Sabine Peters is an assistant professor in the Developmental and Educational Psychology unit of the Institute of Psychology at Leiden University.
Sabine Peters is an assistant professor in Educational Neuroscience in the Developmental and Educational Psychology unit of the Institute of Psychology at Leiden University.
Sabine obtained her PhD in 2016 (cum laude). She is interested in everything related to adolescent development, neuroscience and education. During her PhD research she studied the development of learning, executive functions and school performance. Moreover, she focused on the influence of brain connectivity on risk-taking and alcohol use in adolescence. She is currently working as an assistant professor in Educational Neuroscience and focuses on the neural and affective processes that contribute to successful school learning. She is also senior researcher on various projects, including on self-concept development and smartphone use.
For more information about her research project see Brain and Development Lab.
Braintime is an extensive and unique Leiden research project that took place from 2011 to 2015, in which researchers tracked the brain development of almost 300 young people over a longer period of time. The research focuses on learning, risk behaviour and how friendships are formed.
Watch Sabine Peters's videoblog about her PhD research
- Educational Neuroscience
- School Psychology
- Developmental and Educational Psychology
- 2019 Jacobs Foundation outreach grant for Frontiers in Young Minds collection (2019) €83.000
- 2017 Hersenstichting grant (co-applicant), €150.000
- 2012 Leiden Universitair Fonds: Grant for visiting scholarship at Stanford University (€ 1200)
- 2017 Paper Award International Communication Association
- 2010 Research Proposal Competition 2010, MSc Brain and Cognitive Sciences
- Li R., Utevsky A.V., Huettel S.A., Braams B.R., Peters S., Crone E.A. & Duijvenvoorde A.C.K. van (2019), Developmental maturation of the precuneus as a functional core of the default mode network., Journal of Cognitive Neuroscience 31(10): 1506-1519.
- Van der Aar L.P.E., Crone E.A. & Peters S. (2019), What characterizes adolescents struggling with educational decision-making? The role of behavioral and neural correlates of self-concept and self-esteem, Mind Brain and Education 13(3): 184-197.
- Van der Cruijsen R., Peters S., Zoetendaal K.P.M., Pfeifer J.H. & Crone E.A. (2019), Direct and reflected self-concept show increasing similarity across adolescence: A functional neuroimaging study, Neuropsychologia 129: 407-417.
- Van der Cruijsen R., Buisman R., Green K., Peters S. & Crone E. (2019), Neural responses for evaluating self and mother traits in adolescence depend on mother-adolescent relationships, Social Cognitive and Affective Neuroscience 14(5): 481-492.
- Klapwijk E.T., Van de Kamp F., Van der Meulen M., Peters S. & Wierenga L.M. (2019), Qoala-T: A supervised-learning tool for quality control of FreeSurfer segmented MRI data, NeuroImage 189: 116-129.
- Van der Aar L.P.E., Peters S., Van der Cruijsen R. & Crone E.A. (2019), The neural correlates of academic self-concept in adolescence and the relation to making future-oriented academic choices, Trends in Neuroscience and Education 15: 10-17.
- Van der Aar L.P.E., Peters S. & Crone E.A. (2018), The development of self-views across adolescence: Investigating self-descriptions with and without social comparison using a novel experimental paradigm, Cognitive Development 48: 256-270.
- Spaans J.P., Peters S. & Crone E.A. (2019), Neural reward-related reactions to monetary gains for self and charity, Cognitive, Affective, & Behavioral Neuroscience 19(4): 845-858.
- Telzer E.H., McCormick E.M., Peters S., Cosme D., Pfeifer J.H. & Van Duijvenvoorde A.C.K. (2018), Methodological considerations for developmental longitudinal fMRI research, Developmental Cognitive Neuroscience 33: 149-160.
- Bos M.G.N., Peters S., Van de Kamp F.C., Crone E.A.M. & Tamnes C.K. (2018), Emerging depression in adolescence coincides with accelerated frontal cortical thinning, Journal of Child Psychology and Psychiatry 59(9): 994-1002.
- Becht A.I., Bos M.G.N., Nelemans S.A., Peters S., Vollebergh W.A.M., Branje S.J.T., Meeus W.H.J. & Crone E.A.M. (2018), Goal-directed correlates and neurobiological underpinnings of adolescent identity: A multimethod multisample longitudinal approach, Child Development 89(3): 823-836.
- Tamnes C.K., Bos M.G.N., Van de Kamp F.C., Peters S. & Crone E.A.M. (2018), Longitudinal development of hippocampal subregions from childhood to adulthood, Developmental Cognitive Neuroscience 30: 212-222.
- Van der Cruijsen R., Peters S., Van der Aar L.P.E. & Crone E.A. (2018), The neural signature of self-concept development in adolescence: The role of domain and valence distinctions, Developmental Cognitive Neuroscience 30: 1-12.
- Peters S. & Crone E.A.M. (2017), Increased striatal activity in adolescence benefits learning, Nature Communications 8: 1983.
- Van der Cruijsen R., Peters S. & Crone E.A. (2017), Neural correlates of evaluating self and close-other in physical, academic and prosocial domains, Brain and Cognition 118: 45-53.
- Meulen M. van der, Veldhuis J., Braams B.R., Peters S., Konijn E.A. & Crone E.A.M. (2017), Brain activation upon ideal-body media exposure and peer feedback in late adolescent girls, Cognitive, Affective, & Behavioral Neuroscience 17(4): 712-723.
- Peters S., Peper J.S., Van Duijvenvoorde A.C.K., Braams B.R. & Crone E.A.M. (2017), Amygdala-orbitofrontal connectivity predicts alcohol use two years later: a longitudinal neuroimaging study on alcohol use in adolescence, Developmental Science 20(4): e12448.
- Crone E.A., Peters S. & Steinbeis N. (2017), Executive function development in adolescence. In: Wiebe S.A., Karbach J. (Eds.) Executive Function Development Across the Life Span. New York: Routledge. 58-72.
- Peters S., Van der Meulen M., Zanolie K. & Crone E.A.M. (2017), Predicting reading and mathematics from neural activity for feedback learning, Developmental Psychology 53(1): 149-159.
- Peters S., Van Duijvenvoorde A.C., Koolschijn P.C. & Crone E.A. (2016), Longitudinal development of frontoparietal activity during feedback learning: Contributions of age, performance, working memory and cortical thickness., Developmental cognitive neuroscience 19: 211-222.
- Braams B.R., Peper J.S., Heide D. van der, Peters S. & Crone E.A. (2016), Nucleus accumbens response to rewards and testosterone levels are related to alcohol use in adolescents and young adults, Developmental Cognitive Neuroscience 2016(17): 83-93.
- Peters S. (27 January 2016), The adolescent brain : unraveling the neural mechanisms of cognitive and affective development (PhD thesis, Faculty of Social and Behavioural Sciences, Leiden University). Supervisor(s) and Co-supervisor(s): Crone E.A., Koolschijn P.M.C.P. , Duijvenvoorde A.C.K. van.
- Van Duijvenvoorde A.C.K., Achterberg M., Braams B.R., Peters S. & Crone E.A. (2016), Testing a dual-systems model of adolescent brain development using resting-state connectivity analyses, NEUROIMAGE 124: 409-420.
- Van Duijvenvoorde A.C.K., Peters S., Braams B.R. & Crone E.A. (2016), What motivates adolescents? Neural responses to rewards and their influence on adolescents’ risk taking, learning, and cognitive control, NEUROSCIENCE AND BIOBEHAVIORAL REVIEWS 70: 135–147.
- Peters S., Jolles D.J., Van Duijvenvoorde A.C.K., Crone E.A. & Peper J.S. (2015), The link between testosterone and amygdala-orbitofrontal cortex connectivity in adolescent alcohol use, Psychoneuroendocrinology 53: 117-126.
- Braams B.R., Peters S., Peper J.S., Güroğlu B. & Crone E.A. (2014), Gambling for self, friends, and antagonists: differential contributions of affective and social brain regions on adolescent reward processing, NeuroImage 100: 281-289.
- Peters S., Koolschijn P.C.M.P., Crone E.A., Van Duijvenvoorde A.C.K. & Raijmakers M.E.J. (2014), Strategies influence neural activity for feedback learning across child and adolescent development, Neuropsychologia 62: 365-374.
- Peters S., Braams B.R., Raijmakers M.E.J., Koolschijn P.C.M.P. & Crone E.A. (2014), The neural coding of feedback learning across child and adolescent development, Journal of Cognitive Neuroscience 26(8): 1705-1720.
- Peters S. & Crone E.A. (2014), Cognitive flexibility in childhood and adolescence. In: Grange J.A., Houghton G. (Eds.) Task Switching and Cognitive Control. Oxford: Oxford University Press.
- Peters S. & Crone E.A. (2014), Cognitive flexibility in childhood and adolescence. In: Grange J.A., Houghton, G. (Eds.) Task Switching and Cognitive Control.: Oxford University Press. chapter 13.
- Klapwijk E.T., Peters S., Vermeiren R.J.J.M., Lelieveld & G.-J. (2013), Emotional reactions of peers influence decisions about fairness in adolescence, FRONTIERS IN HUMAN NEUROSCIENCE 7: e745.
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