Stephanie Wassenburg

Postdoctoral Researcher

Human-Computer Interaction Institute
School of Computer Science

Carnegie Mellon University

Psychology, Education, and Child Studies
School of Social and Behavioral Sciences

Erasmus University Rotterdam


Under review / in revision

Pouw, W.**, Wassenburg, S. I.**, de Koning, B. B., Hostetter, A., & Paas, F. (under review). Does gesture strengthen sensorimotor knowledge of objects? The case of the size-weight illusion.
**Shared first authorship
Preprint PDF PsyArxiv doi: 10.17605/OSF.IO/SVHMR 


de Koning, B. B., Wassenburg, S. I.,  Ganushchak, L., Krijnen, E., & van Steensel, R. (2018). Vraag maar raak! Effecten van ingebouwde inferentievragen in prentenboeken op ouder-kindinteracties en verhaalbegrip [Just ask! Effects of built-in inference questions in picture books on parent-child interactions and narrative comprehension]. Amsterdam: Stichting Lezen. Link to pdf

Wassenburg, S. I., de Koning, B. B., & van der Schoot, M. (2018). In which direction to move? Facilitative and interference effects of gestures on problem solver’s thinking. Journal of Cognitive Psychology, 30(3), 307-131


van der Schoot, M., Wassenburg, S. I.Bos. L. T., de Koning, B. B. (2017). Leren lezen wat er tussen de regels staat [Learning to read what is between the lines]. Taal, 8(12), 48-53. 

de Koning, B. B., Bos, L. T., Wassenburg, S. I., & van der Schoot, M. (2017). Effects of a reading strategy training aimed at improving mental simulation in primary school children. Educational Psychology Review, 29(4), 869-889. doi: 10.1007/s10648-016-9380-4

de Koning, B. B., Wassenburg, S. I., Bos, L. T., & van der Schoot, M. (2017). Size does matter: The implied object size is represented during language comprehension. Discourse Processes, 54(7), 493-503. doi: 10.1080/0163853X.2015.1119604

Wassenburg, S. I., de Koning, B. B., de Vries, M. H., Boonstra, A. M., & van der Schoot, M. (2017). Gender differences in mental simulation during word and sentence processing. Journal of Research in Reading, 40(3), 274–296. doi: 10.1111/1467-9817.12066

de Koning, B.B., Bos. L.T., Wassenburg, S.I., & van der Schoot, M. (2017). Popcorn proeven terwijl je leest: Simuleren kun je stimuleren [Tasting popcorn while you read: stimulating simulation]. Didactief, 5, 21.

Wassenburg, S.I., Bos, L. T, de Koning, B. B. & van der Schoot, M. (2017). Leesbegrip: wat klopt er niet? [Reading comprehension: what's wrong?]. Jeugd in School en Wereld, 6, 6-9.

de Koning, B. B., Wassenburg, S. I., Bos, L. T., & van der Schoot, M. (2017). Mental simulation of four visual object properties: similarities and differences as assessed by the sentence-picture verification task. Journal of Cognitive Psychology, 29(4), 420-432. doi: 10.1080/20445911.2017.1281283

Bos, L.T., de Koning, B.B., Wassenburg, S.I., & van der Schoot, M. (2017). Visualiseer wat je leest: “Hé, zo vind ik lezen opeens leuk” [Visualize what you read: "Hey, this way I like reading"]. Veerkracht, 14(1), 4-7.


Wassenburg, S. I. (2016). Children's reading for meaning: A situation model perspective on deep text comprehension (Doctoral dissertation).

Wassenburg, S. I., de Koning, B. B., de Vries, M. H., & van der Schoot, M. (2016). A component processes task for measuring individual differences in reading comprehension. Frontiers in Psychology, 7(895), 1-8. doi: 10.3389/fpsyg.2016.00895

Bos, L. T., de Koning, B. B., Wassenburg, S. I., & van der Schoot, M. (2016). Training inference making skills using a situation model approach improves reading comprehension. Frontiers in Psychology, 7(116), 1-13. doi: 10.3389/fpsyg.2016.00116

Bos, L.T., de Koning, B.B., Wassenburg, S.I., & van der Schoot, M. (2016). Stel je eens voor.... Didactief, 46, 50-51.


Wassenburg, S. I., Beker, K., van den Broek, P., & van der Schoot, M. (2015). Children’s comprehension monitoring relates differently to the multiple dimensions of a narrative. Reading and Writing, 28(8), 1203-1232. doi: 10.1007/s11145-015-9568-x

Wassenburg, S. I., Bos., L. T., de Koning, B. B., & van der Schoot, M. (2015). Effects of a reading strategy training aimed at improving comprehension monitoring in primary school children. Discourse Processes, 52, 463-488. doi: 10.1080/0163853X.2015.1025203


Wassenburg, S. I. & Zwaan, R. A. (2010). Readers routinely represent implied object rotation: The role of visual experience. The Quarterly Journal of Experimental Psychology, 63, 1665-1670. doi: 10.1080/17470218.2010.502579