The effects of special educational needs and socioeconomic status on teachers' and parents' judgements of pupils' cognitive abilities.

Background: Teachers' and parents' judgements of pupils' cognitive abilities influence pupils' daily learning opportunities and experiences, as these judgements affect the difficulty level of materials and instruction that teachers and parents provide. Over time, these judgements thus significantly shape educational success. However, pupils' characteristics, such as special educational needs (SEN), giftedness and socioeconomic status (SES) can influence and bias judgement accuracy.

Human neuronal excitation/inhibition balance explains and predicts neurostimulation induced learning benefits.

Previous research has highlighted the role of the excitation/inhibition (E/I) ratio for typical and atypical development, mental health, cognition, and learning. Other research has highlighted the benefits of high-frequency transcranial random noise stimulation (tRNS)-an excitatory form of neurostimulation-on learning. We examined the E/I as a potential mechanism and studied whether tRNS effect on learning depends on E/I as measured by the aperiodic exponent as its putative marker.

Towards an Integrative Model of Math Cognition: Interactions between Working Memory and Emotions in Explaining Children's Math Performance.

Individual variation in mathematical skills can be ascribed to differences in cognitive ability, but also to students' emotional experiences of mathematics, such as enjoyment and anxiety. The current study investigated how the interplay of working memory with math anxiety and enjoyment explains mathematical performance in primary school students. We also explored whether these relations differed with the type of math test and students' age.

Impact of the COVID-19 lockdown on gifted and non-gifted primary school students' well-being and motivation from a self-determination perspective.

This study examined the impact of the COVID-19-induced school lockdown on need satisfaction, well-being and motivation in both gifted and non-gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well-being and motivation.

Predicting Math Ability Using Working Memory, Number Sense, and Neurophysiology in Children and Adults.

Previous work has shown relations between domain-general processes, domain-specific processes, and mathematical ability. However, the underlying neurophysiological effects of mathematical ability are less clear. Recent evidence highlighted the potential role of beta oscillations in mathematical ability.

Personalized brain stimulation for effective neurointervention across participants.

Accumulating evidence from human-based research has highlighted that the prevalent one-size-fits-all approach for neural and behavioral interventions is inefficient. This approach can benefit one individual, but be ineffective or even detrimental for another. Studying the efficacy of the large range of different parameters for different individuals is costly, time-consuming and requires a large sample size that makes such research impractical and hinders effective interventions.

The relevance of subtyping children with mathematical learning disabilities.

Background: Profiles of mathematical learning disability (MLD) have been conceptualized in the literature, but empirical evidence to support them based on academic and cognitive characteristics is lacking.

Aims: We examined whether profiles of mathematics performance can empirically be identified and whether the identified profiles also differ in underlying cognitive skills.

Methods And Procedures: Latent profile analysis in 281 fourth-graders.

Early Executive Function at Age Two Predicts Emergent Mathematics and Literacy at Age Five.

Previous work has shown that individual differences in executive function (EF) are predictive of academic skills in preschoolers, kindergartners, and older children. Across studies, EF is a stronger predictor of emergent mathematics than literacy. However, research on EF in children below age three is scarce, and it is currently unknown whether EF, as assessed in toddlerhood, predicts emergent academic skills a few years later.

Self-concept mediates the relation between achievement and emotions in mathematics.

Background: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e.

The structure of executive functions in children: a closer examination of inhibition, shifting, and updating.

An increasing number of studies has investigated the latent factor structure of executive functions. Some studies found a three-factor structure of inhibition, shifting, and updating, but others could not replicate this finding. We assumed that the task choices and scoring methods might be responsible for these contradictory findings.

Microgenetic patterns of children's multiplication learning: confirming the overlapping waves model by latent growth modeling.

Variability in strategy selection is an important characteristic of learning new skills such as mathematical skills. Strategies gradually come and go during this development. In 1996, Siegler described this phenomenon as "overlapping waves.

The development of executive functions and early mathematics: a dynamic relationship.

Background: The relationship between executive functions and mathematical skills has been studied extensively, but results are inconclusive, and how this relationship evolves longitudinally is largely unknown.

Aim: The aim was to investigate the factor structure of executive functions in inhibition, shifting, and updating; the longitudinal development of executive functions and mathematics; and the relation between them.

Sample: A total of 211 children in grade 2 (7-8 years old) from 10 schools in the Netherlands.

Executive functions as predictors of math learning disabilities.

In the past years, an increasing number of studies have investigated executive functions as predictors of individual differences in mathematical abilities. The present longitudinal study was designed to investigate whether the executive functions shifting, inhibition, and working memory differ between low achieving and typically achieving children and whether these executive functions can be seen as precursors to math learning disabilities in children. Furthermore, the predictive value of working memory ability compared to preparatory mathematical abilities was examined.

Voluntarily controlled bi-stable slant perception of real and photographed surfaces.

We have quantified voluntarily selected perceived slant of real trapezoidal surfaces (a 'reverse-perspective' scene) and their photographed counterparts (pictorial space). The surfaces were slanted about the vertical axis and observers estimated slant relative to the frontal plane. We were particularly interested in those cases in which binocular disparity and monocular perspective provided conflicting slant information.