Tamara van Gog
Tamara van Gog
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Cited by
Cited by
Development of an instrument for measuring different types of cognitive load
J Leppink, F Paas, CPM Van der Vleuten, T Van Gog, ...
Behavior research methods 45 (4), 1058-1072, 2013
Using electroencephalography to measure cognitive load
P Antonenko, F Paas, R Grabner, T van Gog
Educational Psychology Review 22 (4), 425-438, 2010
Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006)
HG Schmidt, SMM Loyens, T Van Gog, F Paas
Educational Psychologist 42 (2), 91-97, 2007
Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives
F Paas, T van Gog, J Sweller
Educational Psychology Review 22 (2), 115-121, 2010
Instructional efficiency: Revisiting the original construct in educational research
T Van Gog, F Paas
Educational Psychologist 43 (1), 16-26, 2008
Effects of pairs of problems and examples on task performance and different types of cognitive load
J Leppink, F Paas, T van Gog, CPM van der Vleuten, ...
Learning and Instruction 30, 32-42, 2014
Eye tracking as a tool to study and enhance multimedia learning
T van Gog, K Scheiter
Learning and Instruction 20 (2), 95-99, 2010
In the eyes of the beholder: How experts and novices interpret dynamic stimuli
H Jarodzka, K Scheiter, P Gerjets, T Van Gog
Learning and Instruction 20 (2), 146-154, 2010
Example-based learning: Integrating cognitive and social-cognitive research perspectives
T van Gog, N Rummel
Educational Psychology Review 22 (2), 155-174, 2010
Uncovering the Problem-Solving Process: Cued Retrospective Reporting Versus Concurrent and Retrospective Reporting.
T Van Gog, F Paas, JJG van MerriŽnboer, P Witte
Journal of Experimental Psychology: Applied 11 (4), 237, 2005
Effect of availability bias and reflective reasoning on diagnostic accuracy among internal medicine residents
S Mamede, T van Gog, K van den Berge, RMJP Rikers, JLCM van Saase, ...
Jama 304 (11), 1198-1203, 2010
Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning
D Kostons, T Van Gog, F Paas
Learning and Instruction 22 (2), 121-132, 2012
The mirror neuron system and observational learning: Implications for the effectiveness of dynamic visualizations
T Van Gog, F Paas, N Marcus, P Ayres, J Sweller
Educational Psychology Review 21 (1), 21-30, 2009
Effects of worked examples, example-problem, and problem-example pairs on novices' learning
T Gog, L Kester, F Paas
Contemporary Educational Psychology 36 (3), 212-218, 2011
Optimising worked example instruction: Different ways to increase germane cognitive load
F Paas, T Van Gog
Learning and Instruction 16 (2), 87-91, 2006
Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning
F Amadieu, T Van Gog, F Paas, A Tricot, C Marinť
Learning and Instruction 19 (5), 376-386, 2009
Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice
T Van Gog, KA Ericsson, RMJP Rikers, F Paas
Educational Technology Research and Development 53 (3), 73-81, 2005
11 The Signaling (or Cueing) Principle in Multimedia Learning
T van Gog
The Cambridge Handbook of Multimedia Learning, 263, 2014
Reflection prompts and tutor feedback in a web-based learning environment: Effects on students' self-regulated learning competence
G Van den Boom, F Paas, JJG Van Merrienboer, T Van Gog
Computers in Human Behavior 20 (4), 551-567, 2004
Process-oriented worked examples: Improving transfer performance through enhanced understanding
T Van Gog, F Paas, JJG van MerriŽnboer
Instructional Science 32 (1-2), 83-98, 2004
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