đłđ± Dutch - đ 20 September 1992 - (She/Her)
(NL) VWO is equivalent to (UK) A-level, (DE) Gymnasium, and (US) Highschool. Graduated with an average of (NL) 7.1, (UK) 50 perc., (DE) 2.8, and (US) B-
Part-time in weekends and evenings. Responsible for processing groceries and handling cash/card transactions.
Manipulation of the heartbeat from first-year students by showing them relaxing or activating video stimuli. Supervisors: dhr. Borger (Biology) Grade: [NL] 9, [UK] 90%, [DE] 1, and [US] A+
Full-time enrollment in a 3-year Bachelor Psychology. The first two years were completed on schedule. After gaining work experience, the bachelor was completed in 2016 which is included as a separate entry below.
Full-time employment on a voluntary basis during the summer holidays. Responsible for teaching (disabled) children and adults, organizing summer camps, and supervising new instructors. Children were aged 7 - 18 in groups of 4 - 20 children.
A literature review. Supervisors: Unknown Grade: [NL] 8.7, [UK] 90%, [DE] 1, and [US] A+
A literature review. Supervisors: G.G. v. Eersel (Statistics) Grade: [NL] 6.9, [UK] 49%, [DE] 3.1, and [US] C+
Full-time employment for three months. Responsible for preparing sandwiches, serving customers, cleaning tables, and washing dishes.
Full-time employment during the 2013 watersports season (April -November). Responsible for teaching and supervising watersport related activities such as sailing, kayaking, SUP'ing, raft-building, team-building, and pool supervision. *UKSA* provides services to children from a wide variety of backgrounds, including children who were mentally and/or physically disabled.
Part-time employment with extra hours where possible. Responsible for keeping the department tidy, stocking shelves, providing customers with advice and guidance, and ordering stock. *Departments: racket sports, team sports, watersports*
Full-time sailing instructor employed during the 2014 (May-July) and 2016 (July/August) watersport seasons. Responsible for providing a premium holiday experience including preparing kit, basic (boat) maintenance, teaching new and experienced sailors, organizing races, providing rescue, evening entertainment, and childcare.
Full-time employment. Responsible for keeping the department tidy, stocking shelves, providing customers with advice and guidance, and ordering stock. *Departments: camping and wintersport*
Full-time enrollments in a 3-year Bachelor Psychology. Completion of the Bachelor Psychology with a specialization in Clinical Psychology. Graduated with an average of (NL) 7.52, (UK) 60 perc., (DE) 1.8, and (US) B+
Construction and execution of a research design that compared vocal and written descriptions within a verbal overshadowing effect research paradigm (the impairing effect of verbally describing a visual stimulus on subsequent recognition of the visual stimulus). I also created a new theoretical model (based on existing working memory theories) that allowed for incorporation of the two main theoretical accounts that currently explain the verbal overshadowing effect. Supervisors: S. Bouwmeester (Statistics); P.P.J.L. Verkoeijen (Statistics) Grade: [NL] 9.5, [UK] 95%, [DE] 1, and [US] A+
Part-time research assistant responsible for scheduling, testing, and payment of the participants according to the registered replication procedure. Supervisors: S. Bouwmeester (Statistics); P.P.J.L. Verkoeijen(Statistics)
Part-time employment responsible for set-up and editing of existing âpapersâ on research done by an external-promovendus. The papers concerned topics such as Social Relations Modeling ,Agility, Murrayâs Needs, and Portfolio Feedback. Supervisors: M. Ph. Born (Organizational Psychology)
Identifying gaps in the knowledge surrounding career prospects of Psychology and Pedagogy Alumni of the Erasmus University Rotterdam. Creating, distributing and reporting of a survey enquiring about these gaps (e.g. where do alumni end up? How can the EUR prepare them better for the job market?) Supervisors: A. A. C. M. Smeets (Management)
A Research Poster Presentation for my BA Thesis research on the Verbal Overshadowing Effect (see above). Supervisors: S. Bouwmeester (Statistics); P.P.J.L. Verkoeijen(Statistics)
Full-time employment. Responsible for keeping the department tidy, stocking shelves, providing customers with advice and guidance, and ordering stock. *Departments: camping and wintersport *
Full-time enrollment in the 2-year Research Master Psychology. I majored in Social Psychology and minored in Psychological Methods and Techniques. Graduated with an average of (NL) 8.3 (Cum Laude), (UK) 70 perc. (with distinction), (DE) 1.1, and (US) A
During this 18 EC research internship we explored whether induced positive emotions (love, awe, pride) were able to increase pro-social behavior (e.g., donating time) towards in- and out-group members. We created a novel experimental design which was based on existing emotion induction paradigms. However, in the current sample the experimental manipulation was of insufficient strength to allow for comparison between emotion conditions. All data was collected through online platforms. Supervisors: D. A. Sauter (Social Psychology) Grade: [NL] 8, [UK] 65%, [DE] 1.6, and [US] A-
Full-time employment during the summer of 2017. Responsible for teaching beginner windsurfing, organizing children's' summer camps, guiding SUP tours.
During this 32 EC thesis project I developed a new set of items suited for measuring understanding of common Computer Science concepts (e.g., loops) in primary school children. The item set was implemented in an online adaptive practice environment called Math Garden. The adaptive nature of the game allowed for explorations of differences in perceived difficulties between concepts, validation of the measurement, and comparisons with mathematical and language ability. Supervisors: H. L. J. van der Maas (Psychological Methods); F.F.J.Hermans (Software Engineering) Grade: [NL] 9, [UK] 90%, [DE] 1, and [US] A+
Full-time employment as a data-analyst and content creator. Responsible for internal business intelligence (e.g., changes in the number of accounts after changing the subscription structure), AB-testing, psychometric analyses on the functioning of the adaptive system, creating content for new Mathematical/Programming/Language games, attending conferences/events, and creating dashboards.
Full-time employment as a PhD Student. Primary focus was on measuring changes in stereotypes through behavioral tasks. The project website is available via https://bias-barometer.github.io/. Supervisors: L. van Maanen (Utrecht University); K. Schulz (University of Amsterdam)
*Sally A. M. Hogenboom, Felienne F. J. Hermans & Han L. J. Vander Maas (2021) Computerized adaptive assessment of understanding of programming concepts in primary schoolchildren, Computer Science Education, DOI:10.1080/08993408.2021.1914461* Background and Context. Valid assessment of understanding of programming concepts in primary school children is essential to implement and improve programming education. Objective. We developed and validated the Computerized Adaptive Programming Concepts Test (CAPCT) with a novel application of Item Response Theory. The CAPCT is a web-based and resource-efficient adaptive assessment of 4489 questions measuring: the understanding of basic sequences, loops, conditions (if & if-else statements), debugging, multiple agents, procedures, and the ability to generalize to a new syntax. Method. Data was collected through an existing online adaptive practice and monitoring system called Math Garden. We collected 14 million responses from 93,341 Dutch children (ages 4- 13). Findings. The CAPCT demonstrated good psychometric qualities because 75% of the variance in question difficulty was explained by differences in item characteristics. The CAPCT demonstrated robustness against adding new participants and adding new items. Differences in player ability (i.e., understanding of CS concepts) were due to differences in age, gender, the number of items played, and prior mathematical ability. Implications. The CAPCT may be used by teachers to identify the level of programming concept understanding of their pupils, while researchers may use the CAPCT to construct and validate effective teaching resources.
The Free Association Game requires participants to repeatedly provide associations to targets. The frequency and response times of these associations are used to create attitude networks. In exploratory research we will estimate association networks both at the sample-level and at the individual-level. Supervisors: L. van Maanen (Utrecht University)
Teaching and grading in the Methods and Statistics course for different Bachelor- and (Pre)Master courses in Psychology. Educational responsibilities include grading papers, optimizing course content, providing feedback, supervising bachelor and master thesis projects, and answering questions. I also conduct psychological research, contribute to optimizing (digital) workflows (e.g., automated system for paper distribution and email alerts), and edit one of our online textbooks ('Onderzoek in de Praktijk').
A 'better poster' presenting our Implicit Association Test results. The poster, and other materials, are available via: https://osf.io/dw23y/ Supervisors: L. van Maanen (Utrecht University); K. Schulz (University of Amsterdam)
Hogenboom, S. A. M., Schulz, K., & van Maanen, L. (2023). Implicit association tests: Stimuli validation from participant responses. British Journal of Social Psychology, 00, 1â28. https://doi.org/10.1111/bjso.12688 The Implicit Association Test (IAT, Greenwald et al., J. Pers. Soc. Psychol., 74, 1998, 1464) is a popular instrument for measuring attitudes and (stereotypical) biases. Greenwald et al. (Behav. Res. Methods, 54, 2021, 1161) proposed a concrete method for validating IAT stimuli: appropriate stimuli should be familiar and easy to classify â translating to rapid (response times <800âms) and accurate (errorâ<â10%) participant responses. We conducted three analyses to explore the theoretical and practical utility of these proposed validation criteria. We first applied the proposed validation criteria to the data of 15 IATs that were available via Project Implicit. A bootstrap approach with 10,000 âexperimentsâ of 100 participants showed that 5.85% of stimuli were reliably valid (i.e., we are more than 95% confident that a stimulus will also be valid in a new sample of 18- to 25âyear-old US participants). Most stimuli (78.44%) could not be reliably validated, indicating a less than 5% certainty in the outcome of stimulus (in)validity for a new sample of participants. We then explored how stimulus validity differs across IATs. Results show that only some stimuli are consistently (in)valid. Most stimuli show between-IAT variances, which indicate that stimulus validity differs across IAT contexts. In the final analysis, we explored the effect of stimulus type (images, nouns, names, adjectives) on stimulus validity. Stimulus type was a significant predictor of stimulus validity. Although images attain the highest stimulus validity, raw data show large differences within stimulus types. Together, the results indicate a need for revised validation criteria. We finish with practical recommendations for stimulus selection and (post-hoc) stimulus validation.