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Steffie van der Steen
Department of Special Needs Education and Youth Care, Behavioural and Social Sciences, University of Groningen, Grote Rozenstraat 38, 9712 TJ Groningen, the Netherlands

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Journal article
Published: 16 October 2020 in Acta Psychologica
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Children move their hands to explore, learn and communicate about hands-on tasks. Their hand movements seem to be “learning” ahead of speech. Children shape their hand movements in accordance with spatial and temporal task properties, such as when they feel an object or simulate its movements. Their speech does not directly correspond to these spatial and temporal task properties, however. We aimed to understand whether and how hand movements' are leading cognitive development due to their ability to correspond to spatiotemporal task properties, while speech is unable to do so. We explored whether hand movements' and speech's variability changed with a change in spatiotemporal task properties, using two variability measures: Diversity indicates adaptation, while Complexity indicates flexibility to adapt. In two experiments, we asked children (4–7 years) to predict and explain about balance scale problems, whereby we either manipulated the length of the balance scale or the mass of the weights after half of the trials. In three out of four conditions, we found a change in Complexity for both hand movements and speech between first and second half of the task. In one of these conditions, we found a relation between the differences in Complexity and Diversity of hand movements and speech. Changes in spatiotemporal task properties thus often influenced both hand movements' and speech's flexibility, but there seem to be differences in how they did so. We provided many directions for future research, to further unravel the relations between hand movements, speech, task properties, variability, and cognitive development.

ACS Style

Lisette De Jonge-Hoekstra; Steffie Van Der Steen; Ralf F.A. Cox. Movers and shakers of cognition: Hand movements, speech, task properties, and variability. Acta Psychologica 2020, 211, 103187 .

AMA Style

Lisette De Jonge-Hoekstra, Steffie Van Der Steen, Ralf F.A. Cox. Movers and shakers of cognition: Hand movements, speech, task properties, and variability. Acta Psychologica. 2020; 211 ():103187.

Chicago/Turabian Style

Lisette De Jonge-Hoekstra; Steffie Van Der Steen; Ralf F.A. Cox. 2020. "Movers and shakers of cognition: Hand movements, speech, task properties, and variability." Acta Psychologica 211, no. : 103187.

Journal article
Published: 14 August 2020 in International Journal of Environmental Research and Public Health
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Social communication and self-esteem are often affected in adults with autism spectrum disorder. Implementation and evaluation of interventions targeting social skills are challenged due to specific characteristics of autism. Intensive, valid evaluation of social skills programs is needed. In this explorative multiple case study, we examined effects and working mechanisms of dog-assisted therapy on social communication and self-esteem, by analyzing detailed observations with Monte Carlo permutation tests (testing against 10,000 random samples) and using self- and other-reports in N=6 high-functioning adults with ASD. Results showed significant positive effects on secure body posture. There was an indication of improved self-esteem and more spontaneous touching of the dog, while no convincing increase was found for verbal initiatives. Cross-correlation analyses revealed that touching the therapy dog may be an important determinant to elicit social development in Animal Assisted Therapy (AAT). Considering preliminary results, we recommend exploring underlying mechanisms more thoroughly with real-time observations, accounting for possible gender-effects.

ACS Style

Carolien Wijker; Steffie Van Der Steen; Annelies Spek; Ruslan Leontjevas; Marie-Jose Enders-Slegers. Social Development of Adults with Autism Spectrum Disorder During Dog-Assisted Therapy: A Detailed Observational Analysis. International Journal of Environmental Research and Public Health 2020, 17, 5922 .

AMA Style

Carolien Wijker, Steffie Van Der Steen, Annelies Spek, Ruslan Leontjevas, Marie-Jose Enders-Slegers. Social Development of Adults with Autism Spectrum Disorder During Dog-Assisted Therapy: A Detailed Observational Analysis. International Journal of Environmental Research and Public Health. 2020; 17 (16):5922.

Chicago/Turabian Style

Carolien Wijker; Steffie Van Der Steen; Annelies Spek; Ruslan Leontjevas; Marie-Jose Enders-Slegers. 2020. "Social Development of Adults with Autism Spectrum Disorder During Dog-Assisted Therapy: A Detailed Observational Analysis." International Journal of Environmental Research and Public Health 17, no. 16: 5922.

Artikel
Published: 12 June 2020 in Kind & Adolescent Praktijk
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Correspondence to Carla Geveke. Reprints and Permissions Geveke, C., Steenbeek, H. & van der Steen, S. Zó ontwikkel je succesvolle interacties met leerlingen met ASS. Kind Adolesc Prakt 19, 6–12 (2020). https://doi.org/10.1007/s12454-020-0153-3 Download citation Published: 12 June 2020 Issue Date: June 2020 DOI: https://doi.org/10.1007/s12454-020-0153-3

ACS Style

Carla Geveke; Henderien Steenbeek; Steffie Van Der Steen. Zó ontwikkel je succesvolle interacties met leerlingen met ASS. Kind & Adolescent Praktijk 2020, 19, 6 -12.

AMA Style

Carla Geveke, Henderien Steenbeek, Steffie Van Der Steen. Zó ontwikkel je succesvolle interacties met leerlingen met ASS. Kind & Adolescent Praktijk. 2020; 19 (2):6-12.

Chicago/Turabian Style

Carla Geveke; Henderien Steenbeek; Steffie Van Der Steen. 2020. "Zó ontwikkel je succesvolle interacties met leerlingen met ASS." Kind & Adolescent Praktijk 19, no. 2: 6-12.

Journal article
Published: 12 February 2020 in Teaching and Teacher Education
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The academic achievements of students with Autism Spectrum Disorder (ASD) are usually lower than those of their peers. It is therefore important to know what educational professionals need to provide these students with optimal support. To identify these needs, we applied Q methodology, a qualitative method using quantitative techniques. We found four groups of professionals with different needs. The first group emphasized a need for collaboration within school; the second valued practical suggestions to guide their teaching, the third emphasized gaining more confidence to teach students with ASD, and the fourth group focused on enhancing students’ social and communication skills.

ACS Style

Steffie Van Der Steen; Carla H. Geveke; Anne T. Steenbakkers; Henderien W. Steenbeek. Teaching students with Autism Spectrum Disorders: What are the needs of educational professionals? Teaching and Teacher Education 2020, 90, 103036 .

AMA Style

Steffie Van Der Steen, Carla H. Geveke, Anne T. Steenbakkers, Henderien W. Steenbeek. Teaching students with Autism Spectrum Disorders: What are the needs of educational professionals? Teaching and Teacher Education. 2020; 90 ():103036.

Chicago/Turabian Style

Steffie Van Der Steen; Carla H. Geveke; Anne T. Steenbakkers; Henderien W. Steenbeek. 2020. "Teaching students with Autism Spectrum Disorders: What are the needs of educational professionals?" Teaching and Teacher Education 90, no. : 103036.

Original article
Published: 06 December 2019 in Journal of Applied Research in Intellectual Disabilities
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Background Dog‐assisted therapy (DAT) is hypothesized to help children with autism spectrum disorder (ASD) and Down syndrome (DS). Methods The present authors compared synchronous movement patterns of these children (n = 10) and their therapy dogs during the first and last session of a DAT programme, and their post‐therapy changes in emotional and behavioural problems. Results The present authors found a significant increase in synchrony between child and therapy dog over time. Exploratory analyses suggest more synchrony between children with ASD and their therapy dogs, compared to the children with DS. Conclusions This study is the first to test the synchrony hypothesis, shedding light upon a mechanism that may underlie the effect of DAT and how this may be different for children with ASD and DS.

ACS Style

Richard Eric Griffioen; Steffie Van Der Steen; Theo Verheggen; Marie‐Jose Enders‐Slegers; Ralf Cox. Changes in behavioural synchrony during dog‐assisted therapy for children with autism spectrum disorder and children with Down syndrome. Journal of Applied Research in Intellectual Disabilities 2019, 33, 398 -408.

AMA Style

Richard Eric Griffioen, Steffie Van Der Steen, Theo Verheggen, Marie‐Jose Enders‐Slegers, Ralf Cox. Changes in behavioural synchrony during dog‐assisted therapy for children with autism spectrum disorder and children with Down syndrome. Journal of Applied Research in Intellectual Disabilities. 2019; 33 (3):398-408.

Chicago/Turabian Style

Richard Eric Griffioen; Steffie Van Der Steen; Theo Verheggen; Marie‐Jose Enders‐Slegers; Ralf Cox. 2019. "Changes in behavioural synchrony during dog‐assisted therapy for children with autism spectrum disorder and children with Down syndrome." Journal of Applied Research in Intellectual Disabilities 33, no. 3: 398-408.

Journal article
Published: 24 September 2019 in Animals
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Synchronizing behaviors in interactions, such as during turn-taking, are often impaired in children with Autism Spectrum Disorder. Therapies that focus on turn-taking generally lead to increased social skills, less interruptions, and silent pauses, however a positive non-demanding environment is therefore thought to be beneficial. Such an environment can be achieved by incorporating animals into therapy. Our study was guided by the following research questions: (1) How can we characterize the interaction between child and therapist during dolphin-assisted therapy, with regard to synchrony in verbalizations (turn-taking) and (2) does synchrony change over the course of six sessions of therapy? To answer these questions, we performed a cross-recurrence quantification analysis on behavioral data of five children, to give a detailed view of the interaction between therapist and child in the context of dolphin-assisted therapy. We were able to detect synchrony (i.e., adequate turn-taking) in all dyads, although not all children improved equally. The differences might be explained by a delayed reaction time of some children, and their level of language development.

ACS Style

Richard Griffioen; Steffie Van Der Steen; Ralf F. A. Cox; Theo Verheggen; Marie-Jose Enders-Slegers. Verbal Interactional Synchronization between Therapist and Children with Autism Spectrum Disorder during Dolphin Assisted Therapy: Five Case Studies. Animals 2019, 9, 716 .

AMA Style

Richard Griffioen, Steffie Van Der Steen, Ralf F. A. Cox, Theo Verheggen, Marie-Jose Enders-Slegers. Verbal Interactional Synchronization between Therapist and Children with Autism Spectrum Disorder during Dolphin Assisted Therapy: Five Case Studies. Animals. 2019; 9 (10):716.

Chicago/Turabian Style

Richard Griffioen; Steffie Van Der Steen; Ralf F. A. Cox; Theo Verheggen; Marie-Jose Enders-Slegers. 2019. "Verbal Interactional Synchronization between Therapist and Children with Autism Spectrum Disorder during Dolphin Assisted Therapy: Five Case Studies." Animals 9, no. 10: 716.

Journal article
Published: 03 September 2019 in Human Development
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Long-term learning trajectories evolve through microdevelopmental sequences (i.e., short-term processes of change during learning tasks) and depend on variability during and across learning tasks. The aim of this study is to examine the coupling between short-term teacher-student dynamics and students’ long-term learning trajectories, thereby providing empirical support for the link between the short- and long-term time scale in cognitive development. For 31 students (ages 3–5 years) from regular and special education, five teacher-student interactions during science tasks were filmed and coded in real time with regard to the student’s level of understanding and the teacher’s support throughout the task. A hierarchical cluster analysis resulted in four different learning trajectories over the course of 1.5 years, labeled as a high-scoring, mid-scoring, fluctuating, and low-scoring group of students. When connecting these trajectories to microdevelopmental data, the interactions of the high-scoring students were characterized by more moment-to-moment variations in the teacher’s support and student’s level of understanding, while the low-scoring group had the least variability compared to the other groups. Students with emotional and behavioral disabilities were represented across all learning trajectories, despite frequent accounts in the literature on their significant academic delays.

ACS Style

Steffie Van Der Steen; Henderien Steenbeek; Ruud J.R. Den Hartigh; Paul L.C. Van Geert. The Link between Microdevelopment and Long-Term Learning Trajectories in Science Learning. Human Development 2019, 63, 4 -32.

AMA Style

Steffie Van Der Steen, Henderien Steenbeek, Ruud J.R. Den Hartigh, Paul L.C. Van Geert. The Link between Microdevelopment and Long-Term Learning Trajectories in Science Learning. Human Development. 2019; 63 (1):4-32.

Chicago/Turabian Style

Steffie Van Der Steen; Henderien Steenbeek; Ruud J.R. Den Hartigh; Paul L.C. Van Geert. 2019. "The Link between Microdevelopment and Long-Term Learning Trajectories in Science Learning." Human Development 63, no. 1: 4-32.

Journal article
Published: 03 September 2019 in Animals
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Multiple authors have called for strong empirical evaluations to strengthen the foundation of Animal-Assisted Interventions. Carefully choosing the outcome measures of these studies is important, as choosing the wrong outcomes may lead to a failure to detect effects. The current study therefore compares and contrasts the use of several outcome measures, to assess the effect of an equine-assisted intervention for a child with Autism Spectrum Disorder: (1) a semi-structured interview with both parents, specifically designed for children with cognitive disabilities, (2) a general screening instrument filled out by both parents separately, which can be used to assess children’s psycho-social problems, and (3) systematic observations of social and communication skills during the equine-assisted sessions. All instruments indicated an improvement in the participant’s social and communication skills. We found differences between the interview and questionnaires with regard to parents’ perception of aggression regulation and interacting with peers. Differences with regard to parental reports and observations were found for play development and anxiety. The observations provided a detailed view of the child’s development during the intervention, which yielded an interesting hypothesis in terms of the current dose–response discussion in AAI for children with Autism Spectrum Disorder.

ACS Style

Steffie Van Der Steen; Merel M.P. Heineman; Marloes J.A. Ernst. Evaluating Animal-Assisted Interventions: An Empirical Illustration of Differences between Outcome Measures. Animals 2019, 9, 645 .

AMA Style

Steffie Van Der Steen, Merel M.P. Heineman, Marloes J.A. Ernst. Evaluating Animal-Assisted Interventions: An Empirical Illustration of Differences between Outcome Measures. Animals. 2019; 9 (9):645.

Chicago/Turabian Style

Steffie Van Der Steen; Merel M.P. Heineman; Marloes J.A. Ernst. 2019. "Evaluating Animal-Assisted Interventions: An Empirical Illustration of Differences between Outcome Measures." Animals 9, no. 9: 645.

Journal article
Published: 24 May 2019 in Children and Youth Services Review
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Children in family foster care have been disproportionately exposed to traumatic experiences, which contribute to the problems and specific needs they experience. Despite the growing interest in the stories of children in foster care, only a few studies have focused on their lived experiences regarding traumatic events and the resulting impact. The aim of this study was therefore to ask youth themselves how they experience the impact of traumas prior to living in a foster family. Episodic narrative interviews were conducted with 13 youth aged 15–23 (formerly) residing in family foster care in the Netherlands. The interviews were subjected to open coding and organized in themes and sub-themes using thematic analysis. The impact youth experienced from traumas in the past could be grouped in three themes: the experience of emotional and social problems (such as internalizing problems, anger, and loss of bonds), specific strategies to cope with trauma (avoidance, looking for answers, preserving sameness), and not always experiencing impact. The results highlight the clinical problems youth experience, related to posttraumatic stress symptoms and complex trauma. However, youth also indicate strategies they employ to cope with this impact. Interventions for children in foster care with complex trauma should be tailored to the interconnectedness of complex trauma and attachment, and stimulate children's helpful coping strategies.

ACS Style

Anne Steenbakkers; Steffie van der Steen; Hans Grietens. How do youth in foster care view the impact of traumatic experiences? Children and Youth Services Review 2019, 103, 42 -50.

AMA Style

Anne Steenbakkers, Steffie van der Steen, Hans Grietens. How do youth in foster care view the impact of traumatic experiences? Children and Youth Services Review. 2019; 103 ():42-50.

Chicago/Turabian Style

Anne Steenbakkers; Steffie van der Steen; Hans Grietens. 2019. "How do youth in foster care view the impact of traumatic experiences?" Children and Youth Services Review 103, no. : 42-50.

Journal article
Published: 24 September 2018 in Journal of Child Sexual Abuse
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Children in family foster care have the right to participate in decisions regarding their life, however, adults often advocate on behalf of children. This Q methodological study explored whether shared perspectives among foster parents and care workers resemble shared perspectives of youth regarding the psychosocial needs experienced by youth with a history of sexual abuse. Participants sorted a set of statement cards according to what they thought was most important for youth. By-person factor analyses examined how the Q sorts of foster parents and care workers related to those of youth. The results showed that foster parents mostly recognized the group of youth who value an instrumental relationship with their carers, while care workers mostly recognized the group of youth who value support of both foster and birth parents with regard to their preparation for independent living. The two youth groups characterized by ambivalence and autonomy were barely recognized. Results are discussed in light of the expected roles of foster parents and care workers, and youth’s contact with birth parents. Lastly, this study highlights the importance of youth participation, because youth offer unique and varying perspectives about their needs.

ACS Style

Anne Steenbakkers; Ingunn T. Ellingsen; Steffie Van Der Steen; Hans Grietens. Do Foster Parents and Care Workers Recognize the Needs of Youth in Family Foster Care with a History of Sexual Abuse? Journal of Child Sexual Abuse 2018, 27, 811 -831.

AMA Style

Anne Steenbakkers, Ingunn T. Ellingsen, Steffie Van Der Steen, Hans Grietens. Do Foster Parents and Care Workers Recognize the Needs of Youth in Family Foster Care with a History of Sexual Abuse? Journal of Child Sexual Abuse. 2018; 27 (7):811-831.

Chicago/Turabian Style

Anne Steenbakkers; Ingunn T. Ellingsen; Steffie Van Der Steen; Hans Grietens. 2018. "Do Foster Parents and Care Workers Recognize the Needs of Youth in Family Foster Care with a History of Sexual Abuse?" Journal of Child Sexual Abuse 27, no. 7: 811-831.

Original paper
Published: 30 November 2017 in Journal of Child and Family Studies
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Children in family foster care, especially those who have experienced sexual abuse, require a safe and nurturing environment in which their psychosocial needs are met. However, there is limited knowledge on how youth prioritize various needs and what impact previous experiences have on these needs. In this study, we asked youth (formerly) in family foster care to indicate their psychosocial needs, and analyzed if youth with a history of sexual abuse have different needs. A Q methodological study was conducted with 44 youth (age 16–28). Fifteen of them reported sexual abuse during their childhood. Using by-person factor analyses, respondents who share similar subjective views were grouped together. Qualitative interpretations of the factors show differences and similarities between and within the two groups, related to help from others, being independent, processing the past, and working toward the future. Although the needs of youth with and without experiences of sexual abuse seem mostly similar, one group of sexually abused youth specifically indicated not wanting an emotional connection to foster parents, but instead a strictly instrumental, professional relationship. This study captured the diverse perspectives of youth themselves, revealing that children in foster care differ with regard to what they consider as (most) important safety, belonging, self-esteem and self-actualization needs.

ACS Style

Anne Steenbakkers; Ingunn T. Ellingsen; Steffie Van Der Steen; Hans Grietens. Psychosocial Needs of Children in Foster Care and the Impact of Sexual Abuse. Journal of Child and Family Studies 2017, 27, 1324 -1335.

AMA Style

Anne Steenbakkers, Ingunn T. Ellingsen, Steffie Van Der Steen, Hans Grietens. Psychosocial Needs of Children in Foster Care and the Impact of Sexual Abuse. Journal of Child and Family Studies. 2017; 27 (4):1324-1335.

Chicago/Turabian Style

Anne Steenbakkers; Ingunn T. Ellingsen; Steffie Van Der Steen; Hans Grietens. 2017. "Psychosocial Needs of Children in Foster Care and the Impact of Sexual Abuse." Journal of Child and Family Studies 27, no. 4: 1324-1335.

Review
Published: 26 October 2017 in Clinical Child and Family Psychology Review
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Family foster care deeply influences the needs of children and how these are satisfied. To increase our knowledge of foster children’s needs and how these are conceptualized, this paper presents a systematic literature review. Sixty-four empirical articles from six databases were reviewed and categorized (inter-rater agreement K = .78) into four categories: medical, belongingness, psychological and self-actualization needs. The results give a complete overview of needs that are specific to foster children, and what can be implemented to satisfy these needs. This study shows psychological needs are studied more often compared to the other categories, which specially relates to much attention for mental health problems. Furthermore, most articles focus on how to satisfy the needs of foster children and provide no definition or concrete conceptualization of needs. Strikingly, many articles focus on children’s problems instead of their needs, and some even use these terms interchangeably. This review illustrates that future research should employ a proper conceptualization of needs, which could also initiate a shift in thinking about needs instead of problems.

ACS Style

Anne Steenbakkers; Steffie Van Der Steen; Hans Grietens. The Needs of Foster Children and How to Satisfy Them: A Systematic Review of the Literature. Clinical Child and Family Psychology Review 2017, 21, 1 -12.

AMA Style

Anne Steenbakkers, Steffie Van Der Steen, Hans Grietens. The Needs of Foster Children and How to Satisfy Them: A Systematic Review of the Literature. Clinical Child and Family Psychology Review. 2017; 21 (1):1-12.

Chicago/Turabian Style

Anne Steenbakkers; Steffie Van Der Steen; Hans Grietens. 2017. "The Needs of Foster Children and How to Satisfy Them: A Systematic Review of the Literature." Clinical Child and Family Psychology Review 21, no. 1: 1-12.

Research article
Published: 29 June 2017 in Written Communication
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This study addresses the current debate about the beneficial effects of text processing software on students with different working memory (WM) during the process of academic writing, especially with regard to the ability to display higher-level conceptual thinking. A total of 54 graduate students (15 male, 39 female) wrote one essay by hand and one by keyboard. Our results show a beneficial effect of text processing software, in terms of both the qualitative and quantitative writing output. A hierarchical cluster analysis was used to detect distinct performance groups in the sample. These performance groups mapped onto three differing working memory profiles. The groups with higher mean WM scores manifested superior writing complexity using a keyboard, in contrast to the cluster with the lowest mean WM. The results also point out that more revision during the writing process itself does not inevitably reduce the quality of the final output.

ACS Style

Steffie Van Der Steen; Dianne Samuelson; Jennifer M. Thomson. The Effect of Keyboard-Based Word Processing on Students With Different Working Memory Capacity During the Process of Academic Writing. Written Communication 2017, 34, 280 -305.

AMA Style

Steffie Van Der Steen, Dianne Samuelson, Jennifer M. Thomson. The Effect of Keyboard-Based Word Processing on Students With Different Working Memory Capacity During the Process of Academic Writing. Written Communication. 2017; 34 (3):280-305.

Chicago/Turabian Style

Steffie Van Der Steen; Dianne Samuelson; Jennifer M. Thomson. 2017. "The Effect of Keyboard-Based Word Processing on Students With Different Working Memory Capacity During the Process of Academic Writing." Written Communication 34, no. 3: 280-305.

Journal article
Published: 21 April 2017 in Journal of Sports Sciences
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Applying an established theory of cognitive development-Skill Theory-the current study compares the game-reading skills of youth players selected for a soccer school of a professional soccer club (n = 49) and their non-selected peers (n = 38). Participants described the actions taking place in videos of soccer game plays, and their verbalisations were coded using Skill Theory. Compared to the non-selected players, the selected players generally demonstrated higher levels of complexity in their game-reading, and structured the information of game elements-primarily the player, teammate and field-at higher complexity levels. These results demonstrate how Skill Theory can be used to assess, and distinguish game-reading of youth players with different expertise, a skill important for soccer, but also for other sports.

ACS Style

Ruud J. R. Den Hartigh; Steffie Van Der Steen; Bas Hakvoort; Wouter G. P. Frencken; Koen A. P. M. Lemmink. Differences in game reading between selected and non-selected youth soccer players. Journal of Sports Sciences 2017, 1 -7.

AMA Style

Ruud J. R. Den Hartigh, Steffie Van Der Steen, Bas Hakvoort, Wouter G. P. Frencken, Koen A. P. M. Lemmink. Differences in game reading between selected and non-selected youth soccer players. Journal of Sports Sciences. 2017; ():1-7.

Chicago/Turabian Style

Ruud J. R. Den Hartigh; Steffie Van Der Steen; Bas Hakvoort; Wouter G. P. Frencken; Koen A. P. M. Lemmink. 2017. "Differences in game reading between selected and non-selected youth soccer players." Journal of Sports Sciences , no. : 1-7.

Journal article
Published: 11 October 2016 in Children and Youth Services Review
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Sharing stories about the past and about being in care, can help adolescents placed in foster families to make meaning of their experiences and connect with their conversation partner. However, what obstacles and opportunities for sharing stories are experienced by foster youth has not been researched, while this holds important implications for research and practice. In an episodic interview, thirteen adolescents and young adults (16–23 years) talked about their experiences with sharing their memories about their past and being in foster care. Using a thematic analysis, two themes were constructed, each containing three sub-themes. The theme ‘When’ included references to the prerequisites for talking and considerations made by participants, and contained the sub-themes ‘How often do I talk’, ‘Conditions’ and ‘Ownership of my story’. The theme ‘Why’ included references to the rationales for sharing or not sharing memories, which contained the sub-themes ‘Protection’, ‘Understanding’ and ‘Processing the past’. The stories of the participants highlight both the opportunities and obstacles for talking. Foster parents and foster care workers should be aware of the needs foster youth have with regard to conversations about their experiences and should try to facilitate the meaning-making processes, although some foster youth prefer managing their memories in a more private way.

ACS Style

Anne Steenbakkers; Steffie Van Der Steen; Hans Grietens. ‘To talk or not to talk?’: Foster youth's experiences of sharing stories about their past and being in foster care. Children and Youth Services Review 2016, 71, 2 -9.

AMA Style

Anne Steenbakkers, Steffie Van Der Steen, Hans Grietens. ‘To talk or not to talk?’: Foster youth's experiences of sharing stories about their past and being in foster care. Children and Youth Services Review. 2016; 71 ():2-9.

Chicago/Turabian Style

Anne Steenbakkers; Steffie Van Der Steen; Hans Grietens. 2016. "‘To talk or not to talk?’: Foster youth's experiences of sharing stories about their past and being in foster care." Children and Youth Services Review 71, no. : 2-9.

Journal article
Published: 01 July 2016 in Learning and Individual Differences
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Highlights•One child's EFL learning behaviors were analyzed over the course of four months.•Using (Cross) Recurrence Quantification Analyses, a non-linear time series technique•Coordination between (non)verbal behaviors exhibited a rigid pattern at the beginning.•Over time, the child alternated more flexibly between his verbal and nonverbal behaviors.•Patterns of the verbal responses seemed more predictable than those of verbal repetitions. AbstractThe current study focuses on one child's (male, 3 years old) learning behaviors in an English as a Foreign Language classroom, and explores the coordination and developmental patterns of his nonverbal (gestures and body language) and verbal (verbal repetition and verbal responses) learning behaviors over time. Guided by the principles of the theory of Complex Dynamical Systems, the child's learning behaviors were analyzed over the course of four months, using (Cross) Recurrence Quantification Analysis and Monte Carlo permutation tests. The results show that the coordination between the child's nonverbal and verbal behaviors exhibited a rigid pattern at the beginning but got loosened over time, allowing the child to respond more flexibly to the teachers' instructions and to alternate more freely between his verbal and nonverbal learning behaviors. When focusing on the child's verbal learning behaviors only, we found that patterns of the verbal responses seemed to be more predictable than those of verbal repetitions, which suggests the varied influence of internal and external factors on these verbal learning behaviors.

ACS Style

He Sun; Rasmus Steinkrauss; Steffie Van Der Steen; Ralf Cox; Kees De Bot. Foreign language learning as a complex dynamic process: A microgenetic case study of a Chinese child's English learning trajectory. Learning and Individual Differences 2016, 49, 287 -296.

AMA Style

He Sun, Rasmus Steinkrauss, Steffie Van Der Steen, Ralf Cox, Kees De Bot. Foreign language learning as a complex dynamic process: A microgenetic case study of a Chinese child's English learning trajectory. Learning and Individual Differences. 2016; 49 ():287-296.

Chicago/Turabian Style

He Sun; Rasmus Steinkrauss; Steffie Van Der Steen; Ralf Cox; Kees De Bot. 2016. "Foreign language learning as a complex dynamic process: A microgenetic case study of a Chinese child's English learning trajectory." Learning and Individual Differences 49, no. : 287-296.

Journal article
Published: 06 June 2016 in International Journal of Behavioral Development
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In this article, we aim to shed light on a technique to study intra-individual variability that spans the time frame of seconds and minutes, i.e., micro-level development. This form of variability is omnipresent in behavioural development and processes of human experience, yet is often ignored in empirical studies, given a lack of proper analysis tools. The current article illustrates that a clustering technique called Kohonen’s Self-Organizing Maps (SOM), which is widely used in fields outside of psychology, is an accessible technique that can be used to capture intra-individual variability of multivariate data. We illustrate this technique with a case study involving self-experience in the context of a parent–adolescent interaction. We show that, with techniques such as SOM, it is possible to reveal how multiple components of an intra-individual process (the adolescent’s self-affect and autonomy) are non-linearly connected across time, and how these relationships transition in accordance with a changing contextual factor (parental connectedness) during a single interaction. We aim to inspire researchers to adopt this technique and explore the intra-individual variability of more developmental processes, across a variety of domains, as deciphering such micro-level processes is crucial for understanding the nature of psychological and behavioural development.

ACS Style

Naomi M. P. De Ruiter; Steffie Van Der Steen; Ruud J. R. Den Hartigh; Paul L. C. Van Geert. Capturing moment-to-moment changes in multivariate human experience. International Journal of Behavioral Development 2016, 41, 611 -620.

AMA Style

Naomi M. P. De Ruiter, Steffie Van Der Steen, Ruud J. R. Den Hartigh, Paul L. C. Van Geert. Capturing moment-to-moment changes in multivariate human experience. International Journal of Behavioral Development. 2016; 41 (5):611-620.

Chicago/Turabian Style

Naomi M. P. De Ruiter; Steffie Van Der Steen; Ruud J. R. Den Hartigh; Paul L. C. Van Geert. 2016. "Capturing moment-to-moment changes in multivariate human experience." International Journal of Behavioral Development 41, no. 5: 611-620.

Conference paper
Published: 19 May 2016 in Springer Proceedings in Physics
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ACS Style

Ralf F. A. Cox; Steffie Van Der Steen; Marlenny Guevara; Lisette De Jonge-Hoekstra; Marijn Van Dijk. Chromatic and Anisotropic Cross-Recurrence Quantification Analysis of Interpersonal Behavior. Springer Proceedings in Physics 2016, 180, 209 -225.

AMA Style

Ralf F. A. Cox, Steffie Van Der Steen, Marlenny Guevara, Lisette De Jonge-Hoekstra, Marijn Van Dijk. Chromatic and Anisotropic Cross-Recurrence Quantification Analysis of Interpersonal Behavior. Springer Proceedings in Physics. 2016; 180 ():209-225.

Chicago/Turabian Style

Ralf F. A. Cox; Steffie Van Der Steen; Marlenny Guevara; Lisette De Jonge-Hoekstra; Marijn Van Dijk. 2016. "Chromatic and Anisotropic Cross-Recurrence Quantification Analysis of Interpersonal Behavior." Springer Proceedings in Physics 180, no. : 209-225.

Original research article
Published: 31 March 2016 in Frontiers in Psychology
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As children learn they use their speech to express words and their hands to gesture. This study investigates the interplay between real-time gestures and speech as children construct cognitive understanding during a hands-on science task. 12 children (M = 6, F = 6) from Kindergarten (n = 5) and first grade (n = 7) participated in this study. Each verbal utterance and gesture during the task were coded, on a complexity scale derived from dynamic skill theory. To explore the interplay between speech and gestures, we applied a cross recurrence quantification analysis (CRQA) to the two coupled time series of the skill levels of verbalizations and gestures. The analysis focused on 1) the temporal relation between gestures and speech, 2) the relative strength and direction of the interaction between gestures and speech, 3) the relative strength and direction between gestures and speech for different levels of understanding, and 4) relations between CRQA measures and other child characteristics. The results show that older and younger children differ in the (temporal) asymmetry in the gestures-speech interaction. For younger children, the balance leans more towards gestures leading speech in time, while the balance leans more towards speech leading gestures for older children. Secondly, at the group level, speech attracts gestures in a more dynamically stable fashion than vice versa, and this asymmetry in gestures and speech extends to lower and higher understanding levels. Yet, for older children, the mutual coupling between gestures and speech is more dynamically stable regarding the higher understanding levels. Gestures and speech are more synchronized in time as children are older. A higher score on schools’ language tests is related to speech attracting gestures more rigidly and more asymmetry between gestures and speech, only for the less difficult understanding levels. A higher score on math or past science tasks is related to less asymmetry between gestures and speech. The picture that emerges from our analyses suggests that the relation between gestures, speech and cognition is more complex than previously thought. We suggest that temporal differences and asymmetry in influence between gestures and speech arise from simultaneous coordination of synergies.

ACS Style

Lisette De Jonge-Hoekstra; Steffie Van Der Steen; Paul Van Geert; Ralf F. A. Cox. Asymmetric Dynamic Attunement of Speech and Gestures in the Construction of Children’s Understanding. Frontiers in Psychology 2016, 7, 1 .

AMA Style

Lisette De Jonge-Hoekstra, Steffie Van Der Steen, Paul Van Geert, Ralf F. A. Cox. Asymmetric Dynamic Attunement of Speech and Gestures in the Construction of Children’s Understanding. Frontiers in Psychology. 2016; 7 ():1.

Chicago/Turabian Style

Lisette De Jonge-Hoekstra; Steffie Van Der Steen; Paul Van Geert; Ralf F. A. Cox. 2016. "Asymmetric Dynamic Attunement of Speech and Gestures in the Construction of Children’s Understanding." Frontiers in Psychology 7, no. : 1.

Original articles
Published: 10 September 2014 in Journal of Cognitive Psychology
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In various domains, experts are found to possess elaborate domain-specific representations they developed over years. In this study, we provide the first systematic attempt to characterise the short-term representations among individuals with different expertise levels. We showed videos of soccer game plays to expert, near-expert and non-expert soccer players and asked them to describe the actions taking place. Verbalisations were coded based on Fischer's Skill Theory. Monte Carlo permutation tests revealed that players with higher expertise constructed representations of higher complexity (regardless of their specific content). Taking the content of the representations into account, we found that higher expertise soccer players relatively more often included high complexity levels of actions not including the ball and (moving) players on the field. These findings improve our understanding of perceptual-cognitive expertise by demonstrating how actors with different levels of expertise integrate the information they perceive to construct their representations in real time.

ACS Style

Ruud J. R. Den Hartigh; Steffie Van Der Steen; Mart De Meij; Nico W. Van Yperen; Christophe Gernigon; Paul L. C. Van Geert. Characterising expert representations during real-time action: A Skill Theory application to soccer. Journal of Cognitive Psychology 2014, 26, 754 -767.

AMA Style

Ruud J. R. Den Hartigh, Steffie Van Der Steen, Mart De Meij, Nico W. Van Yperen, Christophe Gernigon, Paul L. C. Van Geert. Characterising expert representations during real-time action: A Skill Theory application to soccer. Journal of Cognitive Psychology. 2014; 26 (7):754-767.

Chicago/Turabian Style

Ruud J. R. Den Hartigh; Steffie Van Der Steen; Mart De Meij; Nico W. Van Yperen; Christophe Gernigon; Paul L. C. Van Geert. 2014. "Characterising expert representations during real-time action: A Skill Theory application to soccer." Journal of Cognitive Psychology 26, no. 7: 754-767.