Chrysochoou Elisavet

Assistant Professor
Department of Developmental and School Psychology
Area of Expertise: Developmental Psychology
Room: 416 "L. Housiadas", New Building, Faculty of Philosophy
Landline: +302310997336

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, receiving from the University of London, Institute of Education the degrees of Advanced Diploma in Child Development (with Distinction) and MA in Education (Early Years – being an Alexander S. Onassis Public Benefit Foundation Scholarship recipient). She conducted 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 received a PhD degree in 2006. She has conducted postdoctoral research at the Aristotle University of Thessaloniki (receiving a Research Committee Scholarship of Excellence) and has participated as a postdoctoral researcher and a principal investigator in research programmes. Her research focuses on the cognitive development of monolingual and bilingual individuals and on sociocognitive development. She has published her work in international and Greek journals, conference proceedings and collective volumes. Prior to her appointment to the School of Psychology of the Aristotle University of Thessaloniki, she had taught at national universities for several years. She has also collaborated with the Hellenic Open University for several years as teaching staff in units of postgraduate courses that regard cognitive and language development. She is a member of European and Greek scientific associations. Currently (2022-2024), E. Chrysochoou and G. Vleioras are the Coordinators of the Developmental Psychology Division of the Hellenic Psychological Society.

My research interests lie in the area of Developmental Psychology. I have studied the development of executive functions and their relations with language development. A series of studies over the last years regards cognitive and sociocultural development of bilingual immigrants and ethnic group members. My research extends to the study of sociocognitive development. Recent studies regard the development of theory of mind, empathy, socio-moral judgement, as well as self-conscious emotions and their moral dimensions.


Λέξεις κλειδιά: cognitive development, sociocognitive development, executive functions, bilingualism, theory of mind, moral development, self-conscious emotions  

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.

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. 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.

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.

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.

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.

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.

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.

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.

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].

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].

Vivas, A.B., Chrysochoou, E., Ladas, A.I., Salvari, V. (2020). The moderating effect of bilingualism on lifespan cognitive development. Cognitive Development, 55, 00890.

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 Society25(2), 76-92.

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.

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 Society22(2), 43-53.

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.

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.

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 ConferenceInfusing 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].

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.

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., 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.

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].

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.