RT @CoolenIlse: I'm on the look-out for (preferably free) digital spatial tasks for children 5-7 years (for training or not). In particular….

RT @raziraes: We're hiring a new colleague professor in experimental clinical psychology who is well-versed in learning psychology, experim….

Join millions who have switched to Grok.

And thank you @davidjpurpura @ekfarran @polortho for being wondeful examiners!.

We have a new doctor in the lab! Big congrats to @cogpsyc_eylul!!!

In a follow-up intervention project, we are observing that easy and brief storybook reading, with a focus on math language, by kindergarten teachers successfully improved math language in children, especially in DLLs… Paper under way … (12/12).

Our findings point to the critical role of mathematical language in young children’s mathematical abilities. They suggest that this could be an area of concern in DLLs. (11/12).

All findings held when we controlled for socioeconomic background, a variable on which the groups unfortunately could not be matched. They all held when spatial ability was additionally controlled for. (10/12).

Associations between components of mathematical language and mathematical abilities were similar across DLLs and SLLs, except for the relation between spatial language and geometry, which was weaker in DLLs. (9/12).

Results revealed that DLLs obtained lower scores than SLLs in quantitative and spatial language, mathematical abilities, general vocabulary, but not in spatial skills. (8/12).

All children, including DLLs, were only tested in the language of instruction (i.e., Dutch) in which DLLs exhibited varying levels of proficiency. (7/12).

We assessed children’s quantitative and spatial language, their mathematical abilities (numerical competencies, geometry, and measurement), as well as their general vocabulary and spatial skills. (6/12).

We investigated the associations between components of mathematical language and different mathematical abilities in 75 DLLs and compared them to 75 age- and sex-matched SLLs (5/12).

We examined this issue in kindergarten in Flanders (Belgium), a context with a large and diverse (more than 20 native languages) number of DLLs in where the language of instruction is restricted to Dutch. (4/12).

Most of this research has been restricted to single language learners (SLLs) and often excluded dual language learners (DLLs) from their samples raising questions about the generalizability of these findings in SLLs to DLLs. (3/12).

We know that young children’s understanding of mathematical language terms (before, after, less, more, …) is critical for their mathematical development. (2/12).

New from the lab: Mathematical language and mathematical abilities in 5-year-old dual language learners by @cogpsyc_eylul who will defend her Phd next week. With support from @FWOVlaanderen (1/12).

Good times! Lovely gig at the Depot Leuven with the Big Brain Band at the #breinfestijn @leuvenbrainins1

@FWOVlaanderen @KULeuven As a result, educators will be much better able to align their instruction with the high achievers' zone of proximal development, which has the potential for more meaningful learning, maintains high levels of motivation and prevents them from boredom. (14/14).

@FWOVlaanderen @KULeuven These data suggest that such complex mathematical abilities could be already much earlier the focus of math instruction for children with (potential for) high math achievement. (13/14).

@FWOVlaanderen @KULeuven The high math achievers are already able, before the start of school, to execute complex mathematical abilities, such as proportional reasoning, which typically emerge much later in the primary school mathematics curriculum. (12/14).