Elisavet Chrysochoou
Elisavet Chrysochoou is an Assistant Professor of Developmental Psychology. She graduated from the School of Early Childhood Education of the Aristotle University of Thessaloniki and completed postgraduate studies in the United Kingdom, obtaining the Advanced Diploma in Child Development (with distinction) and the MA in Education (Early Years – as a recipient of the Alexander S. Onassis Public Benefit Foundation Scholarship) from the University of London, Institute of Education. She completed her doctoral studies at the School of Early Childhood Education of the Aristotle University of Thessaloniki, supported by the HERAKLITUS – Research Scholarships with Priority in Basic Research programme, and obtained her PhD in 2006. She has conducted post-doctoral research at the Aristotle University of Thessaloniki (receiving a Research Committee Scholarship of Excellence) and has participated in research programmes as a post-doctoral researcher and principal investigator. Her research focuses on the cognitive development of monolingual and bilingual individuals and on sociocognitive development. Her work has been published in international and Greek journals, conference proceedings and edited volumes. Prior to her appointment at the School of Psychology of the Aristotle University of Thessaloniki, she taught for several years at national universities. She has also collaborated with the Hellenic Open University for several years as teaching staff in units of postgraduate courses related to cognitive and language development. She is a member of European and Greek scientific associations. Currently (2022-2025), E. Chrysochoou and G. Vleioras are the coordinators of the Developmental Psychology Division of the Hellenic Psychological Society.
My research interests lie in the field of developmental psychology. I have studied the development of executive functions and their relations to language development. A number of studies in recent years have looked at the cognitive and sociocultural development of bilingual immigrants and ethnic group members. My research extends to the study of sociocognitive development. Recent studies have looked at the development of conscience dimensions, with particular emphasis on self-conscious emotions, empathy and moral reasoning.
Chrysochoou, E. (2023). Biological and cognitive mechanisms and the role of culture in theory of mind development: in need of an integrative, biocultural perspective? Psychology: the Journal of the Hellenic Psychological Society, 28(2), 23-47. https://doi.org/10.12681/psy_hps.36229
Bablekou, Z., Chrysochoou, E., & Kazi, S. (2023). Executive functions, listening comprehension, and metacognitive processes in childhood: developmental profiles. Psychology: the Journal of the Hellenic Psychological Society, 28(2), 48-68. https://doi.org/ 10.12681/psy_hps.36222
Chrysochoou, E. (2023). Bilingualism and cognitive development. In K. Diakogiorgi, S. Selimis, D. Papadopoulou, & G. Andreou (Eds.), Bilingualism: Language development and educational implications (pp. 82-99). Gutenberg. ISBN: 978-960-01-2476-7
Laketa, A., Chrysochoou, E., Studenica, A., & Vivas, A. B. (2023). Linguistic, affective, parental, and educational contributions to the bicultural identity development of Balkan minority adolescents. Journal of Research on Adolescence, 33(3), 899-912. https://doi.org/10.1111/jora.12846
Lightfoot, C., Cole, M., & Cole, M. (2022). The development of children (General Scientific Edit.: Ζ. Bablekou, Scientific Edit: Ε. Chrysochoou & D. Pnevmatikos). Gutenberg (published in English in 2018)
Studenica, A., Laketa, A., Chrysochoou, E., Blakey, E., & Vivas, A. B. (2022). The influence of bilingualism on adolescent cognition: The roles of biculturalism, the bilingual profile, and linguistic similarity. Cognitive Development, 63, 101203. https://doi.org/10.1016/j.cogdev.2022.101203
Chrysochoou, E., Vivas, A. B., Cana, L., & Demetriou, A. (2022). The bilingual effect on cognitive development: not an executive function advantage, but a differentiation of mental abilities. Journal of Cognitive Psychology, 34(4), 470–484. 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, 35(3), 713-741. 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, A., Chrysochoou, E., Roussos, P., Ralli, A. M., 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), 73-77 [in Greek]. https://doi.org/10.12681/psy_hps.26227
Diakogiorgi, K., Filippatou, A., Ralli, A. M., 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 [in Greek]. 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. 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. Proceedings of the 9th Annual South-East European Doctoral Student Conference: Infusing Research and Knowledge in South-East Europe, 540-567.
Chysochoou, E., Μasoura, E., & Alloway, T. P. (2013). Intelligence and working memory: contributions to reading fluency, spelling, and reading comprehension in middle childhood. In V. Deligianni, A. Baka, E. Figgou, & D. Moraitou (Eds)., Scientific Annals of the School of Psychology of the Aristotle University of Thessaloniki, Vol. Ι, 226-251. Aristotle University of Thessaloniki Publications [in Greek]. http://ejournals.lib.auth.gr/psyannals/article/view/4272
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., & 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., & Tsigilis, N. (2011). Working memory contributions to reading comprehension components in middle childhood children. The American Journal of Psychology, 124(3), 275-289. https://doi.org/10.5406/amerjpsyc.124.3.0275
Masoura, E., Chrysochoou, E., Theodoridou, Z., & Triarhou, L. (transl.) (2010). The biological bases of memory – Christofredo Jacob. Synapsis, 17, 36-48 [in Greek].
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 the 2nd EMUNI Research Souk Conference: Living together in the multi-cultural society (pp. 1391-1403). Thessaloniki, June 2010.
Chrysochoou, E. & Bablekou, Z. (2008). Prediction of oral comprehension by working memory measures in the preschool and school years. In S. Samartzi & A. Demetriou (Eds.), Special Issue: Cognitive Development, Noisis, 4, 31-50 [in Greek].
Chrysochoou, Ε. (2006). Working memory contributions to young children’s listening comprehension [PhD Thesis]. Aristotle University of Thessaloniki, Greece [in Greek]. http://phdtheses.ekt.gr/eadd/handle/10442/14127
Chrysochoou, Ε., & Bablekou, Ζ. (2004). Working memory and its relations with listening comprehension and inference generation in the preschool and elementary school years: A pilot study. In N. Makris & D. Desli (Eds), Proceedings of the Hellenic Conference on Cognitive Psychology (pp. 170-175). G. Dardanos.