Nyamsuren, E., van der Maas, H. L., & Maurer, M. (2018).
Set-theoretical and Combinatorial Instruments for Problem Space Analysis in Adaptive Serious Games.International Journal of Serious Games, 5(1), 5-18.
Hofman, A. D., Jansen, B. R., de Mooij, S. M., Stevenson, C. E., & van der Maas, H. L. (2018)
A Solution to the Measurement Problem in the Idiographic Approach Using Computer Adaptive Practicing.
Journal of Intelligence, 6(1), 14.
Sosnovsky, S., Müter, L., Valkenier, M., Brinkhuis, M., & Hofman, A. (2018)
Detection of Student Modelling Anomalies.
In European Conference on Technology Enhanced Learning (pp. 531-536). Springer, Cham.
de Bree, E., van der Ven, S., & van der Maas, H. (2017)
The voice of Holland: Allograph production in written Dutch past tense inflection.
Language Learning and Development, 13(3), 215-240.
van der Ven, S. H., Klaiber, J. D., & van der Maas, H. L. (2017)
Four and twenty blackbirds: How transcoding ability mediates the relationship between visuospatial working memory and math in a language with inversion.
Educational Psychology, 37(4), 487-505.
van der Maas, H. L., & Nyamsuren, E. (2017)
Cognitive analysis of educational games: The number game.
Topics in cognitive science, 9(2), 395-412.
Braithwaite, D. W., Goldstone, R. L., van der Maas, H. L., & Landy, D. H. (2016)
Non-formal mechanisms in mathematical cognitive development: The case of arithmetic.
Cognition, 149, 40-55.
Buwalda, T. A., Borst, J. P., van der Maas, H., & Taatgen, N. A. (2016, September)
Explaining mistakes in single digit multiplication: A cognitive model.
In Proceedings of the 14th International Conference on Cognitive Modeling, University Park, PA, USA (pp. 11-18).
Coomans, F., Hofman, A., Brinkhuis, M., van der Maas, H. L., & Maris, G. (2016)
Distinguishing fast and slow processes in accuracy-response time data.
PloS one, 11(5), e0155149.
Jansen, B. R., Hofman, A. D., Savi, A., Visser, I., & van der Maas, H. L. (2016)
Self-adapting the success rate when practicing math.
Learning and Individual Differences, 51, 1-10.
Brinkhuis, M. J. S., Bakker, M., & Maris, G. (2015)
Filtering data for detecting differential development
Journal of Educational Measurement, 52 (3), 319–338.
Hofman, A. D., Visser, I., Jansen, B. R. J., & van der Maas, H. L. J. (2015)
The balance-scale task revisited: a comparison of statistical models for rule-based and information-integration theories of proportional reasoning.
PloS one, 10 (10), e0136449.
Nyamsuren, E., van der Maas, H. L. J., & Taatgen, N. A. (2015, April)
How does prevalence shape errors in complex tasks?
In N. A. Taatgen, M. K. van Vugt, J. P. Borst, & K. Mehlhorn (Eds.), International conference on cognitive modeling (pp. 160–165).
Van den Bergh, M., Hofman, A.D, Schmittmann, V.D. & van der Maas, H.L.J. (2015)
Tracing the development of typewriting skills in an adaptive e-learning environment.
Perceptual & Motor Skills: Learning & Memory, 3, 727-745.
Groeneveld, C. M. (2014)
Implementation of an adaptive training and tracking game in statistics teaching.
In M. Kalz & E. Ras (Eds.), Computer assisted assessment: research into e-assessment (Vol. 439, pp. 53–58). Communications in Computer and Information Science. Springer International Publishing.
Jansen, B. R. J., Hofman, A. D., Straatemeier, M., van Bers, B. M. C. W., Raijmakers, M. E. J., & van der Maas, H. L. J. (2014)
The role of pattern recognition in children’s exact enumeration of small numbers.
British Journal of Developmental Psychology, 32 (2), 178–194.
Kadengye, D. T., Ceulemans, E., & Van den Noortgate, W. (2014)
A generalized longitudinal mixture IRT model for measuring differential growth in learning environments.
Behavior Research Methods, 46 (3), 823–840.
Klinkenberg, S. (2014)
High speed high stakes scoring rule.
In M. Kalz & E. Ras (Eds.), Computer assisted assessment. research into e-assessment (Vol. 439, pp. 114–126). Communications in Computer and Information Science. Springer International Publishing.
Raijmakers, M. E. J., Mandell, D. J., van Es, S. E., & Counihan, M. (2014)
Children’s strategy use when playing strategic games.
Synthese, 191 (3), 355–370.
van der Maas, H. L. J., Kan, K.-J., Hofman, A. D., & Raijmakers, M. E. J. (2014)
Dynamics of development: a complex systems approach.
In P. C. Molenaar & R. M. Lerner (Eds.), Handbook of developmental systems theory and methodology (pp. 270–286).
Jansen, B. R. J., De Lange, E., & Van der Molen, M. J. (2013)
Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability
Research in developmental disabilities, 34, 1815-1824.
Gierasimczuk, N., van der Maas, H. L., & Raijmakers, M. E. (2013)
An Analytic Tableaux Model for Deductive Mastermind Empirically Tested with a Massively Used Online Learning System.
Journal of Logic, Language and Information, 22 (3), 297–314.
Jansen, B. R. J., Louwerse, J., Straatemeier, M., Van de Ven, S. H., Klinkenberg, S., & Van der Maas, H. L. (2013)
The influence of experiencing success in math on math anxiety, perceived math competence, and math performance.
Learning and Individual Differences, 24, 190-197.
Van der Ven, S., van der Maas, H. L. J., Straatemeier, M., & Jansen, B. R. J. (2013)
Visuospatial working memory and mathematical ability at different ages throughout primary school.
Learning and Individual Differences, 27, 182–192.
Bouwman, M., & Van der Maas, H. L. J. (2013)
Taalzee illustratief voor de toekomst van het onderwijs.
Tijdschrift voor Remedial Teaching, 21(1), 24-26.
Pieters, W., van der Ven, S. H. G., & Probst, C. W. (2012)
A move in the security measurement stalemate: Elo-style ratings to quantify vulnerability.
In Proceedings of the 2012 workshop on new security paradigms (pp. 1–14). NSPW ’12. Bertinoro, Italy: ACM.
Savi, A., Williams, J. J., Maris, G. K., & van der Maas, H. L. (2017)
The role of A/B tests in the study of large-scale online learning.
