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Psychology

D-Index
78
Citations
21560
World Ranking
1594
National Ranking
88

Overview

Tamara van Gog is affiliated with Utrecht University in the Netherlands and works primarily in the field of Psychology. Their research focuses on multiple subfields, including Developmental and Educational Psychology, Experimental and Cognitive Psychology, Education, Artificial Intelligence, and Social Psychology.

The main topics covered by their work include:

  • Visual and Cognitive Learning Processes
  • Innovative Teaching and Learning Methods
  • Educational Strategies and Epistemologies
  • Intelligent Tutoring Systems and Adaptive Learning
  • Education and Critical Thinking Development
  • Gaze Tracking and Assistive Technology
  • Clinical Reasoning and Diagnostic Skills

Van Gog has contributed extensively to academic literature, with a significant number of publications appearing in these venues:

  • Educational Psychology Review
  • Learning and Instruction
  • Applied Cognitive Psychology
  • Instructional Science
  • Journal of Computer Assisted Learning

Among their recent publications are:

  • "The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks" (2020, Educational Psychology Review)
  • "Teachers' Emotional Exhaustion: Associations With Their Typical Use of and Implicit Attitudes Toward Emotion Regulation Strategies" (2020, Frontiers in Psychology)
  • "Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?" (2021, Educational Psychology Review)
  • "Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions" (2020, Learning and Instruction)
  • "Enhancing students' critical thinking skills: is comparing correct and erroneous examples beneficial?" (2021, Instructional Science)

Van Gog frequently collaborates with other researchers, including Janneke van de Pol, Eva M. Janssen, Peter P. J. L. Verkoeijen, Ellen M. Kok, and Vincent Hoogerheide.

Best Publications

  • Development of an instrument for measuring different types of cognitive load

    Jimmie Leppink;Fred Paas;Fred Paas;Cees P. M. Van der Vleuten;Tamara Van Gog

  • Using Electroencephalography to Measure Cognitive Load

    Pavlo Antonenko;Fred Paas;Fred Paas;Roland Grabner;Tamara van Gog

  • Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006).

    Henk G. Schmidt;Sofie M. M. Loyens;Tamara Van Gog;Fred Paas

  • Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives

    Fred Paas;Fred Paas;Tamara van Gog;John Sweller

  • Instructional Efficiency: Revisiting the Original Construct in Educational Research.

    Tamara Van Gog;Fred Paas

  • Effects of pairs of problems and examples on task performance and different types of cognitive load

    Jimmie Leppink;Fred Paas;Fred Paas;Tamara van Gog;Cees P.M. van der Vleuten

  • Eye tracking as a tool to study and enhance multimedia learning

    Tamara van Gog;Katharina Scheiter

  • In the eyes of the beholder: How experts and novices interpret dynamic stimuli

    Halszka Jarodzka;Katharina Scheiter;Peter Gerjets;Tamara van Gog

  • Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

    Tamara van Gog;Nikol Rummel;Nikol Rummel

  • Uncovering the Problem-Solving Process: Cued Retrospective Reporting Versus Concurrent and Retrospective Reporting.

    Tamara van Gog;Fred Paas;Jeroen J. G. van Merriënboer;Puk Witte

  • Effect of Availability Bias and Reflective Reasoning on Diagnostic Accuracy Among Internal Medicine Residents

    Sílvia Mamede;Tamara van Gog;Kees van den Berge;Remy M. J. P. Rikers

  • Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

    Danny Kostons;Tamara van Gog;Fred Paas;Fred Paas

  • The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations

    Tamara van Gog;Fred Paas;Fred Paas;Nadine Marcus;Paul Ayres

  • Effects of worked examples, example-problem, and problem-example pairs on novices’ learning

    Tamara van Gog;Tamara van Gog;Liesbeth Kester;Fred Paas;Fred Paas

  • Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning

    Franck Amadieu;Tamara van Gog;Fred Paas;Fred Paas;André Tricot

  • Optimising worked example instruction: Different ways to increase germane cognitive load.

    Fred Paas;Fred Paas;Tamara van Gog

  • Instructional Design for Advanced Learners: Establishing Connections between the Theoretical Frameworks of Cognitive Load and Deliberate Practice

    Tamara van Gog;K. Anders Ericsson;Remy M. J. P. Rikers;Fred Paas

  • Reflection prompts and tutor feedback in a web-based learning environment: effects on students' self-regulated learning competence

    Gerard van den Boom;Fred Paas;Jeroen J.G. van Merriënboer;Tamara van Gog

  • Effects of Process-Oriented Worked Examples on Troubleshooting Transfer Performance

    Tamara van Gog;Fred Paas;Fred Paas;Jeroen J.G. van Merriënboer

  • Process-Oriented Worked Examples: Improving Transfer Performance Through Enhanced Understanding

    Tamara van Gog;Fred Paas;Jeroen J.G. van Merriënboer

Frequent Co-Authors

Fred Paas
Fred Paas Erasmus University Rotterdam
Jeroen J. G. van Merriënboer
Jeroen J. G. van Merriënboer Maastricht University
Anique B. H. de Bruin
Anique B. H. de Bruin Maastricht University
Katharina Scheiter
Katharina Scheiter University of Potsdam
Rolf A. Zwaan
Rolf A. Zwaan Erasmus University Rotterdam
Henk G. Schmidt
Henk G. Schmidt Erasmus University Rotterdam
Remy M. J. P. Rikers
Remy M. J. P. Rikers Utrecht University
Liesbeth Kester
Liesbeth Kester Utrecht University
John Sweller
John Sweller University of New South Wales
Peter Gerjets
Peter Gerjets University of Tübingen

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