Bert De Smedt
Bert De Smedt
Professor, Faculty of Psychology and Educational Sciences, University of Leuven
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Cited by
Cited by
Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence: A meta‐analysis
M Schneider, K Beeres, L Coban, S Merz, S Susan Schmidt, J Stricker, ...
Developmental science 20 (3), e12372, 2017
How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and …
B De Smedt, MP Noël, C Gilmore, D Ansari
Trends in Neuroscience and Education 2 (2), 48-55, 2013
Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade
B De Smedt, R Janssen, K Bouwens, L Verschaffel, B Boets, ...
Journal of experimental child psychology 103 (2), 186-201, 2009
The predictive value of numerical magnitude comparison for individual differences in mathematics achievement
B De Smedt, L Verschaffel, P Ghesquière
Journal of experimental child psychology 103 (4), 469-479, 2009
Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties
B De Smedt, CK Gilmore
Journal of experimental child psychology 108 (2), 278-292, 2011
Association between basic numerical abilities and mathematics achievement
D Sasanguie, B De Smedt, E Defever, B Reynvoet
British Journal of Developmental Psychology 30 (2), 344-357, 2012
How is phonological processing related to individual differences in children’s arithmetic skills?
B De Smedt, J Taylor, L Archibald, D Ansari
Developmental science 13 (3), 508-520, 2010
Neuroeducation–a critical overview of an emerging field
D Ansari, B De Smedt, RH Grabner
Neuroethics 5, 105-117, 2012
Connecting Education and Cognitive Neuroscience: Where will the journey take us?
D Ansari, D Coch, B De Smedt
Educational philosophy and theory 43 (1), 37-42, 2011
Effects of problem size and arithmetic operation on brain activation during calculation in children with varying levels of arithmetical fluency
B De Smedt, ID Holloway, D Ansari
Neuroimage 57 (3), 771-781, 2011
Arithmetic in the developing brain: A review of brain imaging studies
L Peters, B De Smedt
Developmental Cognitive Neuroscience 30, 265-279, 2018
Modelling relations between sensory processing, speech perception, orthographic and phonological ability, and literacy achievement
B Boets, J Wouters, A Van Wieringen, B De Smedt, P Ghesquiere
Brain and language 106 (1), 29-40, 2008
Associations of number line estimation with mathematical competence: A meta‐analysis
M Schneider, S Merz, J Stricker, B De Smedt, J Torbeyns, L Verschaffel, ...
Child development 89 (5), 1467-1484, 2018
The principles and practices of educational neuroscience: Comment on Bowers (2016).
PA Howard-Jones, S Varma, D Ansari, B Butterworth, B De Smedt, ...
American Psychological Association 123 (5), 620, 2016
Phonological processing and arithmetic fact retrieval: Evidence from developmental dyslexia
B De Smedt, B Boets
Neuropsychologia 48 (14), 3973-3981, 2010
Intellectual abilities in a large sample of children with velo–cardio–facial syndrome: an update
B De Smedt, K Devriendt, JP Fryns, A Vogels, M Gewillig, A Swillen
Journal of Intellectual Disability Research 51 (9), 666-670, 2007
Towards a further characterization of phonological and literacy problems in Dutch‐speaking children with dyslexia
B Boets, B De Smedt, L Cleuren, E Vandewalle, J Wouters, P Ghesquière
British Journal of Developmental Psychology 28 (1), 5-31, 2010
Format-dependent representations of symbolic and non-symbolic numbers in the human cortex as revealed by multi-voxel pattern analyses
J Bulthé, B De Smedt, HPO de Beeck
NeuroImage 87, 311-322, 2014
A validation of eye movements as a measure of elementary school children's developing number sense
M Schneider, A Heine, V Thaler, J Torbeyns, B De Smedt, L Verschaffel, ...
Cognitive Development 23 (3), 409-422, 2008
Numerical magnitude representations and individual differences in children's arithmetic strategy use
K Vanbinst, P Ghesquiere, B De Smedt
Mind, Brain, and Education 6 (3), 129-136, 2012
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