Contact: Nienke van Atteveldt
Educational Neuroscience - brain, learning and development
Individual differences in social cognition
We study 1) individual differences in social cognitive skills such as empathy and theory of mind, and their association with social network dynamics; and 2) the influence of cultural orientations (e.g. individualism, collectivism and honour) on social cognitive skills.
Contact: prof. dr. Lydia Krabbendam
Motivation, performance and brain development
We study the interplay between students’ beliefs about their abilities (e.g. mindset, self-efficacy), the functioning and development of their brain when processing errors and feedback, and their actual learning trajectories and well-being in school, including the role of peers and parents in these processes.
For more information, see www.laboflearning.com
Contact: dr. Nienke van Atteveldt
Our focus is on the role of higher-order cognitive processes in language and reading comprehension, word problem solving and mathematics. We study how learners construct deep-level, meaning-based mental representations of the subject area they are studying, including work on situation models, mental imagery, embodied cognition and abstract reasoning.
Contact: dr. Menno van der Schoot
Children vary greatly in the developmental pattern of their executive function and how they develop “goal-directed behaviour”. What causes this difference? How can the educational context help foster the development of executive functions? And how important are goal-directed behaviours for academic performance?
Contact: dr. Mariette Huizinga
We study individual differences in children’s behavioural and cognitive development. We focus on environmental factors (e.g., home and school factors) as well as child characteristics (e.g., ADHD, dyslexia, self-control). In our studies we take genetic differences between children into account.
Contact: dr Elsje van Bergen