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Personal profile

Personal information

FOR MY PERSONAL WEBSITE, SEE: http://www.mennovanderschoot.com/

 

PHD AND BEYOND
After graduating in psychology (Master’s degree physiological psychology, Graduated with Merit) and biology (Propaedeutics medical biology) I started my research career as a PhD student investigating dyslexia at the Department of Clinical Neuropsychology at the Vrije Universiteit Amsterdam. This has resulted in my PhD thesis entitled ‘Dyslexia and Inhibition: a Behavioral and Electrophysiological Examination’ (awarded Cum Laude). Following a short period as a postdoc, I accepted the position of Assistant Professor at the Department of Educational Neuroscience (previously called the Department of Special Education). In January  2014, I was appointed as Associate Professor. From May 2015 to January 2016, I was the substitute head of the department. At the moment, I am Chair of the Educational Studies Examination Board, and Chair of the Teaching and Learning in Higher Education Examination Board.
    
MAIN DUTIES
My main duties are to conduct research and teach in the overlap areas of educational science and neuroscience.

RESEARCH LINES
Since obtaining my PhD, the focus of my research has been on the role of higher-order cognitive processes and strategies in language and reading comprehension, word problem solving, mathematics, and, to a lesser degree, social cognition. My work involves both fundamental and applied studies, ranging over topics from mental imagery to embodied cognition to abstract reasoning to number sense. The overarching theme underlying these diverse lines of research is the construction of a deep-level, meaning-based mental representation of the content that is studied. Over the years, as an integral part of my research, I have developed strong collaborations with colleagues from other universities (national and international) and educational organizations.

METHODOLOGICAL AND EDUCATIONAL ISSUES
Over the course of my career, I have gathered expertise in a variety of important methodological and educational issues in my field of research, such as (i) the use of eye movement/fixation measures to study discourse processing and word problem solving, (ii) the use of more typical cognitive-experimental paradigms for research in the field of learning and instruction (such as inconsistency detection paradigms, probe recognition paradigms, lexical decision paradigms, semantic priming paradigms and numerous other reaction time paradigms), and (iii) the development of teaching methods and (computer-based) educational tools to improve academic skills.

EDUCATION
Concerning education, I have been teaching in the overlap areas of educational science and neuroscience for over 20 years, and coordinated various courses in the bachelor and master curricula. I have always approached my teaching with great passion and heart, as well as with dedication to my students, and have consistently scored ‘very good’ on the student and faculty evaluations.

DOCTORAL ADVISING
I have supervised five PhD-students as co-promotor (one of whom graduated with cum laude honors), and served on doctoral dissertation committees for various universities in the Netherlands and abroad.


GRANTS
I received several research grants among which a €300.000 grant from NWO/PROO (The Netherlands Organization for Scientific Research/Dutch Programme Council for Educational Research) for the project “Learning to read with mental imagery”.

Ancillary activities

No ancillary activities

Ancillary activities are updated daily

Research

PUBLICATIONS

Examples of manuscripts in preparation

Wassenburg, S.I., de Koning, B.B., Bos, L.T., & van der Schoot, M. (2018). How seeing a picture before reading a narrative influences situation model construction.

de Koning, B.B., Boonen, A.J.H., van Wesel, F., & van der Schoot, M. (2018). How effective is the Model Method in helping children to solve inconsistent word problems?

Bos, L.T., Wassenburg, S.I., de Koning, B.B., & van der Schoot, M. (2018). A situation model-based reading comprehension intervention: individual differences in training and transfer gains.

Reijntjes, A., Orobio de Castro, B., Horsley, T.M. & Van der Schoot, M. (2018). Eye-tracking assessment of social-perception biases in boys with behavior disorders.


Revised and resubmitted / in revision / under review

Xenidou-Dervou, I., van Luit, J.E.H., Kroesbergen, E.H., Friso-van den Bos, I., Jonkman, L.M., van der Schoot, M. & Van Lieshout, E.C.D.M. (2018). Developing Mathematics Achievement: Symbolic Approximate Arithmetic Predicts Children’s Individual Growth Rates. Developmental Science. In revision.

Laue, C., Griffey, M., Lin, P-I., Wallace, K., van der Schoot, M., Horn, P., Pedapati, E., Barzman, D. (2018). Eye Gaze Patterns Associated with Aggressive Tendencies in Adolescence. Psychiatric Quarterly. Submitted. 

2018


Wassenburg, S.I., de Koning, B.B. & van der Schoot, M. (2018). In which direction to move? Facilitatory and interfering effects of gestures on problem solver’s thinking. Journal of Cognitive Psychology. In press.


2017


Van der Schoot, M., Wassenburg. S.I., Bos, L.T., de Koning, B.B. (2017). Leren lezen wat er tussen de regels staat. Tijdschrift Taal, 8, 12, 48-53.

de Koning, B.B., Wassenburg, S.I., Bos, L.T., & van der Schoot, M. (2017). Mental simulation of four visual object properties: differences as assessed by the Sentence-Picture Verification paradigm. Journal of Cognitive Psychology, 29, 4, 420-432.

Wassenburg, S.I., Bos, L.T., de Koning, B.B. & van der Schoot, M. (2017). Leesbegrip: wat klopt er niet? JSW–Jeugd in School en Wereld, 6, 6-9.

de Koning, B.B., Boonen, A.J.H., & van der Schoot, M. (2017). The consistency effect in word problem solving is effectively reduced through verbal instruction. Contemporary Educational Psychology, 49, 121-129.

Van der Wilt, F.M., van Kruistrum, C.J., van der Schoot, M., & van der Veen, C. (2017). Mindmap van Prentenboek. Didaktief, 47, 9, p.43.


Xenidou-Dervou, I., Molenaar, D., Ansari, D., van der Schoot, M., & van Lieshout, E.C.D.M. (2017). Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement. Learning and Instruction, 50, 1-13.

De Koning, B.B., Bos. L.T., Wassenburg, S.I. & van der Schoot, M. (2017). Popcorn proeven terwijl je leest. Didactief, mei 2017, p. 21.

Wassenburg, S. I., De Koning, B. B., De Vries, M., Boonstra, A. M., & van der Schoot, M. (2017). Gender differences in mental simulation during sentence and word processing. Journal of Research in Reading, 40, 3, 274-296.

De Koning, B.B., Bos, L.T., Wassenburg, S.I., & van der Schoot, M. (2017). The effects of a reading strategy training aimed at improving mental simulation in primary school children. Educational Psychology Review, 29, 869-889.

De Koning, B.B., Bos. L.T., Wassenburg, S.I. & van der Schoot, M. (2017). Size does matter! The implied object size is represented during language comprehension. Discourse Processes, 54, 7, 493-503.

Bos, L.T., de Koning, B.B., Wassenburg, S.I., & van der Schoot, M. (2017). Visualiseer wat je leest: “Hé, zo vind ik lezen opeens leuk”. VeerKracht, 14, 1, 4-7. 


2016

Wassenburg, S.I., De Koning, B.B., de Vries, M.H., & van der Schoot, M. (2016). Does the component processes task assess text-based inferences important for reading comprehension? A path analysis in primary school children. Frontiers in Psychology: Educational Psychology, 7: 895, 1 - 8. 

Bos, L.T., Wassenburg, S.I., de Koning, B.B., & van der Schoot, M. (2016). Training inference making skills using a situation model approach improves reading comprehension. Frontiers in Psychology: Educational Psychology, 7: 116, 1 - 13.


Bos, L.T., de Koning, B.B., Wassenburg, S.I., & van der Schoot, M. (2016). Stel je eens voor.... Didactief, oktober 2016, 50-51.

Boonen, A.J.H., de Koning, B.B., Jolles, J. & van der Schoot, M. (2016). Word problem solving in contemporary math education: A plea for reading comprehension skills training. Frontiers in Psychology: Educational Psychology, 7: 191, 1 - 10.

2015

Friso-van den Bos, I.,  Kroesbergen, E.H., Van Luit, J.E.H, Xenidou-Dervou, I., Jonkman, L.M., van der Schoot, M., & van Lieshout, E.C.D.M. (2015). Longitudinal Development of Number Line Estimation and Mathematics Performance in Primary School Children. Journal of Experimental Child Psychology, 134, 12-29.
 
Wassenburg, S.I., Beker, K., van den Broek, P.W. & van der Schoot, M. (2015). Children’s comprehension monitoring of multiple situational dimensions of a narrative. Reading and Writing: An Interdisciplinary Journal, 28, 1203-1232.
 
Xenidou-Dervou, I., Gilmore, C. van der Schoot, M. & van Lieshout, E. C. D. M. (2015). The developmental onset of symbolic approximation: Beyond nonsymbolic representations, the language of numbers matters. Frontiers in Psychology: Developmental Psychology, 6: 487, 1-13.
 
Wassenburg, S.I., Bos, L.T., de Koning, B.B. & van der Schoot, M. (2015). Effects of an inconsistency-detection training aimed at improving comprehension monitoring in primary school children. Discourse Processes, 52, 463-488.
 
Friso-van den Bos, I., Van Luit, J.E.H, Kroesbergen, E.H., Xenidou-Dervou, I., van Lieshout, E.C.D.M., van der Schoot, M., & Jonkman, L.M. (2015). Pathways of number line development in children: Predictors and risk for adverse mathematical outcome. Zeitschrift für Psychologie 223, 2, 120-128.
 
Bos, L.T., Boonstra, A.M., van Wesel, F., de Koning, B.B. & van der Schoot, M. (2015). What can measures of text comprehension tell us about text production? Reading and Writing: An Interdisciplinary Journal, 28, 829-849.


Xenidou-Dervou, I., van der Schoot, M. & van Lieshout, E. C. D. M. (2015). Working memory and number line representations in single-digit addition: approximate versus exact, nonsymbolic versus symbolic. Quarterly Journal of Experimental Psychology, 68, 6, 1148-1167.

2014

De Koning, B.B. & van der Schoot, M. (2014). Hoe zie jij het voor je? Een kritische blik op de hedendaagse onderwijspraktijk van begrijpend lezen. Pedagogische Studiën, 91(6), 422-430.
 
Xenidou-Dervou, I., van Lieshout, E. C. D. M., & van der Schoot, M. (2014). Working memory in nonsymbolic approximate arithmetic processing: A dual-task study with preschoolers. Cognitive Science, 38, 101-127.  
 
Boonen, A.J.H., van Wesel, F., Jolles, J. & van der Schoot, M. (2014). The role of visual representation type, spatial ability and reading comprehension in word problem solving: An item-level analysis in primary school children. International Journal of Educational Research, 68, 15 – 26.
 
Bos, L.T., de Koning, B.B. & van der Schoot, M. (2014). Lezen op school of thuis. Didaktief, 44, 3, 47-48.


2013

Xenidou-Dervou, I., De Smedt, B., van der Schoot, M., & van Lieshout, E. C. D. M. (2013).  Individual differences in kindergarten math achievement: the integrative roles of approximation skills and working memory. Learning and Individual Differences, 28, 119-129.

Koning, B.B. & van der Schoot, M. (2013). Becoming part of the story! Refueling the interest in visualization strategies for reading comprehension. Educational Psychology Review, 25, 261-287.

Boonen, A.J.H., van der Schoot, M,  van Wesel, F., de Vries, M.H. & Jolles, J. (2013). What underlies successful word problem solving? A path analysis in sixth grade students. Contemporary Educational Psychology, 38, 271-279.

Bos, L.T., Boerma, I., de Koning, B.B. & van der Schoot, M. (2013). Maak van lezen een belevenis. Didaktief, 43, 1, nr. 1-2, 56-57.

2012

Van der Schoot, M., Reijntjes, A. & Van Lieshout, E.C.D.M. (2012). How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in primary school children. Reading and Writing: An Interdisciplinary Journal, 25, 7, 1665-1690.

2011

Reijntjes, A., Thomaes, S., Orobio de Castro, B., Van der Schoot, M. & Telch, M.J. (2011). Delighted when others like them, to pieces when they do not: Children’s social anxiety potentiates the linkage between self- and other-evaluations. Journal of Child Psychology and Psychiatry, 52, 774-781.

Reijntjes, A., Kamphuis, J.H., Prinzie, P., Boelen, P.A., Van der Schoot, M. & Telch, M.J. (2011). Prospective linkages between peer victimization and externalizing problems in children: A meta-analysis. Aggressive Behavior, 37, 215-222.


Van der Schoot, M. (2011). “De vegetariër genoot van een hamburger”: Begripscontrole bij goede en zwakke begrijpend lezers in het basisonderwijs. De Psycholoog, 46, 5, 38-47.

Van der Schoot, M., Bakker Arkema, A. & Van Lieshout, E.C.D.M.  (2011). Verhaalsommen oplossen: Zit de moeilijkheid in het verhaal of de som? Panama-Post ‘Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk’, 30, 1, 36-41.

2010

Van der Schoot, M., Horsley, T.M. & Van Lieshout, E.C.D.M. (2010). The effects of instruction on situation model construction: An eye fixation study on text comprehension in primary school children. Educational Psychology, 30, 817-835.

Horsley, T., Orobio de Castro, B., & Van der Schoot, M. (2010). In the eye of the beholder: Eye-tracking assessment of social information processing in aggressive behavior. Journal of Abnormal Child Psychology, 38, 587-599.

2009

Van der Schoot, M., Vasbinder, A.L., Horsley, T.M., Reijntjes, A. & Van Lieshout, E.C.D.M. (2009). Lexical ambiguity resolution in good and poor comprehenders: An eye fixation and self-paced reading study in primary school children. Journal of Educational Psychology, 101, 21-36.

Van der Schoot, M., Bakker Arkema, A.H., Horsley, T.M. & Van Lieshout, E.C.D.M. (2009). The consistency effect depends on markedness in less successful but not successful problem solvers: An eye fixation study in primary school children. Contemporary Educational Psychology, 34, 58-66.

2008

Van der Schoot, M. (2008). Zij fotografeerde de school toen de vissen vlak langs zwommen: Lexicale ambiguiteitsresolutie bij kinderen. De Psycholoog, 12, 670-675.

Van der Schoot, M., Vasbinder, A.L., Horsley, T.M. & Van Lieshout, E.C.D.M. (2008). The role of two reading strategies in text comprehension: An eye fixation study in primary school children. Journal of Research in Reading, 31, 2, 203 - 223.


2007

Van der Schoot, M., Vasbinder, A.L., Horsley, T.M. & Van Lieshout, E. C. D. M. (2007). Leesstrategiegebruik bij goede en zwakke begrijpende lezers: Onderzoek met oogfixatiemetingen. In A. Vyt, M.A.G. van Aken, J. Bijstra, P.P.M. Leseman & B. Maes (Red.), Jaarboek Ontwikkelingspsychologie, Orthopedagogiek en Kinderpsychiatrie 2007/2008, pp. 61 – 80.

2006

Horsley, T.M. & Van der Schoot, M. (2006). De ene dyslecticus is de andere niet: Neurocognitief bewijs voor heterogeniteit [Not all dyslectics are created equal: neurocognitive evidence]. Neuropraxis, 3, 72 – 76.


2005

Van der Schoot, M., Licht, R., Horsley, T.M. & Sergeant, J.A. (2005). Effects of stop signal modality, stop signal intensity and tracking method on inhibitory performance as determined by use of the stop signal paradigm. Scandinavian Journal of Psychology, 46, 331 – 341.


2004

Van der Schoot, M., Licht, R., Horsley, T.M., Aarts, L.T. & Van Koert, B. & Sergeant, J.A. (2004). Inhibitory control during sentence reading in dyslexic children. Child Neuropsychology, 10, 3, 173 – 188.

Van der Schoot, M., Licht, R., Horsley, T.M. & Sergeant, J.A. (2004). Een olifank is geen dier: de neurocognitieve basis van een impulsieve leesstijl [An elephank is not an animal: The neurocognitive basis of an impulsive reading style]. De Psycholoog, 39, 6, 302 – 306.

2003

Van der Schoot, M., Licht, R., Horsley, T.M. & Sergeant, J.A. (2003). Hemispheric differences in stop task performance. Acta Psychologica, 112, 279 – 295.


Van der Schoot, M., Smulders, F.T.Y. & Kok, A. (2003). Effects of design type on stimulus evaluation: combining underadditive effects. Perceptual and Motor Skills, 97, 45 – 56.

2002

Van der Schoot, M., Licht, R., Horsley, T.M. & Sergeant, J.A. (2002). Fronto-central dysfunctions in reading disability depend on sub-type: guessers but not spellers. Developmental Neuropsychology, 22, 3, 533 – 564.

2001

Van der Schoot, M. (2001). Dyslexia and Inhibition: A Behavioral and Electrophysiological Examination. PhD Thesis. Amsterdam: Vrije Universiteit (ISBN: 90-9015166-4).

2000

Van der Schoot, M., Licht, R., Sergeant, J.A. & Horsley, T.M. (2000). Inhibitory deficits in reading disability depend on sub-type: guessers but not spellers. Child Neuropsychology, 6, 4, 297 – 312.


1999

Van der Schoot, M. (1999). Localization of brain sources of evoked responses: How to determine the number of active sources? Technical Report. Vrije Universiteit Amsterdam, Department of Clinical Neuropsychology. [Research supported by grant of NWO/PSYCHON, grant number: 575-63-082D].

1998

De Ruiter, M., Kok, A. & Van der Schoot, M. (1998). Effects of inter- and intramodal selective attention to non-spatial visual stimuli. Biological Psychology, 49, 269 – 294.

 

Fingerprint Fingerprint is based on mining the text of the person's scientific documents to create an index of weighted terms, which defines the key subjects of each individual researcher.

  • 2 Similar Profiles
Reading Medicine & Life Sciences
comprehension Social Sciences
schoolchild Social Sciences
primary school Social Sciences
Short-Term Memory Medicine & Life Sciences
Mathematics Medicine & Life Sciences
Aptitude Medicine & Life Sciences
Dyslexia Medicine & Life Sciences

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Research Output 1995 2018

Cognitive predictors of children's development in mathematics achievement: A latent growth modeling approach

Xenidou-Dervou, I., Van Luit, J. E. H., Kroesbergen, E. H., Friso-van den Bos, I., Jonkman, L. M., van der Schoot, M. & van Lieshout, E. C. D. M., Nov 2018, In : Developmental Science. 21, 6, p. 1- 14 p., 14.

Research output: Contribution to JournalArticleAcademicpeer-review

Open Access
File
Mathematics
Child Development
Aptitude
Growth
Individuality

Eye Gaze Patterns Associated with Aggressive Tendencies in Adolescence

Laue, C., Griffey, M., Lin, P. I., Wallace, K., van der Schoot, M., Horn, P., Pedapati, E. & Barzman, D., Sep 2018, In : Psychiatric Quarterly. 89, 3, p. 747-756 10 p.

Research output: Contribution to JournalArticleAcademicpeer-review

Open Access
File

In which direction to move? Facilitative and interference effects of gestures on problem solver's thinking

Wassenburg, S. I., de Koning, B. B. & van der Schoot, M., Apr 2018, In : Journal of Cognitive Psychology. 30, 3, p. 307-313 7 p.

Research output: Contribution to JournalArticleAcademicpeer-review

Open Access
Gestures
Research
Learning
Task Performance and Analysis
Thinking

Effects of a Reading Strategy Training Aimed at Improving Mental Simulation in Primary School Children

de Koning, B. B., Bos, L. T., Wassenburg, S. I. & van der Schoot, M., Dec 2017, In : Educational Psychology Review. 29, 4, p. 869-889 21 p.

Research output: Contribution to JournalArticleAcademicpeer-review

Open Access
Reading
Motivation
Control Groups

Gender differences in mental simulation during sentence and word processing

Wassenburg, S. I., de Koning, B. B., de Vries, M. H., Boonstra, A. M. & van der Schoot, M., Aug 2017, In : Journal of Research in Reading. 40, 3, p. 274-296 23 p.

Research output: Contribution to JournalArticleAcademicpeer-review

Word Processing
gender-specific factors
Episodic Memory
simulation
experiment

Activities 1996 2017

  • 65 Lecture / Presentation
  • 3 Conference
  • 1 Workshop

Gastcollege binnen het vak “Cognition Lab”, Amsterdam University College, Amsterdam.

Menno van der Schoot (Speaker)
2017

Activity: Lecture / PresentationAcademic

Gastcollege binnen het vak “Cognition Lab”, Amsterdam University College, Amsterdam.

Menno van der Schoot (Speaker)
2016

Activity: Lecture / PresentationAcademic

Longitudinal Development of Nonsymbolic and Symbolic Magnitude Processing: Contradictions, Methodologies, and Moving Forward.

I. Xenidou-Dervou (Speaker), D. Ansari (Speaker), D. Molenaar (Speaker), M. van der Schoot (Speaker), E.C.D.M. van Lieshout (Speaker)
2015

Activity: Lecture / PresentationAcademic