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). Bilingualism and cognitive development.
Language development: the contribution of cognitive and affective factors
The interplay between cognitive and emotional development. Self-conscious emotions.

Representative Publications

Chrysochoou, E., Vivas, A. B., Cana, L., & Demetriou, A. (2021). The bilingual effect on cognitive development: not an executive function advantage, but a differentiation of mental abilities. Journal of Cognitive Psychology, 1-15. https://doi.org/10.1080/20445911.2021.2002875

Ralli, A. M., Chrysochoou, E., Giannitsa, A., & Angelaki, S. (2021). 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. Reading and Writing. https://doi.org/10.1007/s11145-021-10196-9

Ralli, A.M., Chrysochoou, E., Roussos, P., Diakogiorgi, K., Dimitropoulou, P., & Filippatou, D. (2021). "Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder". Brain Sciences, 11 (5), 604. https://www.mdpi.com/2076-3425/11/5/604#cite

Vivas, A. B., Chrysochoou, E., Marful, Α., & Bajo, T. (2021). Emotional devaluation in ignoring and forgetting as a function of adolescent development. Cognition, 211, 104615. https://doi.org/10.1016/j.cognition.2021.104615

Laketa, A., Studenica, A., Chrysochoou, E., Blakey, E., & Vivas, A. B. (2021). Biculturalism, linguistic distance, and bilingual profile effects on the bilingual influence on cognition: A comprehensive multipopulation approach. Journal of Experimental Psychology: General, 150(11), 2273–2292. https://doi.org/10.1037/xge0000794

Dimitropoulou, P., Filippatou, D., Chrysochoou, E., Roussos, P., Ralli, A., Diakogiorgi, K., Oikonomou, A., & Griva, A. (2021). Academic emotions and reading motivation: preliminary evidence for their development and interrelations in childhood and preadolescence. Psychology: the Journal of the Hellenic Psychological Society, 26(1), 73-87. https://doi.org/10.12681/psy_hps.26227

Diakogiorgi, K., Filippatou, D., Ralli, A., Μ., Chrysochoou, E., Roussos, P., Dimitropoulou, P. (2021). Writing skills of children with and without dyslexia: similarities and differences. Psychology: the Journal of the Hellenic Psychological Society, 26(1), 102-120. https://doi.org/10.12681/psy_hps.26251

Vivas, A.B., Chrysochoou, E., Ladas, A.I., Salvari, V. (2020). The moderating effect of bilingualism on lifespan cognitive development. Cognitive Development, 55, 00890. https://doi.org/10.1016/j.cogdev.2020.100890

Chrysochoou, E., Kanaki, S., & Vivas, A. B. (2020). Executive functions in French-Greek early bilinguals: In search of the suggested bilingual advantage. Psychology: the Journal of the Hellenic Psychological Society, 25(2), 76-92. https://ejournals.epublishing.ekt.gr/index.php/psychology/article/view/25588

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. 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 Society, 22(2), 43-53. https://ejournals.epublishing.ekt.gr/index.php/psychology/article/view/23254

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, 32:6, 743-756. 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. 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. 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. https://doi.org/10.1002/acp.172

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. 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. In 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