Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Research Publications

Publications for Iro Xenidou-Dervou

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Journal Articles

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, 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, 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.


Jay, T, Rashid, S, Xenidou-Dervou, I, Moeller, K (2022) Measuring financial literacy of children aged 4 to 6 years: design and small-scale testing.


Jones, I, Simsek, E, Xenidou-Dervou, I, Dowens, M (2020) Cross-cultural examination of an instrument assessing children’s knowledge of mathematical equivalence, No description supplied.

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