Elisavet Chrysochoou

Assistant Professor

Aristotle University of Thessaloniki

Greece

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About

Elisavet Chrysochoou is an Assistant Professor at Aristotle University of Thessaloniki, Greece. Her research focuses on biological and cognitive mechanisms in theory of mind development, executive functions, and bilingualism's influence on cognition in adolescents. She has published extensively on topics related to metacognitive processes, bicultural identity development, and developmental language disorders in Greek-speaking children.

Articles (12)

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2023

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2023

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2023

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2022

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2022

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2021

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2021

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2021

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2021

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2021

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2021

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2021

Collaborators (4)

Panagiota Dimitropoulou

Assistant Professor of Educational Psychology

University of Crete

GREECE

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Alejandra Marful

Universidad de Granada

SPAIN

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Asimina Ralli

Associate Professor

National and Kapodistrian University of Athens

GREECE

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Ana B. Vivas

University of Sheffield

UNITED KINGDOM

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Elisavet Chrysochoou

Research Interests

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Articles (12)

Linguistic, affective, parental, and educational contributions to the bicultural identity development of Balkan minority adolescents

Biological and cognitive mechanisms and the role of culture in theory of mind development: In need of an integrative, biocultural perspective?

Executive functions, listening comprehension, and metacognitive processes in childhood: Developmental profiles

The influence of bilingualism on adolescent cognition: The roles of biculturalism, the bilingual profile, and linguistic similarity

The bilingual effect on cognitive development: not an executive function advantage, but a differentiation of mental abilities

Written text production in Greek-speaking children with Developmental Language Disorder and typically developing peers, in relation to their oral language, cognitive, visual-motor coordination, and handwriting skills

Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder

Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder

Biculturalism, Linguistic Distance, and Bilingual Profile Effects on the Bilingual Influence on Cognition : A Comprehensive Multipopulation Approach

Academic emotions and reading motivation: preliminary evidence for their development and interrelations in childhood and preadolescence

Emotional devaluation in ignoring and forgetting as a function of adolescent development

Writing skills of children with and without dyslexia: similarities and differences

Collaborators (4)

Panagiota Dimitropoulou

Alejandra Marful

Asimina Ralli

Ana B. Vivas

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