Annemie Desoete
Biographic Data
| ID | 119851 |
|---|---|
| NAME | Annemie Desoete |
| GIVEN NAMES | Annemie |
| FAMILY NAME | Desoete |
| SIGNATURE | DESOETE A |
| AFFILIATIONS | Ghent University Hospital |
| ORCID | 0000-0001-6663-7440 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Predictors and consequences of non‐suicidal self‐injury in relation to life, peer, and school factors
INTRODUCTION: Numerous life, peer, and school-related factors have been found to be associated with non-suicidal self-injury (NSSI) among adolescents; however, most studies have not explored the possible reciprocal nature of these associations. The aim of the current study was to examine bidirectional and longitudinal associations between NSSI and several life, peer, and school-related factors (i.e., stressful life events, peer relationships, aca…
How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions
Although teachers are recommended to create a stimulating learning environment in which children can use, perfect, and extend their skills, this is far from easy. In many cases, identifying the optimal difficulty level of learning tasks involves a trial-and-error process during which teachers offer children too difficult tasks, with negative outcomes as a result. This experimental study investigated if autonomy-supportive instructions could dampe…
Crossing the bridge to elementary school
Barriers to Play and Recreation for Children and Young People with Disabilities
This report reviews international research into the barriers to play for children with disabilities. The authors come from different disciplinary backgrounds, in Sociology, Social Policy, Anthropology, Occupational Health and Education and bring different concerns to this review. They are united, however, in their adoption of a rights-based perspective. The UNCRC and UNCRPD emphasise the right to play for children with disabilities. Play is vital…
Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions
Children in kindergarten were randomly assigned to adaptive computerised counting or comparison interventions, or to a business-as-usual control group. Children in both intervention groups, including children with poor calculation skills at the start of the intervention, performed better than controls in the posttest. However the effects of training held in grade 1, playing serious counting games improving number knowledge and mental arithmetic p…
New Perspectives on Integrating Self-Regulated Learning at School
1 Department of Education, Bar-Ilan University, 52100 Ramat-Gan, Israel 2 Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium 3Department of Human-Computer Media, Wuerzburg University, Wuerzburg, Germany 4Department of Psychology, Technische Universitat Dresden, 01062 Dresden, Germany 5 Department of Educational &Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Ca…
How to Support Children with Mathematical Learning Disabilities Learning to Play an Instrument
In this study, children with a mathematical learning disability (n = 14) and age-matched peers without learning disabilities (n = 14) as well as their parents and teachers were interviewed on how they experienced playing an instrument (guitar, drum, flute, violin, trombone, horn, and piano) and on what helped them using a qualitative interactive interview with a flexible agenda to discover the interviewee's own framework of meanings. Thematic ana…
Small Number Discrimination in Early Human Development
The current study aims to investigate in infants the discrimination of the number set 1 versus 3. This number set has not been studied before within the field of early number discrimination. Participants were 16 full term 8-month-olds. They were assessed for their number discrimination ability with a computerized habituation task in combination with an eye tracking device as an accurate measure for looking time in infants. The stimuli (dots) were…
Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study
Background. The ability to compare numbers, as the most basic form of number sense, has been related to arithmetical achievement.Aims. The current study addressed the predictive value of non-symbolic and symbolic (number word (NW) and Arabic number (AN)) comparison for arithmetics by means of a longitudinal design.Sample. Sixteen children with mathematical disabilities (MD), 64 low achievers (LA), and 315 typical achieving (TA) children were foll…
The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis
Differential Language Effects on Numerical Skills in Second Grade
Little is known about the causes of cross-cultural specifics of numerical development. The authors examined effects of inversion (a linguistic effect) on three different numerical tasks in 220 second graders from France, Wallonia, Flanders, Germany, and Austria tested for the standardization of the dyscalculia test TEDI-MATH. Results revealed that performance differences between countries are only partly attributable to language effects, but grou…
Cognitive skills in mathematical problem solving in Grade 3
Background. Research on the relationship between cognitive skills and mathematical problem solving is usually conducted on adults or on participants with acquired deficits associated with brain injury (e.g. Cipolotti, 1995; Cohen, Dehaene, & Verstichel, 1994; McCloskey, 1992).Aims. In these studies we wanted to make a contribution to the field of children's mathematical problem solving. The first aim of this study was to investigate whether mathe…
Crossing the bridge to elementary school
The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis
Small Number Discrimination in Early Human Development
The current study aims to investigate in infants the discrimination of the number set 1 versus 3. This number set has not been studied before within the field of early number discrimination. Participants were 16 full term 8-month-olds. They were assessed for their number discrimination ability with a computerized habituation task in combination with an eye tracking device as an accurate measure for looking time in infants. The stimuli (dots) were…
Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study
Background. The ability to compare numbers, as the most basic form of number sense, has been related to arithmetical achievement.Aims. The current study addressed the predictive value of non-symbolic and symbolic (number word (NW) and Arabic number (AN)) comparison for arithmetics by means of a longitudinal design.Sample. Sixteen children with mathematical disabilities (MD), 64 low achievers (LA), and 315 typical achieving (TA) children were foll…
Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions
Children in kindergarten were randomly assigned to adaptive computerised counting or comparison interventions, or to a business-as-usual control group. Children in both intervention groups, including children with poor calculation skills at the start of the intervention, performed better than controls in the posttest. However the effects of training held in grade 1, playing serious counting games improving number knowledge and mental arithmetic p…
Differential Language Effects on Numerical Skills in Second Grade
Little is known about the causes of cross-cultural specifics of numerical development. The authors examined effects of inversion (a linguistic effect) on three different numerical tasks in 220 second graders from France, Wallonia, Flanders, Germany, and Austria tested for the standardization of the dyscalculia test TEDI-MATH. Results revealed that performance differences between countries are only partly attributable to language effects, but grou…
Cognitive skills in mathematical problem solving in Grade 3
Background. Research on the relationship between cognitive skills and mathematical problem solving is usually conducted on adults or on participants with acquired deficits associated with brain injury (e.g. Cipolotti, 1995; Cohen, Dehaene, & Verstichel, 1994; McCloskey, 1992).Aims. In these studies we wanted to make a contribution to the field of children's mathematical problem solving. The first aim of this study was to investigate whether mathe…
Cognitive skills in mathematical problem solving in Grade 3
Background. Research on the relationship between cognitive skills and mathematical problem solving is usually conducted on adults or on participants with acquired deficits associated with brain injury (e.g. Cipolotti, 1995; Cohen, Dehaene, & Verstichel, 1994; McCloskey, 1992).Aims. In these studies we wanted to make a contribution to the field of children's mathematical problem solving. The first aim of this study was to investigate whether mathe…
The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis
Differential Language Effects on Numerical Skills in Second Grade
Little is known about the causes of cross-cultural specifics of numerical development. The authors examined effects of inversion (a linguistic effect) on three different numerical tasks in 220 second graders from France, Wallonia, Flanders, Germany, and Austria tested for the standardization of the dyscalculia test TEDI-MATH. Results revealed that performance differences between countries are only partly attributable to language effects, but grou…
How to Support Children with Mathematical Learning Disabilities Learning to Play an Instrument
In this study, children with a mathematical learning disability (n = 14) and age-matched peers without learning disabilities (n = 14) as well as their parents and teachers were interviewed on how they experienced playing an instrument (guitar, drum, flute, violin, trombone, horn, and piano) and on what helped them using a qualitative interactive interview with a flexible agenda to discover the interviewee's own framework of meanings. Thematic ana…
Small Number Discrimination in Early Human Development
The current study aims to investigate in infants the discrimination of the number set 1 versus 3. This number set has not been studied before within the field of early number discrimination. Participants were 16 full term 8-month-olds. They were assessed for their number discrimination ability with a computerized habituation task in combination with an eye tracking device as an accurate measure for looking time in infants. The stimuli (dots) were…
Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study
Background. The ability to compare numbers, as the most basic form of number sense, has been related to arithmetical achievement.Aims. The current study addressed the predictive value of non-symbolic and symbolic (number word (NW) and Arabic number (AN)) comparison for arithmetics by means of a longitudinal design.Sample. Sixteen children with mathematical disabilities (MD), 64 low achievers (LA), and 315 typical achieving (TA) children were foll…
New Perspectives on Integrating Self-Regulated Learning at School
1 Department of Education, Bar-Ilan University, 52100 Ramat-Gan, Israel 2 Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium 3Department of Human-Computer Media, Wuerzburg University, Wuerzburg, Germany 4Department of Psychology, Technische Universitat Dresden, 01062 Dresden, Germany 5 Department of Educational &Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Ca…
Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions
Children in kindergarten were randomly assigned to adaptive computerised counting or comparison interventions, or to a business-as-usual control group. Children in both intervention groups, including children with poor calculation skills at the start of the intervention, performed better than controls in the posttest. However the effects of training held in grade 1, playing serious counting games improving number knowledge and mental arithmetic p…
Barriers to Play and Recreation for Children and Young People with Disabilities
This report reviews international research into the barriers to play for children with disabilities. The authors come from different disciplinary backgrounds, in Sociology, Social Policy, Anthropology, Occupational Health and Education and bring different concerns to this review. They are united, however, in their adoption of a rights-based perspective. The UNCRC and UNCRPD emphasise the right to play for children with disabilities. Play is vital…
Crossing the bridge to elementary school
How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions
Although teachers are recommended to create a stimulating learning environment in which children can use, perfect, and extend their skills, this is far from easy. In many cases, identifying the optimal difficulty level of learning tasks involves a trial-and-error process during which teachers offer children too difficult tasks, with negative outcomes as a result. This experimental study investigated if autonomy-supportive instructions could dampe…
Predictors and consequences of non‐suicidal self‐injury in relation to life, peer, and school factors
INTRODUCTION: Numerous life, peer, and school-related factors have been found to be associated with non-suicidal self-injury (NSSI) among adolescents; however, most studies have not explored the possible reciprocal nature of these associations. The aim of the current study was to examine bidirectional and longitudinal associations between NSSI and several life, peer, and school-related factors (i.e., stressful life events, peer relationships, aca…
Psychology (12 works) · Cognitive and developmental aspects of mathematical skills (8 works) · Developmental psychology (7 works) · Cognitive psychology (6 works) · Mathematics (6 works) · Mathematics education (5 works) · Reading and Literacy Development (5 works) · Computer Science (4 works) · Arithmetic (3 works) · Cognition (3 works)