Tieme WP Janssen

Tieme WP Janssen
Vrije Universiteit Amsterdam | VU · Department of Cognitive Neuroscience

Assistant Professor

About

36
Publications
11,612
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
700
Citations
Introduction
My research covers cognitive neuroscience in healthy and clinical populations (e.g. ADHD) and neuroscience-based interventions (e.g. neurofeedback). For these purposes, I utilize the latest methodological developments in advanced EEG analysis (e.g. source-reconstruction, connectivity analysis) and real-time EEG analysis and feedback. I am motivated to translate neuroscience to applications outside the lab. One such example, is a classroom-based growth-mindset intervention in which psychosocial and neurofeedback techniques are combined. This study is part of a larger effort to take neuroscience research out of the lab and into working classrooms and other real-life settings, using portable brain technology (for more information, see https://earli.org/efg-01).
Additional affiliations
December 2019 - present
Vrije Universiteit Amsterdam
Position
  • Professor (Assistant)
June 2019 - present
Maastricht University
Position
  • PostDoc Position
May 2016 - June 2019
Vrije Universiteit Amsterdam
Position
  • PostDoc Position
Education
March 2010 - May 2016
Vrije Universiteit Amsterdam
Field of study
  • Clinical Neuropsychology
September 2008 - September 2009
Maastricht University
Field of study
  • Neuropsychology
September 2004 - September 2008
Maastricht University
Field of study
  • Psychology

Publications

Publications (36)
Article
Objective: Attention-deficit/hyperactivity disorder (ADHD) has been associated with widespread brain abnormalities in white and grey matter, affecting not only local, but global functional networks as well. In this study, we explored these functional networks using source-reconstructed electroencephalography in ADHD and typically developing (TD) c...
Article
Objective Neurofeedback has been proposed as an effective alternative for pharmacological treatment in children with attention-deficit/hyperactivity disorder (ADHD), with potentially long-term and delayed benefits. However, the specificity of such long-term behavioral improvements remains inconclusive and therefore additional research into the neur...
Article
Objective: Inaccurate and inconsistent response styles in attention-deficit/hyperactivity disorder (ADHD) have been observed in a wide variety of cognitive tasks, in line with regulatory deficit models of ADHD. Event-related potential (ERP) studies of error processing have provided evidence for these models, but are limited in specificity. We aime...
Article
Full-text available
The different ways students deal with mistakes is an integral part of mindset theory. While previous error-monitoring studies found supporting neural evidence for mindset-related differences, they may have been confounded by overlapping stimulus processing. We therefore investigated the relationship between mindset and event-related potentials (ERP...
Article
Full-text available
As the field of educational neuroscience continues to grow, questions have emerged regarding the ecological validity and applicability of this research to educational practice. Recent advances in mobile neuroimaging technologies have made it possible to conduct neuroscientific studies directly in naturalistic learning environments. We propose that...
Article
Full-text available
The question of how learners’ motivation influences their academic achievement and vice versa has been the subject of intensive research due to its theoretical relevance and important implications for the field of education. Here, we present our understanding of how influential theories of academic motivation have conceptualized reciprocal interact...
Preprint
Some students view their abilities as malleable with effort and aim to improve themselves (incremental beliefs), while others believe abilities are fixed and cannot change with effort and aim to prove themselves (entity beliefs). Here, we investigated how such ability beliefs in undergraduates (N=115) relate to their effort investment during a chal...
Preprint
Full-text available
The different ways students deal with mistakes is an integral part of mindset theory. While previous error-monitoring studies found supporting neural evidence for mindset-related differences, they may have been confounded by overlapping stimulus processing. We therefore investigated the relationship between mindset and event-related potentials (ERP...
Article
Full-text available
These authors contributed equally to this work. All other authors are listed in reverse alphabetical order. Neurofeedback has begun to attract the attention and scrutiny of the scientific and medical mainstream. Here, neurofeedback researchers present a consensus-derived checklist that aims to improve the reporting and experimental design standards...
Preprint
Previous research shows that some students view their abilities as malleable with effort and aim to improve themselves (incremental beliefs), while others believe abilities are fixed and cannot change with effort and aim to prove themselves (entity beliefs). Here, we investigated how such beliefs in undergraduates (n=115) relate to their effort inv...
Article
Full-text available
Brain researchers used to study the workings of the brain only in special laboratories at universities or hospitals. Recently, researchers started using portable devices that people can wear on their heads outside of the laboratory. For example, these devices allow researchers to measure the brain activity of students in classrooms, as they go thro...
Article
Full-text available
Neurofeedback has begun to attract the attention and scrutiny of the scientific and medical mainstream. Here, neurofeedback researchers present a consensus-derived checklist that aims to improve the reporting and experimental design standards in the field.
Article
Full-text available
Objective: The current study examined instrumental learning in ADHD. Method: A total of 58 children with ADHD and 58 typically developing (TD) children performed a probabilistic learning task using three reward probability conditions (100%, 85%, 70% reward). After a learning phase, application of what was learned was assessed in a test phase. Resul...
Article
Full-text available
We propose a Responsible Research and Innovation (RRI) framework to improve the alignment between mind, brain, and education (MBE) research, the educational practice, and other societal stakeholders. RRI is an approach that has successfully been used in different research fields, but not yet in MBE research. After substantiating the need for, and p...
Article
Full-text available
Objectives: To assess brain oscillations in very preterm and full-term born adolescents and explore subgroups based on integrative patterns of brain oscillations with different frequencies. Additionally, subgroups were related to functional outcomes and very preterm birth. Methods: A Dutch cohort of 53 very preterm and 61 full-term born adolescen...
Preprint
Full-text available
This checklist is intended to encourage robust experimental design and clear reporting for clinical and cognitive-behavioural neurofeedback experiments.
Preprint
Full-text available
This checklist is intended to encourage robust experimental design and clear reporting for clinical and cognitive-behavioural neurofeedback experiments. Available at https://psyarxiv.com/nyx84
Article
Full-text available
To assess the long-term effects of neurofeedback (NFB) in children with attention deficit hyperactivity disorder (ADHD), we compared behavioral and neurocognitive outcomes at a 6-month naturalistic follow-up of a randomized controlled trial on NFB, methylphenidate (MPH), and physical activity (PA). Ninety-two children with a DSM-IV-TR ADHD diagnosi...
Article
Full-text available
Clinical trials registration: This trial is registered at the US National Institutes of Health (ClinicalTrials.gov, ref. no: NCT01363544); https://clinicaltrials.gov/show/NCT01363544 .
Article
Objective Assess the prospective risk of developing substance-related disorders following childhood mental health disorders (i.e. attention-deficit/hyperactivity disorder [ADHD], oppositional defiant disorder/conduct disorder [ODD/CD], anxiety disorder, and depression) using meta-analysis. Method PubMed, Embase, and PsycInfo were searched for rele...
Article
Full-text available
Neurofeedback (NFB) is a potential alternative treatment for children with ADHD that aims to optimize brain activity. Whereas most studies into NFB have investigated behavioral effects, less attention has been paid to the effects on neurocognitive functioning. The present randomized controlled trial (RCT) compared neurocognitive effects of NFB to (...
Article
Objective: The efficacy of neurofeedback as treatment for attention-deficit/hyperactivity disorder (ADHD), and whether neurofeedback is a viable alternative for stimulant medication, are still intensely debated subjects. The current randomised controlled trial compared neurofeedback to (1) optimally titrated methylphenidate and (2) a semi-active co...
Article
Full-text available
Background: Estimates of the effectiveness of neurofeedback as a treatment for attention-deficit hyperactivity disorder (ADHD) are mixed. Aims: To investigate the long-term additional effects of neurofeedback (NFB) compared with treatment as usual (TAU) for adolescents with ADHD. Method: Using a multicentre parallel-randomised controlled trial...
Article
Full-text available
Objective: Electroencephalographic (EEG) neurofeedback (NF) is considered a nonpharmacological alternative for medication in attention-deficit/hyperactivity disorder (ADHD). Comparisons of the behavioral efficacy of NF and medication have produced inconsistent results. EEG measures can provide insight into treatment mechanisms, but have received l...
Article
Background The clinical and neurophysiological effects of neurofeedback (NF) as treatment for children with ADHD are still unclear. This randomized controlled trial (RCT) examined electroencephalogram (EEG) power spectra before and after NF compared to methylphenidate (MPH) treatment and physical activity (PA) - as semi-active control group - durin...
Article
Objective: Children with ADHD have difficulties attending to task-relevant events, which has been consistently associated with reductions in the amplitude of the P3b event-related potential (ERP) component. However, the underlying neural networks involved in this P3b reduction remain elusive. Therefore, this study explored source localization of P...
Article
Full-text available
Deficits in response inhibition figure prominently in models of ADHD; however, attentional deficiencies may better explain previous findings of impaired response inhibition in ADHD. We tested this hypothesis at the neurophysiological level. Dense array ERPs (event-related potentials) were obtained for 46 children with ADHD and 51 controls using the...
Article
Full-text available
Children with ADHD often show disrupted response preparation as indicated by attenuated stimulus-preceding negativity (SPN). This study examined response preparation in a relatively short cue-stimulus interval. No differences in SPN occurred between children with ADHD and their normal peers. A strong positive relationship was found between SPN and...
Article
Full-text available
Background Neurotoxicity caused by treatment for a brain tumor is a major cause of neurocognitive decline in survivors. Studies have shown that neurofeedback may enhance neurocognitive functioning. This paper describes the protocol of the PRISMA study, a randomized controlled trial to investigate the efficacy of neurofeedback to improve neurocognit...

Questions

Questions (2)
Question
I have several covariates, and interactions between them, as Fixed Effects in a Linear Mixed Model in SPSS. I would like to visualize some of these Fixed Effects. I know that in the case of Fixed Effects added as categorical Factors, I can use EMMEANS; however, this is not an option for covariates. I have tried to save the predicted values, in order to visualize interactions between covariates. I am not sure whether this is a valid way of doing it. Another option for plotting interactions that involve a categorical factor as well, is to request EMMEANS for this categorical factor, with covariates set at different values and display the EMMEANS. Any help would be very much appreciated.
Question
I have a hard time finding any literature on the Pc (positive correct) ERP, which is sometimes seen for correct response-locked trials. Much more is known about Pe (positive error, or error positivity) for incorrect responses. Any suggestions are welcome!

Network

Cited By

Projects

Projects (3)
Project
Past research shows that students vary in their ability beliefs, ranging from believing their abilities are malleable with effort (growth mindset) to believing their abilities are unalterable (fixed mindset). There is some irony in attempting to grow someone’s ability beliefs from fixed to growth. However, past research corroborates this endeavor, showing benefits of psychosocial interventions in fostering growth mindset, motivation and grades in high school students. Although impressive, these benefits were relatively small and a remaining question is whether they endure. Our research group is designing a growth-mindset intervention with the aim to further increase efficacy. We expect to realize this by combining psychosocial with psychophysiological techniques. The former adheres to previous studies, including classes on the theoretical background of ability beliefs and brain plasticity, while students apply these constructs to their daily life’s. The latter is the innovative part. We have developed a neurofeedback application, in which students experience actual control of their own brain. Neurofeedback is based on real-time feedback of brain activity measured with electroencephalography (EEG), for which we use portable EEG technology in 25 classrooms. We expect a synergy between psychosocial and neurofeedback classes, as both emphasize aspects of learning that one can control, while differing in how it is relayed (theoretical versus practical). We are working towards a randomized controlled trial comprising two arms (n=500): a control condition and a growth-mindset condition. The control group will receive neuroscience classes (including an EEG experiment), but without motivational manipulations.
Project
This project is based on the ERC Starting Grant "Proving or improving yourself: Longitudinal effects of ability beliefs on neural feedback processing and school outcomes" aimed at investigating the underlying mechanisms of motivation and resilience in high school students. Specifically, we investigate the interplay between beliefs that students have about their abilities (academic self-concept), how their functional brain networks for processing errors and feedback develop, and their actual learning trajectories and well-being in school. Moreover, we will develop an intervention in which adolescents will experience the malleability of their own brain activity, and that they have influence on their own learning processes.
Archived project