prof. dr. Tamara van Gog
T.vanGog@uu.nl
Gegenereerd op 2017-08-19 03:12:29


Chair
Educational Sciences
Date of appointment 01.04.2015
Profile

Tamara van Gog is professor of Educational Sciences at Utrecht University. For 1 day a week, she is seconded to the LEAD Graduate School and Research Network of the Eberhard Karls University of Tübingen, Germany, as distinguished international professor of Learning and Instruction.

Tamara studied Developmental and Educational Psychology (specializing in the latter) at Tilburg University (2001) and obtained her PhD cum laude (the highest distinction in the Netherlands) from the Open University of the Netherlands (2006). She continued to work there, first as assistant professor, then as associate professor, until she moved to the Institute of Psychology at Erasmus University Rotterdam in November 2009, where she was appointed endowed professor of Educational Psychology in May 2012. Tamara was a visiting researcher at the Knowledge Media Research Center in Tübingen, Germany from December 2007 – June 2008 (with a NWO Rubicon grant) and at the University of California, Santa Barbara from December 2014 – February 2015.

Her research on learning and instruction focuses on example-based learning; (embodied cognition in) multimedia learning, in particular learning from animations; and (training) self-regulated learning, reflection, and critical thinking skills. Her research is conducted at all levels of education as well as with medical doctors (in training). She often uses eye tracking in her research and has investigated innovative techniques for using eye tracking as a tool both to study and enhance learning processes.

Tamara is NWO Rubicon (2007), Veni (2008), and Vidi (2012) grant laureate. She had the honor of being appointed as a member of The Young Academy of the Royal Netherlands Academy of Arts and Sciences from 2010-2015, where she served as co-chair of the Science and Society Track from April 2012 – August 2014 and contributed to the development and dissemination of science game ‘Expedition Mundus’ for late primary/early secondary education students (which is just as suitable for curious, young-at-heart adults!). Tamara was a member of the Program Council for Fundamental Scientific Education Research (PROO) from 2013-2017 and is currently a member of the steering board of the Netherlands Initiative for Education Research (NRO) which resides under the Netherlands Organisation for Scientific Research (NWO).

Gegenereerd op 2017-08-19 03:12:29
Curriculum vitae Download PDF
Gegenereerd op 2017-08-19 03:12:29
Key publications

van Gog, Tamara (2013). Voorbeeldig leren. Erasmus University Rotterdam.

All publications
  2017
Hoogerheide, V., Loyens, S.M.M., Jadi, Fedora, Vrins, Anna & van Gog, T. (2017). Testing the model-observer similarity hypothesis with text-based worked examples. Educational Psychology, 37 (2), (pp. 112-127) (16 p.).
van Wermeskerken, Margot & van Gog, Tamara (01.10.2017). Seeing the instructor's face and gaze in demonstration video examples affects attention allocation but not learning. Computers and Education, 113, (pp. 98-107) (10 p.).
van Wermeskerken, Margot, Litchfield, Damien & van Gog, Tamara (2017). What Am I Looking at? Interpreting Dynamic and Static Gaze Displays. Cognitive Science Copyright © 2017 The Authors. Cognitive Science published by Wiley Periodicals, Inc. on behalf of Cognitive Science Society..
  2016
de Nooijer, Jacqueline A., Gootjes, Liselotte, van Gog, Tamara, Paas, Fred & Zwaan, Rolf A. (07.02.2016). Picturing meaning - an ERP study on the integration of left or right-handed first-person perspective pictures into a sentence context. Language, Cognition and Neuroscience, 31 (2), (pp. 167-178) (12 p.).
Fiorella, Logan, van Gog, T., Hoogerheide, V. & Mayer, Richard (10.11.2016). It’s all a matter of perspective - Viewing first-person video modeling examples promotes learning of an assembly task. Journal of Educational Psychology
Hoogerheide, V., Loyens, S.M.M. & van Gog, T. (01.02.2016). Learning from video modeling examples: Does gender matter?. Instructional Science, 44 (1), (pp. 69-86) (18 p.).
Hoogerheide, Vincent, Deijkers, Lian, Loyens, Sofie M M, Heijltjes, Anita & van Gog, Tamara (01.01.2016). Gaining from explaining: Learning improves from explaining to fictitious others on video, not from writing to them. Contemporary educational psychology, 44-45, (pp. 95-106) (12 p.).
Hoogerheide, Vincent, van Wermeskerken, Margot, Loyens, Sofie M M & van Gog, Tamara (01.08.2016). Learning from video modeling examples - Content kept equal, adults are more effective models than peers. Learning and Instruction, 44, (pp. 22-30) (9 p.).
Kleinhans, M.g., Verkade, A.j., Van Wessel, T., Bastings, M.a.s., Marra, W.a., Van Gog, T., Van Westrenen, W. & Reichwein, M. (2016). Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives. Geologie en Mijnbouw/Netherlands Journal of Geosciences, 95 (2), (pp. 203-214) (12 p.).
McLaren, Bruce M., van Gog, Tamara, Ganoe, Craig, Karabinos, Michael & Yaron, David (2016). The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments. Computers in Human Behavior, 55 (A), (pp. 87-99) (13 p.).
Ouwehand, Kim, Gog, Tamara van & Paas, Fred (2016). Effects of pointing compared with naming and observing during encoding on item and source memory in young and older adults. Memory, 24 (9), (pp. 1243-1255) (13 p.).
Ouwehand, Kim, van Gog, Tamara & Paas, Fred (01.08.2016). Compensatory effects of pointing and predictive cueing on age-related declines in visuospatial working memory. Memory and Cognition, 44 (6), (pp. 950-965) (16 p.).
Pouw, Wim T J L, Eielts, Charly, van Gog, Tamara, Zwaan, Rolf A. & Paas, Fred (01.06.2016). Does (Non-)Meaningful Sensori-Motor Engagement Promote Learning With Animated Physical Systems?. Mind, Brain, and Education, 10 (2), (pp. 91-104) (14 p.).
Pouw, Wim T J L, Mavilidi, Myrto Foteini, van Gog, Tamara & Paas, Fred (01.08.2016). Gesturing during mental problem solving reduces eye movements, especially for individuals with lower visual working memory capacity. Cognitive Processing, 17 (3), (pp. 269-277) (9 p.).
Pouw, Wim T J L, van Gog, Tamara, Zwaan, Rolf A. & Paas, Fred (10.06.2016). Augmenting instructional animations with a body analogy to help children learn about physical systems. Frontiers in Psychology, 7 (JUN).
Raaijmakers, S.F., Baars, Martine, Schaap, Lydia, Paas, Fred & van Gog, T.A.J.M. (08.12.2016). Effects of performance feedback valence on perceptions of invested mental effort. Learning and Instruction, (pp. 1-11) (11 p.).
Rop, Gertjan, van Wermeskerken, Margot, de Nooijer, Jacqueline A., Verkoeijen, Peter P J L & van Gog, Tamara (14.10.2016). Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning. Educational Psychology Review, (pp. 1-25) (25 p.).
Stiers, Peter, Falbo, Luciana, Goulas, Alexandros, van Gog, Tamara & de Bruin, Anique (15.05.2016). Reverse inference of memory retrieval processes underlying metacognitive monitoring of learning using multivariate pattern analysis. NeuroImage, 132, (pp. 11-23) (13 p.).
van Marlen, Tim, van Wermeskerken, Margot, Jarodzka, Halszka & van Gog, Tamara (01.12.2016). Showing a model's eye movements in examples does not improve learning of problem-solving tasks. Computers in Human Behavior, 65, (pp. 448-459) (12 p.).
  2015
Dyer, Joseph-omer, Hudon, Anne, Montpetit-tourangeau, Katherine, Charlin, Bernard, Mamede, Sílvia & Van Gog, Tamara (01.12.2015). Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge. BMC Medical Education, 15.
Heijltjes, Anita, van Gog, Tamara, Leppink, Jimmie & Paas, Fred (01.07.2015). Unraveling the effects of critical thinking instructions, practice, and self-explanation on students’ reasoning performance. Instructional Science, 43 (4), (pp. 487-506) (20 p.).
Loyens, Sofie M M, Jones, Suzanne H., Mikkers, Jeroen & van Gog, Tamara (01.08.2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, (pp. 34-42) (9 p.).
McLaren, Bruce M., van Gog, Tamara, Ganoe, Craig, Yaron, David & Karabinos, Michael (17.06.2015). Worked examples are more efficient for learning than high-assistance instructional software. Artificial Intelligence in Education (pp. 710-713) (4 p.). Springer.
Ouwehand, Kim, van Gog, Tamara & Paas, Fred (2015). Designing Effective Video-Based Modeling Examples Using Gaze and Gesture Cues. Educational Technology and Society, 18 (4), (pp. 78-88) (11 p.).
Ouwehand, Kim, van Gog, Tamara & Paas, Fred (01.01.2015). Effects of gestures on older adults' learning from video-based models. Applied Cognitive Psychology, 29 (1), (pp. 115-128) (14 p.).
Schmeck, Annett, Opfermann, Maria, van Gog, Tamara, Paas, Fred & Leutner, Detlev (2015). Measuring cognitive load with subjective rating scales during problem solving - differences between immediate and delayed ratings. Instructional Science, 43, (pp. 93-114) (22 p.).
van Gog, Tamara (01.01.2015). Learning from erroneous examples in medical education. Medical Education, 49 (2), (pp. 142-144) (3 p.).
Van Gog, Tamara & Sweller, John (01.06.2015). Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases. Educational Psychology Review, 27 (2), (pp. 247-264) (18 p.).
van Gog, Tamara, Kester, Liesbeth, Dirkx, Kim, Hoogerheide, Vincent, Boerboom, Joris & Verkoeijen, Peter P J L (2015). Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy. Educational Psychology Review, 27 (2), (pp. 265-289) (25 p.).
van Gog, Tamara, Leppink, Jimmie, Paas, F. & Sweller, John (2015). Cognitive load theory - Researching and planning teaching to maximise learning. In J. Cleland & S.J. Durning (Eds.), Researching medical education (pp. 207-218) (12 p.). Wiley-Blackwell.
Van Loon, Mariëtte H., Dunlosky, John, Van Gog, Tamara, Van Merriënboer, Jeroen J.g. & De Bruin, Anique B.h. (01.07.2015). Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Contemporary educational psychology, 42, (pp. 39-48) (10 p.).
Van Schalkwijk, Frank, Benjamins, J.S., Migliorati, Filippo, de Nooijer, Jacqueline A., Someren, E.J.W., van Gog, Tamara & van der Werf, Y.D. (2015). The role of sleep timing in children’s observational learning. Neurobiology of Learning and Memory, 125, (pp. 98-105) (8 p.).
  2014
Antonenko, Pavlo, van Gog, Tamara & Paas, F. (2014). Implications of neuroimaging for educational research. In J. M. Spector, D. Merrill, J. Elen & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 51) (63 p.). Springer US.
Baars, Martine, van Gog, Tamara, de Bruin, Anique & Paas, Fred (01.01.2014). Effects of problem solving after worked example study on primary school children's monitoring accuracy. Applied Cognitive Psychology, 28 (3), (pp. 382-391) (10 p.).
Baars, Martine, Vink, Sigrid, van Gog, Tamara, de Bruin, Anique & Paas, Fred (01.01.2014). Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learning and Instruction, 33, (pp. 92-107) (16 p.).
Heijltjes, Anita, Van Gog, Tamara & Paas, Fred (01.01.2014). Improving students' critical thinking - Empirical support for explicit instructions combined with practice. Applied Cognitive Psychology, 28 (4), (pp. 518-530) (13 p.).
Heijltjes, Anita, van Gog, Tamara, Leppink, Jimmie & Paas, Fred (01.02.2014). Improving critical thinking - Effects of dispositions and instructions oneconomics students' reasoning skills. Learning and Instruction, 29, (pp. 31-42) (12 p.).
Hoogerheide, Vincent, Loyens, Sofie M M & Van Gog, Tamara (01.01.2014). Comparing the effects of worked examples and modeling examples on learning. Computers in Human Behavior, 41, (pp. 80-91) (12 p.).
Hoogerheide, Vincent, Loyens, Sofie M M & van Gog, Tamara (01.01.2014). Effects of creating video-based modeling examples on learning and transfer. Learning and Instruction, 33, (pp. 108-119) (12 p.).
Ibiapina, Cassio, Mamede, Sílvia, Moura, Alexandre, Elói-Santos, Silvana & van Gog, Tamara (01.01.2014). Effects of free, cued and modelled reflection on medical students' diagnostic competence. Medical Education, 48 (8), (pp. 796-805) (10 p.).
Leppink, Jimmie, Paas, Fred, van Gog, Tamara, van der Vleuten, Cees P M & van Merriënboer, Jeroen J G (01.04.2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, (pp. 32-42) (11 p.).
Mamede, Sílvia, Van Gog, Tamara, Sampaio, Alexandre Moura, De Faria, Rosa Malena Delbone, Maria, José Peixoto & Schmidt, Henk G. (01.01.2014). How can students' diagnostic competence benefit most from practice with clinical cases? the effects of structured reflection on future diagnosis of the same and novel diseases. Academic Medicine, 89 (1), (pp. 121-127) (7 p.).
Mamede, Sílvia, Van Gog, Tamara, Van Den Berge, Kees, Van Saase, Jan L C M & Schmidt, Henk G. (01.01.2014). Why do doctors make mistakes? A study of the role of salient distracting clinical features. Academic Medicine, 89 (1), (pp. 114-120) (7 p.).
McLaren, Bruce M., Van Gog, Tamara, Ganoe, Craig, Yaron, David & Karabinos, Michael (01.01.2014). Exploring the assistance dilemma - Comparing instructional support in examples and problems. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (pp. 354-361) (8 p.). Springer.
Pouw, Wim T J L, de Nooijer, Jacqueline A., van Gog, Tamara, Zwaan, Rolf A. & Paas, Fred (01.01.2014). Toward a more embedded/extended perspective on the cognitive function of gestures. Frontiers in Psychology, 5 (APR). This Document is Protected by copyright and was first published by Frontiers. All rights reserved. it is reproduced with permission..
Pouw, Wim T J L, van Gog, Tamara & Paas, Fred (10.02.2014). An Embedded and Embodied Cognition Review of Instructional Manipulatives. Educational Psychology Review, 26 (1), (pp. 51-72) (22 p.).
Schmidt, Henk G, Mamede, Silvia, Van Den Berge, Kees, Van Gog, Tamara, Van Saase, Jan LCM & Rikers, Remy MJP (2014). Exposure to media information about a disease can cause doctors to misdiagnose similar-looking clinical cases. Academic Medicine, 89 (2), (pp. 285-291) (7 p.).
Schmidt, Henk G., Mamede, Sílvia, Van Den Berge, Kees, Van Gog, Tamara, Van Saase, Jan L C M & Rikers, Remy M J P (01.02.2014). Exposure to media information about a disease can cause doctors to misdiagnose similar-looking clinical cases. Academic Medicine, 89 (2), (pp. 285-291) (7 p.).
van Gog, Tamara (2014). The signaling (or cueing) principle in multimedia learning. In R. E. Mayer (Eds.), The Cambridge handbook of multimedia learning (pp. 263-278) (15 p.). Cambridge University Press.
Van Gog, Tamara, Verveer, Ilse & Verveer, Lise (01.03.2014). Learning from video modeling examples - Effects of seeing the human model's face. Computers and Education, 72, (pp. 323-327) (5 p.).
van Loon, Mariëtte H., de Bruin, Anique B H, van Gog, Tamara, van Merriënboer, Jeroen J G & Dunlosky, John (01.01.2014). Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta Psychologica, 151, (pp. 143-154) (12 p.).
Wijnia, Lisette, Loyens, Sofie M M, van Gog, Tamara, Derous, Eva & Schmidt, Henk G. (01.01.2014). Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers. Learning and Instruction, 34, (pp. 22-31) (10 p.).
  2013
Baars, Martine, Visser, Sandra, van Gog, Tamara, de Bruin, Anique & Paas, Fred (2013). Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy. Contemporary educational psychology, 38 (4), (pp. 395-406) (12 p.).
Bjerrum, Anne Sofie, Hilberg, Ole, van Gog, Tamara, Charles, Peder & Eika, Berit (01.09.2013). Effects of modelling examples in complex procedural skills training - A randomised study. Medical Education, 47 (9), (pp. 888-898) (11 p.).
De Nooijer, Jacqueline A., Van Gog, Tamara, Paas, Fred & Zwaan, Rolf A. (01.09.2013). Effects of imitating gestures during encoding or during retrieval of novel verbs on children's test performance. Acta Psychologica, 144 (1), (pp. 173-179) (7 p.).
de Nooijer, Jacqueline A., van Gog, Tamara, Paas, Fred & Zwaan, Rolf A. (01.12.2013). When Left Is Not Right - Handedness Effects on Learning Object-Manipulation Words Using Pictures With Left- or Right-Handed First-Person Perspectives. Psychological Science, 24 (12), (pp. 2515-2521) (7 p.).
Jarodzka, Halszka, Van Gog, Tamara, Dorr, Michael, Scheiter, Katharina & Gerjets, Peter (01.06.2013). Learning to see - Guiding students' attention via a Model's eye movements fosters learning. Learning and Instruction, 25, (pp. 62-70) (9 p.).
Leppink, Jimmie, Paas, Fred, Van der Vleuten, Cees P M, Van Gog, Tamara & Van Merriënboer, Jeroen J G (01.12.2013). Development of an instrument for measuring different types of cognitive load. Behavior Research Methods & Instrumentation, 45 (4), (pp. 1058-1072) (15 p.).
Nievelstein, Fleurie, van Gog, Tamara, van Dijck, Gijs & Boshuizen, Henny P A (01.04.2013). The worked example and expertise reversal effect in less structured tasks - Learning to reason about legal cases. Contemporary educational psychology, 38 (2), (pp. 118-125) (8 p.).
Post, Lysanne S., Van Gog, Tamara, Paas, Fred & Zwaan, Rolf A. (15.03.2013). Effects of simultaneously observing and making gestures while studying grammar animations on cognitive load and learning. Computers in Human Behavior, 29 (4), (pp. 1450-1455) (6 p.).
van den Berge, Kees, van Gog, Tamara, Mamede, Silvia, Schmidt, Henk G., van Saase, Jan L C M & Rikers, Remy M J P (01.06.2013). Acquisition of visual perceptual skills from worked examples - Learning to interpret electrocardiograms (ECGs). Interactive Learning Environments, 21 (3), (pp. 263-272) (10 p.).
van Gog, Tamara (2013). Time on task. In J. A. C. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 432-433) (2 p.). Routledge.
van Gog, Tamara (2013). Voorbeeldig leren. Erasmus University Rotterdam.
van Gog, Tamara & Jarodzka, Halszka (2013). Eye tracking as a tool to study and enhance cognitive and metacognitive processes in computer-based learning environments. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 143-156) (14 p.). Springer US.
Van Loon, Mariëtte H., de Bruin, Anique B H, van Gog, Tamara & van Merriënboer, Jeroen J G (01.04.2013). Activation of inaccurate prior knowledge affects primary-school students' metacognitive judgments and calibration. Learning and Instruction, 24 (1), (pp. 15-25) (11 p.).
van Loon, Mariette H., de Bruin, Anique B. H., van Gog, Tamara & van Merrienboer, Jeroen J. G. (2013). The effect of delayed-JOLs and sentence generation on children's monitoring accuracy and regulation of idiom study. Metacognition and Learning, 8 (2), (pp. 173-191) (19 p.).
  2012
de Bruin, Anique B H & van Gog, Tamara (01.08.2012). Improving self-monitoring and self-regulation - From cognitive psychology to the classroom. Learning and Instruction, 22 (4), (pp. 245-252) (8 p.).
Hoogerheide, V., Loyens, S.M.M. & van Gog, T. (2012). Observationeel leren van videovoorbeelden. 4W: Weten wat werkt en waarom, 1, (pp. 17) (22 p.).
Kostons, Danny, van Gog, Tamara & Paas, Fred (01.04.2012). Training self-assessment and task-selection skills - A cognitive approach to improving self-regulated learning. Learning and Instruction, 22 (2), (pp. 121-132) (12 p.).
Mamede, Sílvia, Splinter, Ted A W, Van Gog, Tamara, Rikers, Remy M J P & Schmidt, Henk G. (01.04.2012). Exploring the role of salient distracting clinical features in the emergence of diagnostic errors and the mechanisms through which reflection counteracts mistakes. BMJ Quality and Safety, 21 (4), (pp. 295-300) (6 p.).
Mamede, Silvia, Splinter, Ted AW, van Gog, Tamara, Rikers, Remy MJP & Schmidt, Henk G (2012). Exploring the role of salient distracting clinical features in the emergence of diagnostic errors and the mechanisms through which reflection counteracts mistakes. BMJ Quality and Safety, 21 (4), (pp. 295-300) (6 p.).
Mamede, Silvia, van Gog, Tamara, Moura, Alexandre S, de Faria, Rosa, Peixoto, José M, Rikers, Remy MJP & Schmidt, Henk G (2012). Reflection as a strategy to foster medical students’ acquisition of diagnostic competence. Medical Education, 46 (5), (pp. 464-472) (9 p.).
Mamede, Sílvia, van Gog, Tamara, Moura, Alexandre S., de Faria, Rosa M D, Peixoto, José M., Rikers, Remy M J P & Schmidt, Henk G. (01.05.2012). Reflection as a strategy to foster medical students' acquisition of diagnostic competence. Medical Education, 46 (5), (pp. 464-472) (9 p.).
Ouwehand, Kim, van Gog, Tamara & Paas, Fred (01.12.2012). The use of gesturing to facilitate older adults' learning from computer-based dynamic visualizations. Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs (pp. 33-58) (26 p.). IGI Global.
Spanjers, Ingrid A E, Van Gog, Tamara & Van Merriënboer, Jeroen J G (01.05.2012). Segmentation of Worked Examples - Effects on Cognitive Load and Learning. Applied Cognitive Psychology, 26 (3), (pp. 352-358) (7 p.).
Spanjers, Ingrid A E, Van Gog, Tamara, Wouters, Pieter & Van Merriënboer, Jeroen J G (01.09.2012). Explaining the segmentation effect in learning from animations - The role of pausing and temporal cueing. Computers and Education, 59 (2), (pp. 274-280) (7 p.).
van den Berge, Kees, Mamede, Silvia, van Gog, Tamara, Romijn, Johannes A., van Guldener, Coen, van Saase, Jan L C M & Rikers, Remy M J P (01.04.2012). Accepting Diagnostic Suggestions by Residents - A Potential Cause of Diagnostic Error in Medicine. Teaching and Learning in Medicine, 24 (2), (pp. 149-154) (6 p.).
Van den Berge, Kees, Mamede, Silvia, van Gog, Tamara, van Saase, Jan & Rikers, Remy (2012). Consistency in diagnostic suggestions does not influence the tendency to accept them. Canadian medical education journal, 3 (2), (pp. e98).
van Gog, Tamara (2012). Expertise. In N. Seel (Eds.), Encyclopedia of the Sciences of Learning (pp. 1238) (1240 p.). Springer US.
van Gog, Tamara & Kester, Liesbeth (01.11.2012). A test of the testing effect - Acquiring problem-solving skills from worked examples. Cognitive Science, 36 (8), (pp. 1532-1541) (10 p.).
van Gog, Tamara & Paas, Fred (2012). Cognitive load measurement. In N. Seel (Eds.), Encyclopedia of the Sciences of Learning (pp. 599) (601 p.). Springer US.
van Gog, Tamara, Kirschner, Femke, Kester, Liesbeth & Paas, Fred (01.11.2012). Timing and frequency of mental effort measurement - Evidence in favour of repeated measures. Applied Cognitive Psychology, 26 (6), (pp. 833-839) (7 p.).
van Loon-Hillen, Nelleke, van Gog, Tamara & Brand-Gruwel, Saskia (01.02.2012). Effects of worked examples in a primary school mathematics curriculum. Interactive Learning Environments, 20 (1), (pp. 89-99) (11 p.).
  2011
Helsdingen, Anne S., van Gog, Tamara & van Merriënboer, Jeroen J G (01.02.2011). The effects of practice schedule on learning a complex judgment task. Learning and Instruction, 21 (1), (pp. 126-136) (11 p.).
Helsdingen, Anne, van Gog, Tamara & van Merriënboer, Jeroen (01.05.2011). The Effects of Practice Schedule and Critical Thinking Prompts on Learning and Transfer of a Complex Judgment Task. Journal of Educational Psychology, 103 (2), (pp. 383-398) (16 p.).
Nievelstein, Fleurie, van Gog, Tamara, van Dijck, Gijs & Boshuizen, Henny P A (01.05.2011). Instructional support for novice law students - Reducing search processes and explaining concepts in cases. Applied Cognitive Psychology, 25 (3), (pp. 408-413) (6 p.).
Paas, Fred, van Gog, Tamara & van Merriënboer, J.J. G. (2011). Designing instruction for the contemporary learning landscape. In K. R. Harris , S. Graham & T. Urdan (Eds.), APA educational psychology handbook: Vol. 3. Application to learning and teaching (pp. 335) (357 p.). American Psychological Association.
Spanjers, Ingrid A E, Wouters, Pieter, Van Gog, Tamara & Van Merriënboer, Jeroen J G (01.01.2011). An expertise reversal effect of segmentation in learning from animated worked-out examples. Computers in Human Behavior, 27 (1), (pp. 46-52) (7 p.).
Van Gog, Tamara (01.09.2011). Effects of identical example-problem and problem-example pairs on learning. Computers and Education, 57 (2), (pp. 1775-1779) (5 p.).
Van Gog, Tamara, Kester, Liesbeth & Paas, Fred (01.07.2011). Effects of concurrent monitoring on cognitive load and performance as a function of task complexity. Applied Cognitive Psychology, 25 (4), (pp. 584-587) (4 p.).
van Gog, Tamara, Kester, Liesbeth & Paas, Fred (2011). Effects of worked examples, example-problem, and problem-example pairs on novices' learning. Contemporary educational psychology, 36 (3), (pp. 212-218) (7 p.).
  2010
Antonenko, Pavlo, Paas, Fred, Grabner, Roland & van Gog, Tamara (01.12.2010). Using Electroencephalography to Measure Cognitive Load. Educational Psychology Review, 22 (4), (pp. 425-438) (14 p.).
Boekhout, Paul, van Gog, Tamara, van de Wiel, Margje W J, Gerards-Last, Dorien & Geraets, Jacques (01.12.2010). Example-based learning - Effects of model expertise in relation to student expertise. British Journal of Educational Psychology, 80 (4), (pp. 557-566) (10 p.).
Helsdingen, Anne S, van den Bosch, Karel, van Gog, Tamara & van Merriënboer, Jeroen J G (2010). The effects of critical thinking instruction on training complex decision making. Human Factors, 52 (4), (pp. 537-45) (9 p.).
Jarodzka, Halszka, Scheiter, Katharina, Gerjets, Peter & van Gog, Tamara (01.04.2010). In the eyes of the beholder - How experts and novices interpret dynamic stimuli. Learning and Instruction, 20 (2), (pp. 146-154) (9 p.).
Kostons, Danny, van Gog, Tamara & Paas, Fred (2010). Self-assessment and task selection in learner-controlled instruction - Differences between effective and ineffective learners. Computers and Education, 54 (4), (pp. 932-940) (9 p.).
Mamede, Sílvia, Van Gog, Tamara, Van Den Berge, Kees, Rikers, Remy M J P, Van Saase, Jan L C M, Van Guldener, Coen & Schmidt, Henk G. (15.09.2010). Effect of availability bias and reflective reasoning on diagnostic accuracy among internal medicine residents. JAMA - Journal of the American Medical Association, 304 (11), (pp. 1198-1203) (6 p.).
Mamede, SÝlvia, van Gog, Tamara, van den Berge, Kees, Rikers, Remy MJP, van Saase, Jan LCM, van Guldener, Coen & Schmidt, Henk G (2010). Effect of availability bias and reflective reasoning on diagnostic accuracy among internal medicine residents. JAMA - Journal of the American Medical Association, 304 (11), (pp. 1198-1203) (6 p.).
Nievelstein, Fleurie, van Gog, Tamara, Boshuizen, Henny P A & Prins, Frans J. (01.01.2010). Effects of conceptual knowledge and availability of information sources on law students' legal reasoning. Instructional Science, 38 (1), (pp. 23-35) (13 p.).
Paas, Fred, van Gog, Tamara & Sweller, John (06.05.2010). Cognitive load theory - New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22 (2), (pp. 115-121) (7 p.).
Spanjers, Ingrid A E, van Gog, Tamara & van Merriënboer, Jeroen J G (01.12.2010). A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning. Educational Psychology Review, 22 (4), (pp. 411-423) (13 p.).
van Gog, Tamara & Rummel, Nikol (26.05.2010). Example-based learning - Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review, 22 (2), (pp. 155-174) (20 p.).
van Gog, Tamara & Scheiter, Katharina (01.04.2010). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, 20 (2), (pp. 95-99) (5 p.).
van Gog, Tamara, Paas, Fred & Sweller, John (01.12.2010). Cognitive Load Theory - Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement. Educational Psychology Review, 22 (4), (pp. 375-378) (4 p.).
van Gog, Tamara, Sluijsmans, Dominique M A, Brinke, Desirée Joosten ten & Prins, Frans J. (01.06.2010). Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains. AV communication review, 58 (3), (pp. 311-324) (14 p.).
  2009
Amadieu, Franck, van Gog, Tamara, Paas, Fred, Tricot, André & Mariné, Claudette (01.10.2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19 (5), (pp. 376-386) (11 p.).
De Jong, Ton, Van Gog, Tamara, Jenks, Kathleen, Manlove, Sarah, Van Hell, Janet, Jolles, Jelle, Van Merrienboer, Jeroen, Van Leeuwen, Theo & Boschloo, Annemarie (22.11.2009). Explorations in learning and the brain - On the potential of cognitive neuroscience for educational science. (80 p.). Springer US.
Kostons, Danny, Van Gog, Tamara & Paas, Fred (17.11.2009). How do I do? Investigating effects of expertise and performance-process records on self-assessment. Applied Cognitive Psychology, 23 (9), (pp. 1256-1265) (10 p.).
Paas, Fred & van Gog, Tamara (2009). Principles for designing effective and efficient training of complex cognitive skills. In F. Durso (Eds.), Reviews of human factors and ergonomics (pp. 166) (194 p.). Santa Monica, CA: Human Factors and Ergnomics Society.
Scheiter, Katharina & Van Gog, Tamara (17.11.2009). Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology, 23 (9), (pp. 1209-1214) (6 p.).
van Gog, Tamara, Jarodzka, Halszka, Scheiter, Katharina, Gerjets, Peter & Paas, Fred (01.05.2009). Attention guidance during example study via the model's eye movements. Computers in Human Behavior, 25 (3), (pp. 785-791) (7 p.).
Van Gog, Tamara, Paas, Fred, Marcus, Nadine, Ayres, Paul & Sweller, John (01.03.2009). The mirror neuron system and observational learning - Implications for the effectiveness of dynamic visualizations. Educational Psychology Review, 21 (1), (pp. 21-30) (10 p.).
  2008
Boshuizen, H.P.A., Phythian-Sence, C., Wagner, R.K., Gravemeijer, K.P.E., van der Aalsvoort, G.M., Nievelstein, F., van Gog, Tamara, Prins, F.J., Dornan, T. & Scherpbier, A. (2008). Instructional models in domains and professions. In J.M. Spector, M.D. Merrill, J.J.G. Merriënboer & M.P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 537-566). Mahwah, NJ: Lawrence Erlbaum.
Nievelstein, Fleurie, Van Gog, Tamara, Boshuizen, Henny P A & Prins, Frans J. (07.11.2008). Expertise-related differences in conceptual and ontological knowledge in the legal domain. European Journal of Cognitive Psychology, 20 (6), (pp. 1043-1064) (22 p.).
Rikers, Remy M J P, Van Gog, Tamara & Paas, Fred (01.09.2008). The effects of constructivist learning environments - A commentary. Instructional Science, 36 (5-6 EFFECTS OF CONSTR), (pp. 463-467) (5 p.).
Rikers, Remy MJP, van Gog, Tamara & Paas, Fred (2008). The effects of constructivist learning environments: A commentary. Instructional Science, 36 (5-6), (pp. 463-467) (5 p.).
Smits, Marieke H S B, Boon, Jo, Sluijsmans, Dominique M A & van Gog, Tamara (01.08.2008). Content and timing of feedback in a web-based learning environment - Effects on learning as a function of prior knowledge. Interactive Learning Environments, 16 (2), (pp. 183-193) (11 p.).
Van Gog, Tamara & Paas, Fred (01.01.2008). Instructional efficiency - Revisiting the original construct in educational research. Educational Psychologist, 43 (1), (pp. 16-26) (11 p.).
van Gog, Tamara, Paas, Fred & van Merriënboer, Jeroen J G (01.06.2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18 (3), (pp. 211-222) (12 p.).
van Gog, Tamara, Paas, Fred, Savenye, W., Robinson, R., Niemczyk, M., Atkinson, R., Johnson, T. E., D. L., O’Connor, Rikers, R.M.J.P., Ayres, Paul, Duley, A., Ward, P. & Hancock, P. A. (2008). Data collection and analysis. In J. M. Spector, D. Merrill, J. J. G. van Merriënboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 763) (806 p.).
Van Gog, Tamara, Paas, Fred, Savenye, Wilhelmina, Robinson, Rhonda, Niemczyk, Mary, Atkinson, Robert, Johnson, Tristan E, O’connor, Debra L, Rikers, Remy MJP & Ayres, Paul (2008). Data collection and Analysis. Handbook of Research on Educational Communications and Technology 3e, (pp. 763-806) (44 p.).
  2007
Schmidt, Henk G., Loyens, S. M M, Van Gog, Tamara & Paas, Fred (01.03.2007). Problem-based learning is compatible with human cognitive architecture - Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42 (2), (pp. 91-97) (7 p.).
  2006
Paas, Fred & van Gog, Tamara (01.04.2006). Optimising worked example instruction - Different ways to increase germane cognitive load. Learning and Instruction, 16 (2 SPEC. ISS.), (pp. 87-91) (5 p.).
van Gog, Tamara, Paas, Fred & van Merriënboer, Jeroen J G (01.04.2006). Effects of process-oriented worked examples on troubleshooting transfer performance. Learning and Instruction, 16 (2 SPEC. ISS.), (pp. 154-164) (11 p.).
  2005
Van Gog, Tamara, Ericsson, K. Anders, Rikers, Remy & Paas, Fred (24.08.2005). Instructional design for advanced learners - Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. AV communication review, 53 (3), (pp. 73-81) (9 p.).
van Gog, Tamara, Paas, Fred & Van Merriënboer, Jeroen J G (01.03.2005). Uncovering expertise-related differences in troubleshooting performance - Combining eye movement and concurrent verbal protocol data. Applied Cognitive Psychology, 19 (2), (pp. 205-221) (17 p.).
van Gog, Tamara, Paas, Fred, van Merriënboer, Jeroen J G & Witte, Puk (01.12.2005). Uncovering the problem-solving process - cued retrospective reporting versus concurrent and retrospective reporting.. Journal of Experimental Psychology. Applied, 11 (4), (pp. 237-244) (8 p.).
  2004
Van Den Boom, Gerard, Paas, Fred, Van Merriënboer, Jeroen J G & Van Gog, Tamara (01.07.2004). Reflection prompts and tutor feedback in a web-based learning environment - Effects on students' self-regulated learning competence. Computers in Human Behavior, 20 (4), (pp. 551-567) (17 p.).
Van Gog, Tamara, Paas, Fred & Van Merriënboer, Jeroen J G (01.01.2004). Process-oriented worked examples - Improving transfer performance through enhanced understanding. Instructional Science, 32 (1-2), (pp. 83-98) (16 p.).
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Gegenereerd op 2017-08-19 03:12:29
Additional functions and activities

Distinguished Guest Professor, LEAD Graduate School and Research Network, University of Tübingen, Germany (0.2 fte, seconded from UU)

Hospitality agreements Erasmus University Rotterdam and Erasmus Medical Center because of PhD supervision

Member of the Steering Board of the Netherlands Initiative for Education Research (NRO)

Member of the committee Implementatie Sectorplan Onderwijswetenschappen [implementation sector plan Educational Sciences]

Member KNAW commissie basis- en voortgezet onderwijs

Editorial board Learning and Instruction

Editorial board Contemporary Educational Psychology

Editorial board Journal of Experimental Psychology: Applied

Former:

Member and vice-chair NRO PROO

Member of the NWO preparatory program committee Brain, Cognition, and Education

Gegenereerd op 2017-08-19 03:12:29
Full name
prof. dr. T.A.J.M. van Gog Contact details
Martinus J. Langeveldgebouw

Heidelberglaan 1
Room -
3584 CS  UTRECHT
The Netherlands


Phone number (direct) +31 30 253 4700
Martinus J. Langeveldgebouw

Heidelberglaan 1
Room F3.10
3584 CS  UTRECHT
The Netherlands


Phone number (direct) +31 30 253 3689
Gegenereerd op 2017-08-19 03:12:29
Last updated 07.07.2017