Search Results - "Verkoeijen, Peter P.J.L."

Gathering, processing, and interpreting information about COVID-19 by Boot, Arnout B., Eerland, Anita, Jongerling, Joran, Verkoeijen, Peter P. J. L., Zwaan, Rolf A.

“…Does cognitive motivation influence how people gather and interpret information about COVID-19 and their adherence to measures? To address these questions, we…”
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The level of accomplishment and satisfaction in activity and participation of adults with cerebral palsy and spastic diplegia by Eken, Maaike M., Lamberts, Robert P., Du Toit, Jacques, Verkoeijen, Peter P.J.L., Kosel, Elisa, Langerak, Nelleke G.

“…Orthopaedic surgery is commonly performed in children with cerebral palsy (CP) and spastic diplegia to improve functional mobility. However, no research has…”
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The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning by Goossens, Nicole A.M.C., Camp, Gino, Verkoeijen, Peter P.J.L., Tabbers, Huib K., Zwaan, Rolf A.

“…•Retrieval practice exercises are compared to pure restudy exercises and elaborative restudy exercises.•Small benefit of retrieval practice in primary school…”
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Does intuition cause cooperation? by Verkoeijen, Peter P J L, Bouwmeester, Samantha

“…Recently, researchers claimed that people are intuitively inclined to cooperate with reflection causing them to behave selfishly. Empirical support for this…”
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Training higher education teachers’ critical thinking and attitudes towards teaching it by Janssen, Eva M., Mainhard, Tim, Buisman, Renate S.M., Verkoeijen, Peter P.J.L., Heijltjes, Anita E.G., van Peppen, Lara M., van Gog, Tamara

“…•We examined effects of critical thinking (CT) training for higher education teachers.•Training improved teachers’ performance on trained but not on novel…”
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Registered Replication Report: Rand, Greene, and Nowak (2012) by Bouwmeester, S., Verkoeijen, P. P. J. L., Aczel, B., Barbosa, F., Bègue, L., Brañas-Garza, P., Chmura, T. G. H., Cornelissen, G., Døssing, F. S., Espín, A. M., Evans, A. M., Ferreira-Santos, F., Fiedler, S., Flegr, J., Ghaffari, M., Glöckner, A., Goeschl, T., Guo, L., Hauser, O. P., Hernan-Gonzalez, R., Herrero, A., Horne, Z., Houdek, P., Johannesson, M., Koppel, L., Kujal, P., Laine, T., Lohse, J., Martins, E. C., Mauro, C., Mischkowski, D., Mukherjee, S., Myrseth, K. O. R., Navarro-Martínez, D., Neal, T. M. S., Novakova, J., Pagà, R., Paiva, T. O., Palfi, B., Piovesan, M., Rahal, R.-M., Salomon, E., Srinivasan, N., Srivastava, A., Szaszi, B., Szollosi, A., Thor, K. Ø., Tinghög, G., Trueblood, J. S., Van Bavel, J. J., van ‘t Veer, A. E., Västfjäll, D., Warner, M., Wengström, E., Wills, J., Wollbrant, C. E.

“…In an anonymous 4-person economic game, participants contributed more money to a common project (i.e., cooperated) when required to decide quickly than when…”
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Daily activities, participation, satisfaction, and functional mobility of adults with cerebral palsy more than 25 years after selective dorsal rhizotomy: a long-term follow-up during adulthood by Veerbeek, Berendina E., Lamberts, Robert P., Fieggen, A. Graham, Verkoeijen, Peter P. J. L., Langerak, Nelleke G.

“…To determine changes in level of accomplishment and satisfaction in daily activities and social participation, and functional mobility in adults with cerebral…”
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Enhancing students’ critical thinking skills: is comparing correct and erroneous examples beneficial? by van Peppen, Lara M., Verkoeijen, Peter P. J. L., Heijltjes, Anita E. G., Janssen, Eva M., van Gog, Tamara

“…There is a need for effective methods to teach critical thinking (CT). One instructional method that seems promising is comparing correct and erroneous worked…”
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Identifying characteristics associated with higher education teachers’ Cognitive Reflection Test performance and their attitudes towards teaching critical thinking by Janssen, Eva M., Meulendijks, Wietse, Mainhard, Tim, Verkoeijen, Peter P.J.L., Heijltjes, Anita E.G., van Peppen, Lara M., van Gog, Tamara

“…The aim of this study was to identify characteristics that are related to higher education teachers' (N = 263) Cognitive Reflection Test (CRT) performance,…”
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Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy by van Gog, Tamara, Kester, Liesbeth, Dirkx, Kim, Hoogerheide, Vincent, Boerboom, Joris, Verkoeijen, Peter P. J. L.

“…Four experiments investigated whether the testing effect also applies to the acquisition of problem-solving skills from worked examples. Experiment 1 (n=120)…”
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Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning by Rop, Gertjan, van Wermeskerken, Margot, de Nooijer, Jacqueline A., Verkoeijen, Peter P. J. L., van Gog, Tamara

“…Research on multimedia learning has shown that learning is hampered when a multimedia message includes extraneous information that is not relevant for the…”
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Psychometric properties of the Actively Open-minded Thinking scale by Janssen, Eva M., Verkoeijen, Peter P.J.L., Heijltjes, Anita E.G., Mainhard, Tim, van Peppen, Lara M., van Gog, Tamara

“…•We tested psychometric properties of the Actively Open-minded Thinking scale (AOT).•Results showed that none of the AOT-items could discriminate between…”
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Identifying obstacles to transfer of critical thinking skills by van Peppen, Lara M., van Gog, Tamara, Verkoeijen, Peter P. J. L., Alexander, Patricia A.

“…This study investigated whether unsuccessful transfer of critical thinking (CT) would be due to recognition, recall, or application problems (cf. three-step…”
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Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions by Rop, Gertjan, Schüler, Anne, Verkoeijen, Peter P.J.L., Scheiter, Katharina, Gog, Tamara

“…The presentation of extraneous (i.e., irrelevant or unnecessary) information may hamper learning with multimedia. The present study examined whether people can…”
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The testing effect in immediate recognition: tests of the episodic context account by Chang, Yoojin, Delaney, Peter F., Verkoeijen, Peter P. J. L.

“…Three experiments explored when testing produces immediate advantages over restudying in old/new recognition tests. According to the episodic context account,…”
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The Effect of Retrieval Practice in Primary School Vocabulary Learning by Goossens, Nicole A. M. C., Camp, Gino, Verkoeijen, Peter P. J. L., Tabbers, Huib K.

“…Summary The testing effect refers to the finding that retrieval practice leads to better long‐term retention than additional study of course material. In the…”
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Why do some children benefit more from testing than others? Gist trace processing to explain the testing effect by Bouwmeester, Samantha, Verkoeijen, Peter P.J.L.

“…► We model the relationship between gist trace processing and the size of the testing effect in children. ► We examine true and false recognition on targets…”
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With task experience students learn to ignore the content, not just the location of irrelevant information by Rop, Gertjan, Verkoeijen, Peter P. J. L., van Gog, Tamara

“…Presentation of irrelevant additional information hampers learning. However, using a word-learning task, recent research demonstrated that an initial negative…”
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Learning to avoid biased reasoning: effects of interleaved practice and worked examples by van Peppen, Lara M., Verkoeijen, Peter P. J. L., Kolenbrander, Stefan V., Heijltjes, Anita E. G., Janssen, Eva M., van Gog, Tamara

“…It is yet unclear which teaching methods are most effective for improving critical thinking (CT) skills and especially for the ability to avoid biased…”
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The effect of layout and pacing on learning from diagrams with unnecessary text by Rop, Gertjan, Schüler, Anne, Verkoeijen, Peter P.J.L., Scheiter, Katharina, Gog, Tamara Van

“…Summary Although the presentation of extraneous (i.e., irrelevant or unnecessary) information hinders learning, it is unclear whether and how layout and pacing…”
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