Bert Reynvoet
Biographic Data
| ID | 1662228 |
|---|---|
| NAME | Bert Reynvoet |
| GIVEN NAMES | Bert |
| FAMILY NAME | Reynvoet |
| SIGNATURE | REYNVOET B |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0002-4898-2475 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
From replication to extension: Unveiling student profiles in fraction comparison tasks
Primary School Teachers' Competence With Learning Analytics Dashboards: Beliefs, Skills and Teaching Behaviour
The role of verbal working memory load on number order processing: Evidence from an articulatory suppression paradigm
Although number order processing has received increasing research attention due to its association with arithmetic skills, its underlying cognitive mechanisms remain unclear. It has been suggested that highly familiar sequences (e.g., 1-2-3, 2-4-6) are processed faster because they are retrieved from memory. However, the involvement of verbal memory retrieval has not been directly tested and is usually inferred indirectly from participants' respo…
Numerical precision or inhibitory control? Exploring latent profiles in preschoolers' numerosity judgments
Information compression trumps accuracy when viewing groups of faces
The presence of the reverse distance effect depends on the familiarity of the sequences being processed
Number order processing is thought to be characterised by a reverse distance effect whereby consecutive sequences (e.g., 1–2–3) are processed faster than non-consecutive sequences (e.g., 1–3–5). However, there is accumulating evidence that the reverse distance effect is not consistently observed. In this context, the present study investigated whether the presence of the reverse distance effect depends on the familiarity of the sequences being pr…
Are three zebras more than three frogs: Examining conceptual and physical congruency in numerosity judgements of familiar objects
Adaptive Feedback in Digital Educational Games: An Explanatory Item Response Theory Approach
Measuring the acuity of the approximate number system in young children
The approximate number system (ANS) is a hypothesized mechanism responsible for the representation and processing of numerical information in an imprecise fashion. According to the predominant theory, the ANS is essential in solving simple numerical tasks such as comparing which of two quantities is numerically larger, and some research has indicated that individual differences in its acuity influence higher-level mathematical performance. Becaus…
Symbolic number ordering strategies and math anxiety
Math anxiety results in a drop in performance on various math-related tasks, including the symbolic number ordering task in which participants decide whether a triplet of digits is presented in order (e.g. 3-5-7) or not (e.g. 3-7-5). We investigated whether the strategy repertoire and reaction times during a symbolic ordering task were affected by math anxiety. In study 1, participants performed an untimed symbolic number ordering task and indica…
The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis
Reading is a fundamental skill to acquire during children's school career. The present meta‐analysis examined research on the effectiveness of digital technologies to foster early reading skills during Tier‐1 interventions (ie, high‐quality core reading instruction which is intended to promote learning for all children). Unlike previous meta‐analyses, this meta‐analysis investigated the effectiveness in a broad way, taking into account cognitive …
The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading
The home learning environment (HLE) has been considered to contribute to children’s early math and reading development. Previous studies examined the HLE by examining the influence of parent-child math and reading activities on math and reading outcomes, however also parents’ own perceptions of math and reading and their math anxiety (MA) and reading anxiety (RA) contribute to the HLE but the latter factors have been scarcely explored. The aim of…
Numerals do not need numerosities: Robust evidence for distinct numerical representations for symbolic and non-symbolic numbers
Combining Explicit and Sensitive Indices for Measuring L2 Vocabulary Learning Through Contextualized Input and Word-Focused Instruction
This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs. Participants ( N = 313, L1 = Dutch) completed a combination of explicit (form recognition, meaning r…
The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes
Adaptive educational games provide new opportunities to train early numerical skills. However, empirical evidence for the effectiveness of adaptive educational games is scarce. This study investigated the effectiveness of an adaptive game compared to a nonadaptive game in terms of cognitive, noncognitive and efficiency outcomes. In total, 84 children were randomly assigned to a condition in which children trained early numerical skills with an ad…
The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game
During the last decade, many governments and ed‐tech companies have demonstrated an increased interest in digital personalised learning, which resulted in a variety of often game‐like adaptive learning environments. However, there has been limited attention for the impact of these personalised learning technologies on children's learning efficiency. Does digital personalised learning, like popular claims insist, foster learning in young children?…
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes
Judging the order of numbers relies on familiarity rather than activating the mental number line
The relation between consciousness and attention: An empirical study using the priming paradigm
Mechanisms of masked priming: A meta-analysis
The extent to which unconscious information can influence behavior has been a topic of considerable debate throughout the history of psychology. A frequently used method for studying subliminal processing is the masked priming paradigm. The authors focused on studies in which this paradigm was used. Their aim was twofold: first, to assess the magnitude of subliminal priming across the literature and to determine whether subliminal primes are proc…
Conscious and unconscious proportion effects in masked priming
The asymmetry between top-down effects and unconscious cognition: Additional issues
Mechanisms of masked priming: A meta-analysis
The extent to which unconscious information can influence behavior has been a topic of considerable debate throughout the history of psychology. A frequently used method for studying subliminal processing is the masked priming paradigm. The authors focused on studies in which this paradigm was used. Their aim was twofold: first, to assess the magnitude of subliminal priming across the literature and to determine whether subliminal primes are proc…
Conscious and unconscious proportion effects in masked priming
The asymmetry between top-down effects and unconscious cognition: Additional issues
Mechanisms of masked priming: A meta-analysis
The extent to which unconscious information can influence behavior has been a topic of considerable debate throughout the history of psychology. A frequently used method for studying subliminal processing is the masked priming paradigm. The authors focused on studies in which this paradigm was used. Their aim was twofold: first, to assess the magnitude of subliminal priming across the literature and to determine whether subliminal primes are proc…
The relation between consciousness and attention: An empirical study using the priming paradigm
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes
Judging the order of numbers relies on familiarity rather than activating the mental number line
The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading
The home learning environment (HLE) has been considered to contribute to children’s early math and reading development. Previous studies examined the HLE by examining the influence of parent-child math and reading activities on math and reading outcomes, however also parents’ own perceptions of math and reading and their math anxiety (MA) and reading anxiety (RA) contribute to the HLE but the latter factors have been scarcely explored. The aim of…
Numerals do not need numerosities: Robust evidence for distinct numerical representations for symbolic and non-symbolic numbers
Combining Explicit and Sensitive Indices for Measuring L2 Vocabulary Learning Through Contextualized Input and Word-Focused Instruction
This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs. Participants ( N = 313, L1 = Dutch) completed a combination of explicit (form recognition, meaning r…
The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes
Adaptive educational games provide new opportunities to train early numerical skills. However, empirical evidence for the effectiveness of adaptive educational games is scarce. This study investigated the effectiveness of an adaptive game compared to a nonadaptive game in terms of cognitive, noncognitive and efficiency outcomes. In total, 84 children were randomly assigned to a condition in which children trained early numerical skills with an ad…
The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game
During the last decade, many governments and ed‐tech companies have demonstrated an increased interest in digital personalised learning, which resulted in a variety of often game‐like adaptive learning environments. However, there has been limited attention for the impact of these personalised learning technologies on children's learning efficiency. Does digital personalised learning, like popular claims insist, foster learning in young children?…
Symbolic number ordering strategies and math anxiety
Math anxiety results in a drop in performance on various math-related tasks, including the symbolic number ordering task in which participants decide whether a triplet of digits is presented in order (e.g. 3-5-7) or not (e.g. 3-7-5). We investigated whether the strategy repertoire and reaction times during a symbolic ordering task were affected by math anxiety. In study 1, participants performed an untimed symbolic number ordering task and indica…
The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis
Reading is a fundamental skill to acquire during children's school career. The present meta‐analysis examined research on the effectiveness of digital technologies to foster early reading skills during Tier‐1 interventions (ie, high‐quality core reading instruction which is intended to promote learning for all children). Unlike previous meta‐analyses, this meta‐analysis investigated the effectiveness in a broad way, taking into account cognitive …
Measuring the acuity of the approximate number system in young children
The approximate number system (ANS) is a hypothesized mechanism responsible for the representation and processing of numerical information in an imprecise fashion. According to the predominant theory, the ANS is essential in solving simple numerical tasks such as comparing which of two quantities is numerically larger, and some research has indicated that individual differences in its acuity influence higher-level mathematical performance. Becaus…
The presence of the reverse distance effect depends on the familiarity of the sequences being processed
Number order processing is thought to be characterised by a reverse distance effect whereby consecutive sequences (e.g., 1–2–3) are processed faster than non-consecutive sequences (e.g., 1–3–5). However, there is accumulating evidence that the reverse distance effect is not consistently observed. In this context, the present study investigated whether the presence of the reverse distance effect depends on the familiarity of the sequences being pr…
Are three zebras more than three frogs: Examining conceptual and physical congruency in numerosity judgements of familiar objects
Adaptive Feedback in Digital Educational Games: An Explanatory Item Response Theory Approach
From replication to extension: Unveiling student profiles in fraction comparison tasks
Primary School Teachers' Competence With Learning Analytics Dashboards: Beliefs, Skills and Teaching Behaviour
The role of verbal working memory load on number order processing: Evidence from an articulatory suppression paradigm
Although number order processing has received increasing research attention due to its association with arithmetic skills, its underlying cognitive mechanisms remain unclear. It has been suggested that highly familiar sequences (e.g., 1-2-3, 2-4-6) are processed faster because they are retrieved from memory. However, the involvement of verbal memory retrieval has not been directly tested and is usually inferred indirectly from participants' respo…
Numerical precision or inhibitory control? Exploring latent profiles in preschoolers' numerosity judgments
Information compression trumps accuracy when viewing groups of faces
Psychology (17 works) · Cognition (14 works) · Cognitive and developmental aspects of mathematical skills (12 works) · Cognitive psychology (9 works) · Computer Science (8 works) · Reading and Literacy Development (8 works) · Mathematics Education and Teaching Techniques (7 works) · Child Development and Digital Technology (5 works) · Developmental psychology (5 works) · Mathematics (5 works)