This is what we did so far. Enjoy.


Marinova, M.,Reynvoet, B., & Sasanguie, D., (2021). Mapping between number notations in kindergarten and the role of home numeracy. Cognitive Development. 57.

Dubinkina, N., Sella, F., & Reynvoet, B. (2021). Symbolic Number Ordering and its Underlying Strategies Examined Through Self-Reports. Journal of Cognition. 4(1), 25.

Vanbecelaere, S., Cornillie, F., Sasanguie, D., Reynvoet, B., & Depaepe, F (2020). The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, non-cognitive and efficiency outcomes. British Journal Of Educational Technology. . .

Sella, F., Sasanguie, D., Reynvoet, B (2020). Judging the order of numbers relies on familiarity rather than activating the mental number line. Acta Psychologica. 204, Art.No. 103014. doi: 10.1016/j.actpsy.2020.103014 .

Reynvoet, B., Marinova, M., Sasanguie, D. (2020). Take it off your shoulders:Providing scaffolds leads to better performance on mathematical word problems in secondary school children with developmental coordination disorder. Research in Developmental Disabilities. 105.

Mutaf-Yıldız, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2020). Probing the Relationship Between Home Numeracy and Children’s Mathematical Skills: A Systematic Review. Frontiers in Psychology. 11:2074. 10.3389/fpsyg.2020.02074.

Marinova, M., Sasanguie, D. & Reynvoet, B (2020). Numerals do not need numerosities: robust evidence for distinct numerical representations for symbolic and non-symbolic numbers. Psychological Research . . doi:10.1007/s00426-019-01286-z.

Marinova, M.,& Reynvoet, B. (2020). Can You Trust Your Number Sense: Distinct Processing of Numbers and Quantities in Elementary School Children. Journal of Numerical Cognition. Vol. 6(3), 304–321.

Vandenberghe, B., Montero Perez, M., Reynvoet, B., & Desmet, P (2019). The role of Event-Related Potentials (ERPs) as sensitive measures in L2 vocabulary acquisition research. ournal of the European Second Language Association. 3(1), 35–45.

Vanbecelaere, S., Van den Berghe, K., Cornillie, F., Sasanguie, D., Reynvoet, B., & Depaepe, F. (2019). The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes.. Computers & Education. 103680. .

Vanbecelaere, S., Van den Berghe, K., Cornillie, F., Sasanguie, D., Reynvoet, B., & Depaepe, F (2019). The effectiveness of adaptive versus non‐adaptive learning with digital educational games. Journal of Computer Assisted Learning. .

Reynvoet B., Vos H., Henik A (2019). Comparative judgement of familiar objects is modulated by their size.. Experimental Psychology. 65. 353-359.

Sasanguie, D., & Vos., H. (2018). About why there is a shift from cardinal to ordinal processing in the association with arithmetic between first and second grade.. Developmental Science. . doi: 10.1111/desc.12653..

Mutaf Yıldız, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2018). Frequency of Home Numeracy Activities Is Differentially Related to Basic Number Processing and Calculation Skills in Kindergartners. Frontiers in Psychology. 9:340.

Mutaf Yıldız, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2018). Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading.. British Journal of Developmental Psychology. 36(2). 354-370;

Marinova, M., Sasanguie, D., Reynvoet, B. (2018). Symbolic estrangement or symbolic integration of numerals with quantities: Methodological pitfalls and a possible solution. PLoS ONE. 13(7): e0200808.. 10.1371/journal.pone.0200808.

Vos, H., Sasanguie, D., W., Gevers, & Reynvoet, B. (2017). The role of general and number-specific order processing in adults' arithmetic performance. Journal of Cognitive Psychology. 29(4). p.469-482; DOI: 10.1080/20445911.2017.1282490.

Schwenk, C., Sasanguie, D., Joerg-Tobias K., Doebler, P., Holling, H. (2017). (Non-)symbolic magnitude processing in children with mathematical difficulties: a meta-analysis. Research in Developmental Disabilities. 64. 152-167;

Sasanguie, D., & Reynvoet, B. (2017). "A ‘sense of magnitude’requires a new alternative for learning numerical symbols. Commentary on “From ‘sense of number' to ‘sense of magnitude’–The role of continuous magnitudes in numerical cognition” by Leibovich, Katzin, Harel, & Henik (2016)”. Behavioral and Brain Sciences. 40. p.40; doi:10.1017/S0140525X16002260.

Sasanguie, D., Lyons, I., De Smedt, B., & Reynvoet, B. (2017). Unpacking symbolic number comparison and its relation with arithmetic in adults. Cognition. 165. 26-38,

Sasanguie, D., De Smedt, B., & Reynvoe, B. (2017). Evidence for distinct magnitude systems for symbolic and non-symbolic number. Psychological Research. 81. 231-242; DOI 10.1007/s00426-015-0734-1.

Sasanguie, D., Verschaffel, L., Reynvoet, B., & Luwel, K. (2016). The Development of Symbolic and Non-Symbolic Number Line Estimations: Three Developmental Accounts Contrasted Within Cross-Sectional and Longitudinal Data. Psyhologica Belgica. 56(4). 382-405.

Reynvoet, B., & Sasanguie, D. (2016). The Symbol Grounding Problem Revisited: A Thorough Evaluation of the ANS Mapping Account and the Proposal of an Alternative Account Based on Symbol-Symbol Associations. Frontiers in Psychology. 7. p.1581;

Maertens, B., De Smedt, B., Sasanguie, D., Elen, J., & Reynvoet, B. (2016). Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter?. Learning and Insctrution . 46. p. 1-11;

Smets, K., Sasanguie, D., Szucs, D., & Reynvoet, B. (2015). The effect of different methods to construct non-symbolic stimuli in numerosity estimation and comparison. Journal of Cognitive Psychology. 27(3).

Smets, K., Moors, P., & Reynvoet, B. (2015). Effects of Presentation Type and Visual Control in Numerosity Discrimination: Implications for Number Processing?. Frontiers in Psychology. . .

Smets, K., Gebuis, T., Defever, E., & Reynvoet, B. (2014). Concurrent validity of approximate number sense tasks in adults and children. Acta Psychologica. 150. pp.120 - 128.

Sasanguie, D., & Reynvoet, B. (2014). Adults' Arithmetic Builds on Fast and Automatic Processing of Arabic Digits: Evidence from an Audiovisual Matching Paradigm. Plos One. 9(2): e87739.

Sasanguie, D., Defever, E., Maertens, B., & Reynvoet, B. (2014). The approximate number system is not predictive for symbolic number processing in kindergarteners. Quarterly Journal of Experimental Psychology. 67 (2). 271-280.

Defever, E., Goebel., S., Chesquiere, P., & Reynvoet, B. (2014). Automatic number priming effects in adults with and without mathematical learning disabilities. Frontiers in Psychology. 5 (4).

Sasanguie, D., Goebel, S., & Reynvoet, B. (2013). Left parietal TMS disturbs priming between symbolic and non-symbolic number representations. Neuropsychologia. 51 (3). 1528 - 1533.

Sasanguie, D., Goebel, S., Moll, K., Smets, K., & Reynvoet, B. (2013). Approximate number sense, symbolic number processing, or number-space mappings: What underlies mathematics achievement?. Journal of Experimental Child Psychology. 114 (3). 418-431.

Gebuis, T., & Reynvoet, B. (2012). Continuous visual properties explain neural responses to nonsymbolic number. Psychophysiology. 49. 1481–1491.

Gebuis, T., & Reynvoet, B. (2012). The interplay between nonsymbolic number and its continuous visual properties. Journal of Experimental Psychology: General. November 14. doi: 10.1037/a0026218.

Defever, E., Sasanguie, D., Vandewaetere, M., & Reynvoet, B. (2012). What can the same-different task tell us about the development of magnitude representations?. Acta Psychologica. 140 (1). 35-42.

Reynvoet, B., Notebaert, K., and Bussche, E., (2011). The processing of two-digit numbers depends on task instructions. Journal of Psychology. 219(1). 37-41.

Gebuis, T., & Reynvoet, B (2011). Generating nonsymbolic number stimuli. Behavior Research Methods. 43(4). 981-986.

Defever, E., Sasanguie, D., Gebuis, T., & Reynvoet, B. (2011). Children's representation of symbolic and non-symbolic magnitude examined with the priming paradigm. Journal of Experimental Child Psychology. 109. 174-186.