Staff - Bert De Smedt
Bert De Smedt
Tel: (+32) (0) 16 32 57 05
Fax: (+32) (0) 16 32 59 33
Leopold Vanderkelenstraat 32 - bus 3765
I am an associate professor in Educational Neuroscience at Faculty of Psychology and Educational Sciences at University of Leuven, Belgium. My primary interest is in understanding individual differences in children's mathematical skills: why are some children good at math and why do others experience (life-long) difficulties in this basic academic competency. My team and I use both behavioral and brain imaging methods to understand how children develop arithmetical skills and what neurocognitive mechanisms underlie this typical and atypical numerical development. I serve as an associate editor and editorial board member of the peer-reviewed journals PLOS One, Developmental Science and Journal of Experimental Psychology. In 2013 I received the Erik De Corte Early Career Award of the European Association for Research on Learning and Instruction (EARLI) and in 2014 I was awarded the Early Career Award of the International Mind Brain and Education Society (IMBES). I am currently the secretary of the International Mind Brain and Education society. Click here for full CV.
- Typical and atypical numerical development
- Dyscalculia (mathematical disabilities)
- Educational Neuroscience
- Developmental Cognitive Neuroscience
- Academic editor of PLOS One
- Editorial board member of Developmental Science and Journal of Experimental Child Psychology
- Review Editor in Frontiers in Psychology
- Reviewer of more than 40 international journals
- Secretary of the International Mind Brain and Education Society
- Founder of the Special Interest Group on "Neuroscience and Education" of the European Association for Research on Learning and Instruction
- Member of the Jonge Academie (Young Academy)
- Key publications
- Schneider, M., Beeres, K., Coban, L., Merz, S., Schmidt, S.S., Stricker, J., & De Smedt, B. (in press). Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis. Developmental Science.
- Vanbinst, K., Ceulemans, E., Ghesquière, P., De Smedt, B. (2015). Profiles of children’s arithmetic fact development: A model-based clustering approach. Journal of Experimental Child Psychology, 133, 29-46.
- Van Beek, L., Ghesquière, P., Lagae, L., & De Smedt, B. (2014). Left fronto-parietal white matter correlates with individual differences in children’s ability to solve additions and multiplications: a tractography study. Neuroimage, 90, 117-127.
- De Smedt, B., Noël, M.P., Gilmore, C., & Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior. Trends in Neuroscience and Education, 2, 48-55.
- De Smedt, B., Holloway, I. D., & Ansari, D. (2011). Effects of problem size and arithmetic operation on brain activation in children with varying levels of arithmetical fluency. Neuroimage, 57, 771-781.
- De Smedt, B., & Gilmore, C. K. (2011). Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. Journal of Experimental Child Psychology, 108, 278-292.
- Full publication list is available here. See also ResearcherID or Lirias