Chrysochoou Elisavet

Assistant Professor

Area of Specialization:

Developmental Psychology

Department:

Developmental and School Psychology

Office:

Room 416 "L. Housiadas", New Building, Faculty of Philosophy

Telephone:

+30 2310997336

E-mail:

echrysoc@psy.auth.gr

Σπουδές

Studies

2006: PhD, Aristotle University of Thessaloniki, School of Early Childhood Education, Department of Psychology and Special Education. Supported by HERACLITUS– Research Scholarships Prioritizing Basic research (Greek Ministry of Education & European Union)
2000: MA in Education (Early Years), University of London, Institute of Education, Department of Child Development and Learning. Scholarship recipient of the Onassis Foundation
1999: Advanced Diploma in Child Development (with Distinction), University of London, Institute of Education
1998: Ptychion (UG degree) in Preschool Education, Aristotle University of Thessaloniki

Research

Cognitive development (executive functions, information processing). Bilingualism and cognitive development
Language development and processing: the contribution of cognitive and affective factors
The interplay between cognitive and emotional development. Self-conscious emotions in childhood and adolescence

Representative Publications

Laketa, A., Studenica, A., Chrysochoou, E., Blakey, E., & Vivas, A.B. (in press). Biculturalism, linguistic distance, and bilingual profile effects on the bilingual influence on cognition: A comprehensive multi-population approach. Journal of Experimental Psychology: General

Vivas, A.B., Chrysochoou, E., Ladas, A.I., Salvari, V. (2020). The moderating effect of bilingualism on lifespan cognitive development. Cognitive Development, 55, 100890

Chrysochoou, E., Kanaki, S., & Vivas, A. B. (in press). Executive functions in French-Greek early bilinguals: In search of the suggested bilingual advantage; Psychology: the journal of the Hellenic Psychological Association (ELPSE).

Chrysochoou, E., Bablekou, Z., Kazi, S., & Tsigilis, N. (2018). Differences in Vocabulary Knowledge as a Function of Children's Oral Comprehension Performance in Greek: A Cross-Sectional Developmental Study. American Journal of Psychology, 131(2), 211-223. DOI: 10.5406/amerjpsyc.131.2.0211; https://www.jstor.org/stable/10.5406/amerjpsyc.131.2.0211

Hatzifilalithis, S., Chrysochoou, E., Pavlidis, G., & Vivas, A. (2017). On-line social networking and cognitive performance in older adults: A Greek-Canadian study Psychology (the journal of the Hellenic Psychological Association - ELPSE), 22(2), 43-53. https://elpse.com/JournalPsychology/Documents/PSYCHOLOGY_VOL_22/PSYCHOLOGY_VOL_22_ISSUE2/Vol22-Issue2_043-053.pdf

Vivas, A. B., Ladas, A. I., Salvari, V., & Chrysochoou, E. (2017). Revisiting the bilingual advantage in attention in low SES Greek-Albanians: does the level of bilingual experience matter?. Language, Cognition and Neuroscience, Language, Cognition and Neuroscience, 32:6, 743-756. DOI: 10.1080/23273798.2016.1271442; https://doi.org/10.1080/23273798.2016.1271442

Hellstrand, D. G., & Chrysochoou, E. (2015). Upset in response to a sibling’s partner’s infidelity: A study with siblings of gays and lesbians, from an evolutionary perspective. Evolutionary Psychology, 1-7. DOI: 10.1177/1474704915598491; https://doi.org/10.1177%2F1474704915598491

Qehaja-Osmani, F., Chrysochoou, E., & Carroll, D. J. (2014). Executive functions and reading comprehension performance in children. In Proceedings of the 9th Annual South-East European Doctoral Student Conference: Infusing Research and Knowledge in South-East Europe, 540-567.

Chrysochoou, E., Bablekou, Z., Masoura, E., & Tsigilis, N. (2013). Working memory and vocabulary development in Greek preschool and primary school children. European Journal of Developmental Psychology, 10, 417-432. DOI: 10.1080/17405629.2012.686656; https://doi.org/10.1080/17405629.2012.686656

Chrysochoou, E., Masoura, E., & Alloway, T. P. (2013). Intelligence and working memory: Contributions to reading fluency, writing and reading comprehension in middle school-age Children. Scientific Annals - School of Psychology, 10, 226-251. http://ejournals.lib.auth.gr/psyannals/article/view/4272

Chrysochoou, E., & Bablekou, Z. (2011). Phonological loop and central executive contributions to oral comprehension skills of 5.5 to 9.5 years old children. Applied Cognitive Psychology, 25, 576-583.

Chrysochoou, E., Bablekou, Z., & Tsigillis, N. (2011). Working Memory Contributions to Reading Comprehension Components in Middle Childhood Children. American Journal of Psychology, 124, 275-289. DOI: 10.1080/17405629.2012.686656; https://doi.org/10.1080/17405629.2012.686656

Chrysochoou, E., Bablekou, Z., & Tsigilis, N. (2010). When others fail to put themselves in my shoes: Factors accompanying language comprehension difficulties in primary school children. Proceedings of 2nd EMUNI Research Souk Conference: Living together in the multi-cultural society (blind review), pp. 1391-1403.

Chrysochoou, E. & Bablekou, Z. (2008). Working memory measures as predictors of oral story comprehension in the early childhood and elementary school years. Noesis, 4, 31-50.

Chrysochoou, Ε. (2006). Working memory contributions to young children’s listening comprehension. Ph.D. Thesis, Department of Early Childhood Education, Aristotle University of Thessaloniki. https://phdtheses.ekt.gr/eadd/handle/10442/14127

Chrysochoou, E. & Bablekou, Z. (2004). Working memory relationships to oral story comprehension and inference generation in the preschool and early primary school years: A pilot study. Proceedings of the 1st Hellenic Congress of Cognitive Psychology, 170-175, Athens: G. Dardanos Publishers.

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Chrysochoou Elisavet

Σπουδές