037/edu0000747.
Rossi, S,
Xenidou-Dervou, I, Simsek, E, Artemenko, C, Daroczy, G, Nuerk, H-C, Cipora, K (2022)
Mathematics-gender stereotype endorsement influences mathematics anxiety, self-concept, and performance differently in men and women,
Annals of the New York Academy of Sciences, 1513(1), pp.121-139, ISSN: 0077-8923. DOI:
10.1111/nyas.14779.
Simsek, E, Jones, I, Hunter, J,
Xenidou-Dervou, I (2021)
Mathematical equivalence assessment: Measurement invariance across six countries,
Studies in Educational Evaluation, 70, 101046, ISSN: 0191-491X. DOI:
10.1016/j.stueduc.2021.101046.
Vos, H, Gevers, W, Reynvoet, B,
Xenidou-Dervou, I (2021)
Ordinality: The importance of its trial list composition and examining its relation with adults’ arithmetic and mathematical reasoning,
Quarterly Journal of Experimental Psychology, 74(11), pp.1935-1952, ISSN: 1747-0218. DOI:
10.1177/17470218211016794.
van Lieshout, ECDM and
Xenidou-Dervou, I (2019)
Simple pictorial mathematics problems for children: locating sources of cognitive load and how to reduce it,
ZDM, 52, pp.73-85, ISSN: 1863-9690. DOI:
10.1007/s11858-019-01091-3.
Simsek, E,
Xenidou-Dervou, I, Karadeniz, I, Jones, I (2019)
The conception of substitution of the equals sign plays a unique role in students' algebra performance,
Journal of Numerical Cognition, ISSN: 2363-8761. DOI:
10.5964/jnc.v5i1.147.
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, 56(4), pp.465-485, ISSN: 0022-4308. DOI:
10.1002/tea.21506.
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, ISSN: 0013-1954. DOI:
10.1007/s10649-017-9802-3.
Xenidou-Dervou, I, Van Luit, JEH, Kroesbergen, EH, Bos, IF-VD, 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, ISSN: 1363-755X. DOI:
10.1111/desc.12671.
Xenidou-Dervou, I, Molenaar, D, Ansari, D, van der Schoot, M, van Lieshout, ECDM (2017)
Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement,
Learning and Instruction, ISSN: 0959-4752. DOI:
10.1016/j.learninstruc.2016.11.001.
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, ISSN: 1664-1078. DOI:
10.3389/fpsyg.2015.00487.
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.
Bos, IF-VD, 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.
Bos, IF-VD, van Luit, JEH, Kroesbergen, EH,
Xenidou-Dervou, I, van Lieshout, ECDM, van der Schoot, M, 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 Lieshout, ECDM, van der Schoot, M (2013)
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.
