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Results: 9
Number of items: 9
  • Open Access
    van Bers, B. M. C. W., van Schijndel, T. J. P., Visser, I., & Raijmakers, M. E. J. (2020). Cognitive flexibility training has direct and near transfer effects, but no far transfer effects, in preschoolers. Journal of Experimental Child Psychology, 193, Article 104809. https://doi.org/10.1016/j.jecp.2020.104809
  • Open Access
    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, Article 1835. https://doi.org/10.3389/fpsyg.2018.01835
  • Open Access
    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. https://doi.org/10.1016/j.jecp.2014.11.008
  • 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(2), 178-194. https://doi.org/10.1111/bjdp.12032
  • Open Access
    van Bers, B. M. C. W. (2014). Dynamics, models, and mechanisms of the cognitive flexibility of preschoolers. [Thesis, fully internal, Universiteit van Amsterdam].
  • Open Access
    van Bers, B. M. C. W., Visser, I., & Raijmakers, M. (2014). Preschoolers can form abstract rule representations regardless of cognitive flexibility. Journal of Experimental Child Psychology, 124, 50-66. https://doi.org/10.1016/j.jecp.2014.01.017
  • Open Access
    van Bers, B. M. C. W., Visser, I., & Raijmakers, M. (2014). Preschoolers learn to switch with causally related feedback. Journal of Experimental Child Psychology, 126, 91-102. https://doi.org/10.1016/j.jecp.2014.03.007
  • 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. https://doi.org/10.1111/j.1467-7687.2011.01045.x
  • Huizenga, 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. https://doi.org/10.1016/j.biopsych.2008.06.021
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