Dynamic Testing

Overige publicaties

Overig

2010-2014

  • Bongers-Schokking, J.J., Resing, W.C.M., De Rijke, Y.B., De Ridder, M.A.J.,.& De Muinck Keizer-Schrama, S.M.P.F. (2013). Cognitive development in congenital hypothyroidism: Is over-treatment a greater threat than under-treatment? Journal of Clinical Endocrinology & Metabolism, 98, 4499-4506.
  • Smeets, J., & Resing, W.C.M. (2013).De overgang van najaarskleuters naar groep 3. Tijdschrift voor Orthopedagogiek, 442-453.
  •  Lauchlan, F., Resing, W.C.M., & Elliott, J.G. (2011). Guest Editorial on computerised assessment. Educational and Child Psychology, 28, 2, 6-7.
  • Elliott, J.G., & Resing, W.C.M. (2011). Cross-cultural factors in learning and motivation. In: S. Seel (Ed.), Encyclopedia of the Sciences of Learning, Berlin: Springer Verlag. 

2005-2009

  • Resing, W.C.M., Evers, A., Koomen, H.M.Y., Pameijer, N.K., & Bleichrodt, N. (2008). Indicatiestelling Speciaal Onderwijs en Leerlinggebonden Financiering: Instrumentarium. Amsterdam: Boom Testuitgevers (pp. 1-260).
  • Ebersbach, M., Lehner, M., Resing, W. C. M., & Wilkening, F. (2008). Forecasting exponential growth and exponential decline: Similarities and differences. Acta Psychologica, 127, 247-257.
  • Resing, W.C.M., Evers, A., Koomen, H.M.Y., & Bleichrodt, N. (2008). Indicatiestelling Speciaal Onderwijs en Leerlinggebonden Financiering: MBO. Amsterdam: Boom Testuitgevers (pp. 1-215).
  • Ebersbach, M., Van Dooren, W., Van den Noortgate, W., & Resing, W.C.M. (2008). Understanding linear and exponential growth: Searching for the roots in 6-9-year-olds. Cognitive Development, 23, 237-257.  
  • Ebersbach, M., & Resing, W.C.M. (2008). Implicit and explicit knowledge of linear and exponential growth in 5- and 9-year-olds. Journal of Cognition and Development, 286-309.
  • Ebersbach, M., & Resing, W. C. M. (2007). Shedding new light on an old problem: The estimation of shadow sizes in children and adults. Journal of Experimental Child Psychology, 97, 265-285.
  • Botting, N., & Resing, W. C. M. (2007). Editorial: Language impairments: their impact on educational progress. Educational and Child Psychology, 24, 6-8.
  • Evers, A., & Resing, W. C. M. (2007). Het drijfzand van didactische leeftijdsequivalenten. De Psycholoog, 42, 466-472.
  • Resing, W.C.M., Evers, A., Koomen, H.M.Y., Pameijer, N.K., & Bleichrodt, N. (2005). Indicatiestelling Speciaal Onderwijs en Leerlinggebonden Financiering: Condities en Instrumentarium. Amsterdam: Boom Testuitgevers (pp. 1-327).

1995-2004

  • Zeeuw, J. de, Dekker, R., & Resing, W.C.M. (2004). Algemene Psychodiagnostiek 1: Testmethoden (8e, geheel herziene druk). Leiden: Pits (pp. 1-611).
  • Nijenhuis, J. te, Resing, W.C.M., Tolboom,E., & Bleichrodt, N. (2004). Short-Term Memory as an Additional Predictor of School Achievement for Immigrant Children? Intelligence, 32 , 203-213.
  • Resing, W.C.M., Evers, A., Koomen, H.M.Y., Pameijer, N.K., Bleichrodt, N., & Boxtel, H. van (2002). Indicatiestelling: condities en instrumentarium. Amsterdam/Meppel: NDC/Boom (p. 1-256).
  • Evers, A., Vliet, Mulder, J.C. van, Resing, W.C.M., Starren, J.C.M.G., Alphen de Veer, R.J. van, & Boxtel, H. van (2002). COTAN testboek voor het onderwijs. Amsterdam; NDC/Boom.pag.
  • Wubbe, F., Resing, W.C.M., Putten, C. van (2002). Compatibility of the BLIK and SCHOBL-R with each other and with the Big Five in six year old children. In N. Garnefski (Ed.), Coping with psychology. Vol III (p. 141-156). University of Leiden, Department of  Psychology.
  • Resing, W.C.M., Bleichrodt, N., & Dekker, P.H. (1999). Measuring personality traits in the classroom. European Journal of Personality, 13, 493-509.
  • Resing, W.C.M., & Bleichrodt, N. (1997). Schoolgedrag opnieuw gemeten. Pedagogische Studiën, 74, 313 – 327.
  • Hosenfeld, B., Boom, D.C. van den, & Resing, W.C.M. (1997). Constructing geometric analogies for the longitudinal testing of elementary school children. Journal of Educatio­nal Measurement, 34, 367-372.
  • Resing, W.C.M., & Tomic, W. (1995). Kroniek Onderwijsresearchdagen 1994 in Utrecht: 24-26 mei 1994: Leren en Instructie. Pedagogische Studiën, 71, 460-461.

1990-1994

  • Bleichrodt, N., Resing, W.C.M., & Zaal, J.N. (1993). SCHOBL-R. De Schoolgedrag Beoorde­lingslijst opnieuw bekeken. Lisse: Swets & Zeitlinger (p. 1-78).
  • Feij, J.A., Doorn, C.D., Kampen, D. van, Berg, P. T. van den, & Resing, W.C.M. (1992). Sensation seeking and social support as moderators of the relationship between life events and physical illness/ psychological distress. In J.A.M. Winnubst & S. Maes (Eds.), Lifestyles, stress, and health. New developments in health psychology (p. 285-302). Leiden: DSWO Press.
  • Resing, W.C.M., & Bleichrodt, N. (1991). The development of a School Behavior Checklist (SCHOBL-R) for various ethnic groups in the Netherlands. In  N. Bleichrodt & P.J.D. Drenth (Eds.), Contemporary issues in cross-cultural psychology. Lisse: Swets & Zeitlinger (p. 361-373).
  • Feij, J.A., Kampen, D. van, Doorn, C.D., Resing, W.C.M., & Berg, P.T. van den (1990). De relatie tussen ingrijpende levensgebeurtenissen, copingstijlen en klachten. Gedrag en Gezond­heid, 18, 182-196.