Keynote Speakers

Mariëtte Huizinga (VU University Amsterdam, NL) Mariëtte Huizinga

Title presentation:
Friends or homework? A precarious balance between cognitive and socio-emotional development during early adolescence 

Mariëtte Huizinga is trained as a developmental psychologist, with a focus on experimental (neuro-)psychology. She is an associate professor at the 'LEARN!' Research Insitute (Department of Educational Neuroscience), at the VU University Amsterdam.

The main focus of her research is put on the development of executive functions, aimed at the age of childhood and young-adulthood. Together with Dr. Diana Smidts, Mariëtte Huizinga developed the Dutch adaptation of the Behavior Rating Inventory of Executive Function (BRIEF) for children between the age of 5 and 18. In addition, they co-authored a book on the development of executive functions for general audience: 'Gedrag in uitvoering'.

Her research interestes include self- and emotion regulation, peer influence, working memory, cognitive flexibility, inhibition, complex task performance, strategy application, risk-taking behavior, social development - in relation to school performance.

Selection of her recent publications:

  • Baumgartner, S.E., Weeda, W.D., & Huizinga, M. (2014). The relationship between media-multitasking and executive function in early adolescents. Journal of Early Adolescence. [Epub ahead of print]
  • Huizinga, M. & Van der Molen, M.W. (2011). Task switching and shifting between stopping and going: Developmental change in between-trial control adjustments. Journal of Experimental Child Psychology, 108(3), 484-503.
  • Huizinga, M. & Smidts, D.P. (2011). Age-related changes in executive function: a normative study with the Dutch version of the Behavior Rating Inventory of Executive Function (BRIEF). Child Neuropsychology, 17(1), 51-66.
  • Russo, N., Dawkins, T., Huizinga, M., & Burack, J.A. (2011). Execuitve functions across syndromes associated with intellectural disabilities: a developmental perspective. In: J.A. Burack, R.M. Hodapp, G. Iarocci & E. Zigler (Eds.), The Oxford Handbook of Intellectual Disability and Development (Oxford Library of Psychology) (pp. 125-137). New York: Oxford University Press
  • Huizinga, M.,Burack, J.A., & Van der Molen, M.W. (2010). Age-related change in shifting attention between global and local levels of hierarchical stimuli. Journal of Cognition and Development, 11(4), 408-436.
  • Burack, J.A., Russo, N., Dawkins, T., & Huizinga, M. (2010). Developments and regressions in rule use: the case of Zinedine Zidane. In B.W. Sokol, J. Carpendale, U. Müller, A. Young & G. Iarocci (Eds.), Self- and social-regulation: Exploring the relations between social interaction, social cognition, and the development of executive functions (pp. 111-128). New York: Oxford University Press.
  • Schüpbach, D., Huizinga, M., Duschek, S., Grimm, S., Boeker, H., & Hell, D. (2009). Rapid cerebral hemodynamic modulation during set shifting: evidence of time-locked associations with cognitive control in females. Brain and Cognition, 71(3), 313-139.
  • Huizinga, M. & Van der Molen, M.W. (2007). Age-group differences in set-switching and set-maintenance on the Wisconsin Card Sorting Task. Developmental Neuropsychology, 31(2), 193-215.
  • Huizinga, M., Dolan, C.V., & Van der Molen, M.W. (2006). Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia, 44(11), 2017-2036.
  • Welsh, M.C. & Huizinga, M. (2005). Tower of Hanoi disk-transfer task: Influences of strategy knowledge and learning on performance. Learning and Individual Differences, 15(4), 283-298.


Valéria Csépe (Hungarian Academy of Sciences, HU) Valéria Csépe

Title presentation:
Brain and behavior: a combined approach to understanding learning and the effect of teaching

Valéria Csépe is a professor of cognitive psychology, the corresponding member and deputy secretary general of the Hungarian Academy of Sciences and the member of the Academia Europaea. Since May 2014 she has been working again as a full time research professor and head of the Research Group of Neurocognitive Development of the Brain Imaging Centre at the Research Centre of Natural Sciences of the Hungarian Academy of Sciences (RCNS HAS).

Her main research works focus on the neurocognitive correlates of auditory processing (speech and music) and the dynamic systems of cognition (reading, numeracy, spatial cognition) and executive functions. She has been decorated with many awards for outstanding scientific achievement. She is member of the ICSU Committee on Strategic Planning and Research.

She has more than 200 publications that include journal articles, monographs, edited books, book chapters and conference papers in English and Hungarian.

Selection of recent publications:

  • Takács, Á., Kóbor, A., Tárnok, Zs., Csépe, V. (2014) Verbal fluency in children with ADHD: Strategy using and temporal properties. CHILD NEUROPSYCHOLOGY 20:(4) pp. 415-429.
  • Ragó A, Honbolygó F, Róna Zs, Beke A, Csépe V(2014) Effect of maturation on suprasegmental speech processing in full- and preterm infants: A mismatch negativity study. RESEARCH IN DEVELOPMENTAL DISABILITIES 35:(1) pp. 192-202. (2014)
  • Moll Kristina, Ramus Franck, Tóth Dénes, Honbolygó Ferenc, Csépe Valéria, Landerl Karin (2014) Cognitive mechanisms underlying reading and spelling development in five European orthographies. LEARNING AND INSTRUCTION 29: pp. 65-77. (2014)
  • Lohvansuu K, Hämäläinen J A, Tanskanen A, Bartling J, Bruder J, Honbolygó F, Schulte-Körne G, Démonet J -F, Csépe V, Leppänen P H T (2013) Separating mismatch negativity (MMN) response from auditory obligatory brain responses in school-aged children. PSYCHOPHYSIOLOGY 50:(7) pp. 640-652.
  • Honbolygó F, Csépe V.(2013) Saliency or template?: ERP evidence for long-term representation of word stress. INTERNATIONAL JOURNAL OF PSYCHOPHYSIOLOGY 87: pp. 165-172. (2013)
  • Landerl K, Ramus F, Toth D, Honbolygó F, Csépe V, Schulte-Körne G (2013) Predictors of developmental dyslexia in European orthographies with varying complexity. JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY 54:(6) pp. 686-694. (2013)
  • Honbolygó F, Csépe V (2013) Saliency or template?: ERP evidence for long-term representation of word stress. INTERNATIONAL JOURNAL OF PSYCHOPHYSIOLOGY 87: pp. 165-172. (2013)
  • Török Á., Asbóth K.K., Honbolygó F., Csépe V. (2012) Intensity dependent interaction in audiovisual integration. In: IEEE (szerk.)3rd IEEE International Conference on Cognitive Infocommunications. CogInfoCom 2012. Proceedings.. 469-473.
  • Ziegler, J. C., Bertrand, D., Toth, D., Csépe, V., Luis, F. (2010). Orthographic Depth and its Impact on Universal Predictors of Reading: A Cross-Language Investigation. In Psychological Science. Vol. 21, Issue 4, p. 551-559.


Benő Csapó (University of Szeged, HU) Valéria Csépe

Title presentation:
Measurement for Early Intervention: Potentials of Online Diagnostic Assessments

Benő Csapó (1953) is a Professor of Education (1997-) at the University of Szeged , the head of the Graduate School of Educational Sciences (2003-), the Research Group on the Development of Competencies, Hungarian Academy of Sciences (2002-), and the Center for Research on Learning and Instruction he founded in 2003.

He has been participating in several international research projects. He was a member of the Problem Solving Expert Group that devised the assessment frameworks for the 2003-2012 OECD PISA surveys. He was the leader of the Technological Issues Working Group in the Assessment and Teaching of 21st Century Skills initiative (2009-2010). Moreover, he was an external expert of the Kompetenzmodelle zur Erfassung individueller Lernergebnisse und zur Bilanzierung von Bildungsprozessen program (Germany, 2007-2013).

At present professor Csapó is a member of the PISA Governing Board (2005-, vice chair: 2008-). He is a member (vice chair: 2002-2005) of the Educational Committee of the Hungarian Academy of Sciences. He is also the Editor of Magyar Pedagógia.

Link to Csapó´s home page:
Link to Csapó´s CV:

Selection of recent publications:

  • Csapó, B., Molnár, G., & Nagy, J., (2014). Computer-based assessment of school readiness and early reasoning. In Journal of Educational Psychology, 106(2). (in press) doi: 10.1037/a0035756
  • Greiff, S., Wüstenberg, S., Molnár, G., Fischer, A., Funke. J., & Csapó, B. (2013). Complex problem solving in educational contexts – Something beyond g: Concept, assessment, measurement invariance, and construct validity. In Journal of Educational Psychology, 105(2), p. 364-379.
  • Molnár, G., Greiff, S., & Csapó, B. (2013). Inductive reasoning, domain specific and complex problem solving: relations and development. In Thinking Skills and Creativity, 9, p. 35-45.
  • Csapó, B., Lőrincz, A. & Molnár G. (2012). Innovative assessment technologies in educational games designed for young students. In D. Ifenthaler, D. Eseryel, & X. Ge (Eds.), Assessment in game-based learning. Foundations, innovations, and perspectives (pp. 235-254). New York: Springer.
  • Csapó, B. (2012). Developing a framework for diagnostic assessment of early science. In S. Bernholt, K. Neumann, & P. Nentwig (Eds.), Making it tangible – Learning outcomes in science education (pp. 61-85). Münster: Waxmann.
  • Csapó, B., Ainley, J., Bennett, R., Latour, T., & Law, N. (2012). Technological issues of computer-based assessment of 21st century skills. In B. McGaw, P. Griffin, & E. Care (Eds.), Assessment and teaching of 21st century skills. (pp. 143-230). New York: Springer.
  • Csapó, B. & Nikolov, M. (2009). The cognitive contribution to the development of proficiency in a foreign language. Learning and Individual Differences, 19(2) 209-218.

The full list of selected publications is available at:

Important Dates and Deadlines

Conference Dates:

June 19 – 20, 2014 (Opening Reception: June 18)

June 18, 2014 (Junior Day)


Early Bird registration deadline March 1, 2014

Abstract submission deadline May 1, 2014

Online registration deadline May 15, 2014