Pol Ghesquière
Biographic Data
| ID | 2748438 |
|---|---|
| NAME | Pol Ghesquière |
| GIVEN NAMES | Pol |
| FAMILY NAME | Ghesquière |
| SIGNATURE | GHESQUIÈRE P |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0001-9056-7550 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Cognitive Profiles in Preschool Children at Risk for Co-Occurring Dyslexia and ADHD
Developmental dyslexia and attention-deficit/hyperactivity disorder (ADHD) co-occur in 15–40% of individuals diagnosed with one disorder. Despite substantial research on the cognitive profiles of preschoolers at risk for either dyslexia or ADHD, studies have neglected children at risk for co-occurring dyslexia and ADHD. Thus, our study compared the cognitive profile of preschoolers at risk for dyslexia with the profile of children at risk for co-…
Morphological Processing in Children with Developmental Dyslexia
This study examined the processing of derivational morphology and its association with early phonological skills of 24 Dutch‐speaking children with dyslexia and 46 controls matched for age. A masked priming experiment was conducted where the semantic overlap between morphologically related pairs was manipulated as part of a lexical decision task. Results suggest that morphological processing is intact in children with dyslexia when compared to ag…
Pre-literacy heterogeneity in Dutch-speaking kindergartners
Cross-domain associations of key cognitive correlates of early reading and early arithmetic in 5-year-olds
Crossing the bridge to elementary school
Numerical magnitude processing impairments in genetic syndromes
Cross-syndrome comparisons offer an important window onto understanding heterogeneity in mathematical learning disabilities or dyscalculia. The present study therefore investigated symbolic numerical magnitude processing in two genetic syndromes that are both characterized by mathematical learning disabilities: Turner syndrome and 22q11.2 deletion syndrome (22q11DS). We further verified whether the phenotypic outcomes of these syndromes emerged f…
Children's understanding of the addition/subtraction complement principle
BACKGROUND: In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal techniques. AIM: This contribution aimed at deepening our understanding of children's knowledge of the…
Children's use of addition to solve two‐digit subtraction problems
Subtraction problems of the type M − S = ? can be solved with various mental calculation strategies. We investigated fourth‐ to sixth‐graders' use of the subtraction by addition strategy, first by fitting regression models to the reaction times of 32 two‐digit subtractions. These models represented three different strategy use patterns: the use of direct subtraction, subtraction by addition, and switching between the two strategies based on the m…
Use of indirect addition in adults’ mental subtraction in the number domain up to 1,000
This study examined adults' use of indirect addition and direct subtraction strategies on multi-digit subtractions in the number domain up to 1,000. Seventy students who differed in their level of arithmetic ability solved multi-digit subtractions in one choice and two no-choice conditions. Against the background of recent findings in elementary subtraction, we manipulated the size of the subtrahend compared to the difference and only selected it…
Working memory and individual differences in mathematics achievement
Analogy, Frequency, and Sound Change. The Case of Dutch Devoicing
This study investigates the roles of phonetic analogy and lexical frequency in an ongoing sound change, the devoicing of fricatives in Dutch, which occurs mainly in the Netherlands and to a lesser degree in Flanders. In the experiment, Dutch and Flemish students read two variants of 98 words: the standard and a nonstandard form with the incorrect voice value of the fricative. Dutch students chose the non-standard forms with devoiced fricatives mo…
The grassroots community in the vanguard of inclusion
More than a decade has passed since Rwanda was plunged into the most atrocious genocide of our time. Hundreds of thousands of lives were lost and many more were left in desperate conditions. The economic and social reconstruction of the country has since dominated the national agenda for recovery. It is within this reform agenda that this paper looks at the situation of the post‐genocide young people with disabilities and the possible pathways fo…
Supporting the educational career of children from divorced families
This study investigated experiences and needs concerning (supporting) children's school career among parents in divorced lone‐parent and stepfamilies. Forty custodial parents from a variety of divorced family situations responded to an in‐depth interview. The interview data were analysed using qualitative methods. The results show a variety of experiences and needs for support among different families. In general, a respectful attitude from the s…
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…
Crossing the bridge to elementary school
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…
Cross-domain associations of key cognitive correlates of early reading and early arithmetic in 5-year-olds
The grassroots community in the vanguard of inclusion
More than a decade has passed since Rwanda was plunged into the most atrocious genocide of our time. Hundreds of thousands of lives were lost and many more were left in desperate conditions. The economic and social reconstruction of the country has since dominated the national agenda for recovery. It is within this reform agenda that this paper looks at the situation of the post‐genocide young people with disabilities and the possible pathways fo…
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…
Supporting the educational career of children from divorced families
This study investigated experiences and needs concerning (supporting) children's school career among parents in divorced lone‐parent and stepfamilies. Forty custodial parents from a variety of divorced family situations responded to an in‐depth interview. The interview data were analysed using qualitative methods. The results show a variety of experiences and needs for support among different families. In general, a respectful attitude from the s…
The grassroots community in the vanguard of inclusion
More than a decade has passed since Rwanda was plunged into the most atrocious genocide of our time. Hundreds of thousands of lives were lost and many more were left in desperate conditions. The economic and social reconstruction of the country has since dominated the national agenda for recovery. It is within this reform agenda that this paper looks at the situation of the post‐genocide young people with disabilities and the possible pathways fo…
Analogy, Frequency, and Sound Change. The Case of Dutch Devoicing
This study investigates the roles of phonetic analogy and lexical frequency in an ongoing sound change, the devoicing of fricatives in Dutch, which occurs mainly in the Netherlands and to a lesser degree in Flanders. In the experiment, Dutch and Flemish students read two variants of 98 words: the standard and a nonstandard form with the incorrect voice value of the fricative. Dutch students chose the non-standard forms with devoiced fricatives mo…
Working memory and individual differences in mathematics achievement
Use of indirect addition in adults’ mental subtraction in the number domain up to 1,000
This study examined adults' use of indirect addition and direct subtraction strategies on multi-digit subtractions in the number domain up to 1,000. Seventy students who differed in their level of arithmetic ability solved multi-digit subtractions in one choice and two no-choice conditions. Against the background of recent findings in elementary subtraction, we manipulated the size of the subtrahend compared to the difference and only selected it…
Children's use of addition to solve two‐digit subtraction problems
Subtraction problems of the type M − S = ? can be solved with various mental calculation strategies. We investigated fourth‐ to sixth‐graders' use of the subtraction by addition strategy, first by fitting regression models to the reaction times of 32 two‐digit subtractions. These models represented three different strategy use patterns: the use of direct subtraction, subtraction by addition, and switching between the two strategies based on the m…
Numerical magnitude processing impairments in genetic syndromes
Cross-syndrome comparisons offer an important window onto understanding heterogeneity in mathematical learning disabilities or dyscalculia. The present study therefore investigated symbolic numerical magnitude processing in two genetic syndromes that are both characterized by mathematical learning disabilities: Turner syndrome and 22q11.2 deletion syndrome (22q11DS). We further verified whether the phenotypic outcomes of these syndromes emerged f…
Children's understanding of the addition/subtraction complement principle
BACKGROUND: In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal techniques. AIM: This contribution aimed at deepening our understanding of children's knowledge of the…
Crossing the bridge to elementary school
Cross-domain associations of key cognitive correlates of early reading and early arithmetic in 5-year-olds
Pre-literacy heterogeneity in Dutch-speaking kindergartners
Morphological Processing in Children with Developmental Dyslexia
This study examined the processing of derivational morphology and its association with early phonological skills of 24 Dutch‐speaking children with dyslexia and 46 controls matched for age. A masked priming experiment was conducted where the semantic overlap between morphologically related pairs was manipulated as part of a lexical decision task. Results suggest that morphological processing is intact in children with dyslexia when compared to ag…
Cognitive Profiles in Preschool Children at Risk for Co-Occurring Dyslexia and ADHD
Developmental dyslexia and attention-deficit/hyperactivity disorder (ADHD) co-occur in 15–40% of individuals diagnosed with one disorder. Despite substantial research on the cognitive profiles of preschoolers at risk for either dyslexia or ADHD, studies have neglected children at risk for co-occurring dyslexia and ADHD. Thus, our study compared the cognitive profile of preschoolers at risk for dyslexia with the profile of children at risk for co-…
Psychology (12 works) · Cognitive and developmental aspects of mathematical skills (10 works) · Reading and Literacy Development (8 works) · Cognitive psychology (7 works) · Developmental psychology (7 works) · Mathematics (7 works) · Cognition (6 works) · Arithmetic (4 works) · Linguistics (4 works) · Mathematics Education and Teaching Techniques (4 works)