Huub Van Den Bergh
Biographic Data
| ID | 326822 |
|---|---|
| NAME | Huub Van Den Bergh |
| GIVEN NAMES | Huub Van Den |
| FAMILY NAME | Bergh |
| SIGNATURE | VAN DEN BERGH H |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-1320-5334 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Compositional Analysis of Writing Instructional Practices Performed with Digital Tools
Meta-analyses have consistently shown that ICT-supported writing interventions are effective, yet existing syntheses often provide limited insight into their instructional design. To address this gap, the present meta-analysis adopts a component-based instructional design perspective to examine which instructional features embedded in ICT-supported writing interventions are associated with improvements in students’ writing quality. We estimated t…
The Production-Comprehension Relationship in the Acquisition of Prosodic Focus Marking
Central to the debate on the production-comprehension relationship in prosodic development is the acquisition of the focus-to-prosody mapping in West Germanic languages. Past research primarily examined the production-comprehension relationship in 4- to 5-year-old English and Dutch-speaking children and yielded evidence both for and against a production-precedes-comprehension asymmetry. Recent research shows a protracted developmental trajectory …
How students perform synthesis tasks
In this study we examine process configurations in synthesis tasks. We study whether these configurations are students traits or vary within students per task. In a national survey with a representative sample of 658 Dutch upper-secondary school students, we collected writing tasks, registered students’ writing behaviors (via keylogging) and their task perceptions and assessed the quality of their texts. Each participant completed two informative…
Teaching argumentative synthesis writing through deliberative dialogues
A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades
In this meta‐analysis, the authors synthesize results from 44 (quasi‐)experimental studies on informational and narrative text structure interventions involving students in grades 4–6 in regular school settings. Findings show that text structure instruction had positive immediate effects on students’ reading comprehension but that effect sizes varied largely across outcome measures: questions (Hedges’ g = 0.25), summarization ( g = 0.57), recall …
Learning paths in synthesis writing
Why Are Negative Questions Difficult to Answer? On the Processing of Linguistic Contrasts in Surveys
Previous studies show that respondents are generally more likely to disagree with negative survey questions (e.g., This book is bad. Yes/No) than to agree with positive ones (e.g., This book is good. Yes/No). In the current research, we related this effect to the cognitive processes underlying question answering. Using eye-tracking, we show that during the initial reading of the question, negative evaluative terms (e.g., bad) require more process…
Effect of genre on the generalizability of writing scores
In the present study, aspects of the measurement of writing are disentangled in order to investigate the validity of inferences made on the basis of writing performance and to describe implications for the assessment of writing. To include genre as a facet in the measurement, we obtained writing scores of 12 texts in four different genres for each participating student. Results indicate that across raters, tasks and genres, only 10% of the varian…
Emergence of patterns of strategic competence in young plurilingual children involved in French international schools
In a previous study, we demonstrated that the experience of learning a new language positively influences the metacognitive awareness of young plurilingual children in terms of willingness to communicate and strategic competence. In the present study, we expanded the analyses of the observations of 101 children to examine two hypotheses. First, we hypothesized that the strategies reported by the children would group into a limited number of strat…
The influence of input on connective acquisition
The current study used growth curve analysis to study the role of input during the acquisition of the English causal connective because and its German counterpart weil . The corpora of five German and five English children and their adult caretakers (age range 0;10–4;3) were analyzed for the amount as well as for the type of connective use – imitated, elicited, and independent. The growth curves showed that children's elicited use developed faste…
The role of explicit contrast in adjective acquisition
Experimental studies demonstrate that contrast helps toddlers to extend the meanings of novel adjectives. This study explores whether antonym co-occurrence in spontaneous speech also has an effect on adjective use by the child. The authors studied adjective production in longitudinal speech samples from 16 children (16–36 months) acquiring eight different languages. Adjectives in child speech and child-directed speech were coded as either unrelat…
Quantifying the quality difference between L1 and L2 essays
It is the consensus that, as a result of the extra constraints placed on working memory, texts written in a second language (L2) are usually of lower quality than texts written in the first language (L1) by the same writer. However, no method is currently available for quantifying the quality difference between L1 and L2 texts. In the present study, we tested a rating procedure for enabling quality judgments of L1 and L2 texts on a single scale. …
The effect of observational learning on students' performance, processes, and motivation in two creative domains
Background. Previous research has shown that observation can be effective for learning in various domains, for example, argumentative writing and mathematics. The question in this paper is whether observational learning can also be beneficial when learning to perform creative tasks in visual and verbal arts.Aims. We hypothesized that observation has a positive effect on performance, process, and motivation. We expected similarity in competence be…
Measuring the quality of governmental websites in a controlled versus an online setting with the ‘Website Evaluation Questionnaire’
Agree or Disagree? Cognitive Processes in Answering Contrastive Survey Questions
Survey designers have long assumed that respondents who disagree with a negative question (“This policy is bad.”: Yes or No; 2-point scale) will agree with an equivalent positive question (“This policy is good.”: Yes or No; 2-point scale). However, experimental evidence has proven otherwise: Respondents are more likely to disagree with negative questions than to agree with positive ones. To explain these response effects for contrastive questions…
Absolutely relative or relatively absolute? The linguistic behavior of gradable adjectives and degree modifiers
Influence of the context of learning a language on the strategic competence of children
The present study was set up to evaluate the extent to which the context in which a foreign language is learned can influence the strategic competence of children. To assess this we conducted a series of think aloud protocols with 101 children. We compared children who have learned an additional language in a formal context (abbreviated LLE, i.e. Language Learning Experience) to those who have acquired two languages in a non-formal context and be…
Parental input and connective acquisition
In this study, the influence of parental input on the acquisition of discourse connectives was investigated. Three factors were hypothesized to play a role in contributing to the course of language acquisition: first, an increase in age, and hence, an increase in conceptual abilities; second, short-term frequency effects (effects of parental input in the space of one recording); and third, long-term frequency effects (effects of the cumulative pa…
Language learning experience in school context and metacognitive awareness of multilingual children
What is the influence of a language learning experience (LLE) in a school context on the metacognitive development of children? To answer that question, we presented 54 multilingual preschoolers with two movie clips and examined their reactions to an exolingual situation of communication. These preschoolers were aged four and a half to six and a half. We observed how they treated the reception of information during situations of communication in …
Examples of mixed-effects modeling with crossed random effects and with binomial data
Differences in Process and Process-Product Relations in L2 Writing
This study examines whether writers vary how they write under influence of the changing task situation when writing in a second language (L2) and, if so, whether differences in the way they write are related to variations in text quality. Twenty first year students wrote four texts each in their L2 (English) under think-aloud conditions. The analysis focused on four cognitive activities: Reading the assignment and sources, Planning, Generating id…
The effects of adapting a writing course to students' writing strategies
Background. When writing a text, students are required to do several things simultaneously. They have to plan, translate and review, which involve demanding cognitive processes. In order to handle this complexity, writers need to develop a writing strategy. The two most well-defined writing strategies that have been identified, are those of a planning strategy and a revising strategy.Aims. To establish whether students will be more competent in m…
On multi-level modeling of data from repeated measures designs
Students' expectations about the processing demandsof teacher-made tests
Teachers' task demands, students' test expectations, and actual test content
Background: Previous studies on instructional importance show that individual students and their teachers differ in the topics that they consider important in the context of an upcoming teacher-made test.Aims: This study aimed to examine whether such differences between students' test expectations and teachers' intended task demands can be explained by the actual test content.Samples: Participants were history teachers (N=19) and their 11th-grade…
Why Are Negative Questions Difficult to Answer? On the Processing of Linguistic Contrasts in Surveys
Previous studies show that respondents are generally more likely to disagree with negative survey questions (e.g., This book is bad. Yes/No) than to agree with positive ones (e.g., This book is good. Yes/No). In the current research, we related this effect to the cognitive processes underlying question answering. Using eye-tracking, we show that during the initial reading of the question, negative evaluative terms (e.g., bad) require more process…
Measuring the quality of governmental websites in a controlled versus an online setting with the ‘Website Evaluation Questionnaire’
Agree or Disagree? Cognitive Processes in Answering Contrastive Survey Questions
Survey designers have long assumed that respondents who disagree with a negative question (“This policy is bad.”: Yes or No; 2-point scale) will agree with an equivalent positive question (“This policy is good.”: Yes or No; 2-point scale). However, experimental evidence has proven otherwise: Respondents are more likely to disagree with negative questions than to agree with positive ones. To explain these response effects for contrastive questions…
A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades
In this meta‐analysis, the authors synthesize results from 44 (quasi‐)experimental studies on informational and narrative text structure interventions involving students in grades 4–6 in regular school settings. Findings show that text structure instruction had positive immediate effects on students’ reading comprehension but that effect sizes varied largely across outcome measures: questions (Hedges’ g = 0.25), summarization ( g = 0.57), recall …
Effects of Introductions in Large-Scale Telephone Survey Interviews
In this article, the effect of four different introductions on response rates in large-scale telephone surveys in the Netherlands in investigated. Three standardized scripted introductions with different numbers of content elements, in addition to a fourth agendabased introduction, were distinguished. In the latter, the interviewers formulated their own introductions on the basis of a limited number of catchwords. A total of 1,831 first telephone…
The effect of observational learning on students' performance, processes, and motivation in two creative domains
Background. Previous research has shown that observation can be effective for learning in various domains, for example, argumentative writing and mathematics. The question in this paper is whether observational learning can also be beneficial when learning to perform creative tasks in visual and verbal arts.Aims. We hypothesized that observation has a positive effect on performance, process, and motivation. We expected similarity in competence be…
Absolutely relative or relatively absolute? The linguistic behavior of gradable adjectives and degree modifiers
The effects of adapting a writing course to students' writing strategies
Background. When writing a text, students are required to do several things simultaneously. They have to plan, translate and review, which involve demanding cognitive processes. In order to handle this complexity, writers need to develop a writing strategy. The two most well-defined writing strategies that have been identified, are those of a planning strategy and a revising strategy.Aims. To establish whether students will be more competent in m…
Teachers' task demands, students' test expectations, and actual test content
Background: Previous studies on instructional importance show that individual students and their teachers differ in the topics that they consider important in the context of an upcoming teacher-made test.Aims: This study aimed to examine whether such differences between students' test expectations and teachers' intended task demands can be explained by the actual test content.Samples: Participants were history teachers (N=19) and their 11th-grade…
Comparison of two german language courses in dutch secondary education
Departmental effectiveness in the third year of Dutch secondary education
Effects of Introductions in Large-Scale Telephone Survey Interviews
In this article, the effect of four different introductions on response rates in large-scale telephone surveys in the Netherlands in investigated. Three standardized scripted introductions with different numbers of content elements, in addition to a fourth agendabased introduction, were distinguished. In the latter, the interviewers formulated their own introductions on the basis of a limited number of catchwords. A total of 1,831 first telephone…
The dimensionality of speaking and writing
Background: This article addresses the question whether communication apprehension (CA) should be regarded as a unidimensional or alternatively as a multidimensional construct. The answer is not only interesting from a theoretical point of view. There might also be practical implications for the treatment of CA. If CA were to appear to be unidimensional and a student's level of CA were to be the same across situations and tasks, there would be no…
On multi-level modeling of data from repeated measures designs
Students' expectations about the processing demandsof teacher-made tests
Teachers' task demands, students' test expectations, and actual test content
Background: Previous studies on instructional importance show that individual students and their teachers differ in the topics that they consider important in the context of an upcoming teacher-made test.Aims: This study aimed to examine whether such differences between students' test expectations and teachers' intended task demands can be explained by the actual test content.Samples: Participants were history teachers (N=19) and their 11th-grade…
The effects of adapting a writing course to students' writing strategies
Background. When writing a text, students are required to do several things simultaneously. They have to plan, translate and review, which involve demanding cognitive processes. In order to handle this complexity, writers need to develop a writing strategy. The two most well-defined writing strategies that have been identified, are those of a planning strategy and a revising strategy.Aims. To establish whether students will be more competent in m…
Examples of mixed-effects modeling with crossed random effects and with binomial data
Differences in Process and Process-Product Relations in L2 Writing
This study examines whether writers vary how they write under influence of the changing task situation when writing in a second language (L2) and, if so, whether differences in the way they write are related to variations in text quality. Twenty first year students wrote four texts each in their L2 (English) under think-aloud conditions. The analysis focused on four cognitive activities: Reading the assignment and sources, Planning, Generating id…
Parental input and connective acquisition
In this study, the influence of parental input on the acquisition of discourse connectives was investigated. Three factors were hypothesized to play a role in contributing to the course of language acquisition: first, an increase in age, and hence, an increase in conceptual abilities; second, short-term frequency effects (effects of parental input in the space of one recording); and third, long-term frequency effects (effects of the cumulative pa…
Language learning experience in school context and metacognitive awareness of multilingual children
What is the influence of a language learning experience (LLE) in a school context on the metacognitive development of children? To answer that question, we presented 54 multilingual preschoolers with two movie clips and examined their reactions to an exolingual situation of communication. These preschoolers were aged four and a half to six and a half. We observed how they treated the reception of information during situations of communication in …
Influence of the context of learning a language on the strategic competence of children
The present study was set up to evaluate the extent to which the context in which a foreign language is learned can influence the strategic competence of children. To assess this we conducted a series of think aloud protocols with 101 children. We compared children who have learned an additional language in a formal context (abbreviated LLE, i.e. Language Learning Experience) to those who have acquired two languages in a non-formal context and be…
Agree or Disagree? Cognitive Processes in Answering Contrastive Survey Questions
Survey designers have long assumed that respondents who disagree with a negative question (“This policy is bad.”: Yes or No; 2-point scale) will agree with an equivalent positive question (“This policy is good.”: Yes or No; 2-point scale). However, experimental evidence has proven otherwise: Respondents are more likely to disagree with negative questions than to agree with positive ones. To explain these response effects for contrastive questions…
Absolutely relative or relatively absolute? The linguistic behavior of gradable adjectives and degree modifiers
Measuring the quality of governmental websites in a controlled versus an online setting with the ‘Website Evaluation Questionnaire’
Emergence of patterns of strategic competence in young plurilingual children involved in French international schools
In a previous study, we demonstrated that the experience of learning a new language positively influences the metacognitive awareness of young plurilingual children in terms of willingness to communicate and strategic competence. In the present study, we expanded the analyses of the observations of 101 children to examine two hypotheses. First, we hypothesized that the strategies reported by the children would group into a limited number of strat…
The influence of input on connective acquisition
The current study used growth curve analysis to study the role of input during the acquisition of the English causal connective because and its German counterpart weil . The corpora of five German and five English children and their adult caretakers (age range 0;10–4;3) were analyzed for the amount as well as for the type of connective use – imitated, elicited, and independent. The growth curves showed that children's elicited use developed faste…
The role of explicit contrast in adjective acquisition
Experimental studies demonstrate that contrast helps toddlers to extend the meanings of novel adjectives. This study explores whether antonym co-occurrence in spontaneous speech also has an effect on adjective use by the child. The authors studied adjective production in longitudinal speech samples from 16 children (16–36 months) acquiring eight different languages. Adjectives in child speech and child-directed speech were coded as either unrelat…
Quantifying the quality difference between L1 and L2 essays
It is the consensus that, as a result of the extra constraints placed on working memory, texts written in a second language (L2) are usually of lower quality than texts written in the first language (L1) by the same writer. However, no method is currently available for quantifying the quality difference between L1 and L2 texts. In the present study, we tested a rating procedure for enabling quality judgments of L1 and L2 texts on a single scale. …
The effect of observational learning on students' performance, processes, and motivation in two creative domains
Background. Previous research has shown that observation can be effective for learning in various domains, for example, argumentative writing and mathematics. The question in this paper is whether observational learning can also be beneficial when learning to perform creative tasks in visual and verbal arts.Aims. We hypothesized that observation has a positive effect on performance, process, and motivation. We expected similarity in competence be…
Effect of genre on the generalizability of writing scores
In the present study, aspects of the measurement of writing are disentangled in order to investigate the validity of inferences made on the basis of writing performance and to describe implications for the assessment of writing. To include genre as a facet in the measurement, we obtained writing scores of 12 texts in four different genres for each participating student. Results indicate that across raters, tasks and genres, only 10% of the varian…
Why Are Negative Questions Difficult to Answer? On the Processing of Linguistic Contrasts in Surveys
Previous studies show that respondents are generally more likely to disagree with negative survey questions (e.g., This book is bad. Yes/No) than to agree with positive ones (e.g., This book is good. Yes/No). In the current research, we related this effect to the cognitive processes underlying question answering. Using eye-tracking, we show that during the initial reading of the question, negative evaluative terms (e.g., bad) require more process…
Learning paths in synthesis writing
Teaching argumentative synthesis writing through deliberative dialogues
Psychology (26 works) · Mathematics education (18 works) · Computer Science (15 works) · Linguistics (14 works) · Cognitive psychology (9 works) · Developmental psychology (9 works) · Pedagogy (8 works) · EFL/ESL Teaching and Learning (7 works) · Mathematics (7 works) · Statistics (7 works)