Johannes E H Van Luit
Biographic Data
| ID | 2746582 |
|---|---|
| NAME | Johannes E H Van Luit |
| GIVEN NAMES | Johannes E H |
| FAMILY NAME | Van Luit |
| SIGNATURE | VAN LUIT J E H |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-9614-5356 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Nursing students’ satisfaction with the instructional design of a computer-based virtual learning environment for mathematical medication learning
Computer-based virtual learning environments (CBVLEs) have attracted attention as a learning innovation that can foster students’ self-efficacy and intrinsic motivation. Research on the instructional design regarding these aspects of learning in a virtual learning environment is rather piecemeal. This study investigates the instructional design of a CBVLE for mathematical medication learning by nursing students in vocational education. The instru…
Prepulse Inhibition and P50 Suppression in Relation to Creativity and Attention: Dispersed Attention Beneficial to Quantitative but Not Qualitative Measures of Divergent Thinking
The current study investigated whether lower sensory and sensorimotor gating were related to higher levels of creativity and/or attentional difficulties in a natural population of primary school children (9- to 13-year-old). Gating abilities were measured with P50 suppression and prepulse inhibition of the startle reflex (PPI). The final sample included 65 participants in the P50 analyses and 37 participants in the PPI analyses. Our results showe…
Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter
Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual‐spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual‐spatial working memory on math achiev…
Impact of Children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development
Visual working memory and number sense: Testing the double deficit hypothesis in mathematics
BackgroundEvidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis.AimsThe aim of this study was to test the DD hypothesis within a longitudinal time span of 2 years.SampleA total of 670 children participated. The mea…
Working memory and mathematics in primary school children: A meta-analysis
Mathematical and cognitive predictors of the development of mathematics
Longitudinal study of low and high achievers in early mathematics
Background. Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years.Aims. This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5-7 years.Sample. A randomly selected sample of 127 students (64 female; 63 male) participated. At the start of the …
Early numeracy in low‐performing young children
The aim of this study was to explore the early numeracy of low‐performing young children. The mean age of the children was six years and four months. The 511 participants belonged to three groups: multi‐language children, children with special educational needs and children with average performance. The results showed that there were significant group differences in early numeracy: the children in the reference group had better relational and cou…
The Development of Early Numeracy in Europe
This article describes a limited longitudinal European study of young children’s early numeracy development within three testing cycles, onaverage, at the mid-point and towards the end of their fifth to sixth year and again at the mid-point of their sixth to seventh year. Assessment was carried out using the Utrecht Early Numeracy Test (ENT) (Van Luit, Van de Rijt and Pennings, 1994). The multilevel modelling method of analysis used for the study…
The Construction of the Utrecht Early Mathematical Competence Scales
The Construction of the Utrecht Early Mathematical Competence Scales
The purpose of the research presented was to construct the Utrecht Early Mathematical Competence Scales to assess the developmental level of early mathematical competence in children ages 4 to 7 years. Eight mathematically different domains were distinguished, and an initial pool of 120 items was developed. The items were administered to 823 boys and girls in the 4-to 7-year age groups. Results demonstrate that the generalized one-parameter logis…
The Development of Early Numeracy in Europe
This article describes a limited longitudinal European study of young children’s early numeracy development within three testing cycles, onaverage, at the mid-point and towards the end of their fifth to sixth year and again at the mid-point of their sixth to seventh year. Assessment was carried out using the Utrecht Early Numeracy Test (ENT) (Van Luit, Van de Rijt and Pennings, 1994). The multilevel modelling method of analysis used for the study…
Impact of Children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development
Longitudinal study of low and high achievers in early mathematics
Background. Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years.Aims. This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5-7 years.Sample. A randomly selected sample of 127 students (64 female; 63 male) participated. At the start of the …
Early numeracy in low‐performing young children
The aim of this study was to explore the early numeracy of low‐performing young children. The mean age of the children was six years and four months. The 511 participants belonged to three groups: multi‐language children, children with special educational needs and children with average performance. The results showed that there were significant group differences in early numeracy: the children in the reference group had better relational and cou…
The Construction of the Utrecht Early Mathematical Competence Scales
The Construction of the Utrecht Early Mathematical Competence Scales
The purpose of the research presented was to construct the Utrecht Early Mathematical Competence Scales to assess the developmental level of early mathematical competence in children ages 4 to 7 years. Eight mathematically different domains were distinguished, and an initial pool of 120 items was developed. The items were administered to 823 boys and girls in the 4-to 7-year age groups. Results demonstrate that the generalized one-parameter logis…
The Development of Early Numeracy in Europe
This article describes a limited longitudinal European study of young children’s early numeracy development within three testing cycles, onaverage, at the mid-point and towards the end of their fifth to sixth year and again at the mid-point of their sixth to seventh year. Assessment was carried out using the Utrecht Early Numeracy Test (ENT) (Van Luit, Van de Rijt and Pennings, 1994). The multilevel modelling method of analysis used for the study…
Early numeracy in low‐performing young children
The aim of this study was to explore the early numeracy of low‐performing young children. The mean age of the children was six years and four months. The 511 participants belonged to three groups: multi‐language children, children with special educational needs and children with average performance. The results showed that there were significant group differences in early numeracy: the children in the reference group had better relational and cou…
Mathematical and cognitive predictors of the development of mathematics
Longitudinal study of low and high achievers in early mathematics
Background. Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years.Aims. This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5-7 years.Sample. A randomly selected sample of 127 students (64 female; 63 male) participated. At the start of the …
Working memory and mathematics in primary school children: A meta-analysis
Visual working memory and number sense: Testing the double deficit hypothesis in mathematics
BackgroundEvidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis.AimsThe aim of this study was to test the DD hypothesis within a longitudinal time span of 2 years.SampleA total of 670 children participated. The mea…
Impact of Children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development
Prepulse Inhibition and P50 Suppression in Relation to Creativity and Attention: Dispersed Attention Beneficial to Quantitative but Not Qualitative Measures of Divergent Thinking
The current study investigated whether lower sensory and sensorimotor gating were related to higher levels of creativity and/or attentional difficulties in a natural population of primary school children (9- to 13-year-old). Gating abilities were measured with P50 suppression and prepulse inhibition of the startle reflex (PPI). The final sample included 65 participants in the P50 analyses and 37 participants in the PPI analyses. Our results showe…
Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter
Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual‐spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual‐spatial working memory on math achiev…
Nursing students’ satisfaction with the instructional design of a computer-based virtual learning environment for mathematical medication learning
Computer-based virtual learning environments (CBVLEs) have attracted attention as a learning innovation that can foster students’ self-efficacy and intrinsic motivation. Research on the instructional design regarding these aspects of learning in a virtual learning environment is rather piecemeal. This study investigates the instructional design of a CBVLE for mathematical medication learning by nursing students in vocational education. The instru…
Psychology (11 works) · Cognitive and developmental aspects of mathematical skills (8 works) · Developmental psychology (7 works) · Mathematics (6 works) · Mathematics education (5 works) · Mathematics Education and Teaching Techniques (5 works) · Social Psychology (5 works) · Statistics (4 works) · Cognitive psychology (3 works) · Fluency (3 works)