This is what we did so far. Enjoy.


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.

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. .

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). 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;

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.

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.