Gino Camp

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Paul A. KirschnerEmeritus Professor (Educational Psychology), Open University of the NetherlandsDirección de correo verificada de ou.nl
Anique BH de BruinProfessor Self-Regulation in Higher Education, SHE, FHML, Maastricht UniversityDirección de correo verificada de maastrichtuniversity.nl
Peter VerkoeijenEndowed Professor, Department of Psychology, Erasmus University RotterdamDirección de correo verificada de essb.eur.nl
Henk G. SchmidtRotterdam, Maastricht, Singapore, AjmanDirección de correo verificada de fsw.eur.nl
Rolf ZwaanProfessor of PsychologyDirección de correo verificada de essb.eur.nl
rob martensprofessor of educational science. Open university of the Netherlands; NIVOZDirección de correo verificada de ou.nl
Tim SurmaCentre of Expertise Education and Learning, Thomas More University of Applied SciencesDirección de correo verificada de thomasmore.be
Dirkx, K. J. H.Dirección de correo verificada de ou.nl
P.Robert-Jan Simonsemeritus hoogleraar digitale didactiek, universiteit UtrechtDirección de correo verificada de uu.nl
Diane PecherErasmus University RotterdamDirección de correo verificada de fsw.eur.nl
Kristel VanhoyweghenDirección de correo verificada de leraarzijn.be
Fred PaasProfessor of Educational Psychology, Erasmus University Rotterdam/Universities of Wollongong / UNSWDirección de correo verificada de essb.eur.nl
Remigius (Remy) RikersUniversity College Roosevelt / Utrecht University / Erasmus University RotterdamDirección de correo verificada de ucr.nl
Jeroen J. G. van MerrienboerMaastricht University - SHEDirección de correo verificada de maastrichtuniversity.nl
Samantha BouwmeesterDirección de correo verificada de fsw.eur.nl
Liesbeth KesterFull professor Educational sciences Utrecht UniversityDirección de correo verificada de uu.nl
Ellen KokAssistant professor Utrecht UniversityDirección de correo verificada de uu.nl
Janneke van de polAssistant Professor, University of UtrechtDirección de correo verificada de uu.nl
Jimmie LeppinkLeppink Analytics

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Gino Camp

Professor by special appointment of Effective learning, Open University of the Netherlands

Dirección de correo verificada de ou.nl - Página principal

memory forgetting education learning strategies teaching strategies


Título Ordenar por citas Ordenar por año Ordenar por título	Citado por Citado por	Año
Exploring the value of peer feedback in online learning for the provider E Van Popta, M Kral, G Camp, RL Martens, PRJ Simons Educational Research Review 20, 24-34, 2017	311	2017
Generating keywords improves metacomprehension and self-regulation in elementary and middle school children ABH De Bruin, KW Thiede, G Camp, J Redford Journal of Experimental Child Psychology 109 (3), 294-310, 2011	307	2011
Dynamic problem selection in air traffic control training: A comparison between performance, mental effort and mental efficiency G Camp, F Paas, R Rikers, JJ Van Merriënboer Computers in Human Behavior 17, 575-595, 2001	192	2001
Instructional compensation for age-related cognitive declines: Effects of goal specificity in maze learning. F Paas, G Camp, R Rikers Journal of educational psychology 93 (1), 181, 2001	148	2001
No retrieval-induced forgetting using item-specific independent cues: evidence against a general inhibitory account. G Camp, D Pecher, HG Schmidt Journal of Experimental Psychology: Learning, Memory, and Cognition 33 (5), 950, 2007	136	2007
The effect of retrieval practice in primary school vocabulary learning NAMC Goossens, G Camp, PPJL Verkoeijen, HK Tabbers Applied Cognitive Psychology 28 (1), 135-142, 2014	101	2014
The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning NAMC Goossens, G Camp, PPJL Verkoeijen, HK Tabbers, RA Zwaan Journal of Applied Research in Memory and Cognition 3 (3), 177-182, 2014	89	2014
Retrieval-induced forgetting in implicit memory tests: The role of test awareness G Camp, D Pecher, HG Schmidt Psychonomic Bulletin & Review 12, 490-494, 2005	87	2005
Do secondary school students make use of effective study strategies when they study on their own? KJH Dirkx, G Camp, L Kester, PA Kirschner Applied Cognitive Psychology 33 (5), 952-957, 2019	84	2019
Spreading the words: A spacing effect in vocabulary learning NAMC Goossens, G Camp, PPJL Verkoeijen, HK Tabbers, RA Zwaan Journal of Cognitive Psychology 24 (8), 965-971, 2012	75	2012
Distributed practice and retrieval practice in primary school vocabulary learning: A multi‐classroom study NAMC Goossens, G Camp, PPJL Verkoeijen, HK Tabbers, ... Applied Cognitive Psychology 30 (5), 700-712, 2016	68	2016
Practice, intelligence, and enjoyment in novice chess players: A prospective study at the earliest stage of a chess career ABH De Bruin, EM Kok, J Leppink, G Camp Intelligence 45, 18-25, 2014	67	2014
Are independent probes truly independent? G Camp, D Pecher, HG Schmidt, R Zeelenberg Journal of Experimental Psychology: Learning, Memory, and Cognition 35 (4), 934, 2009	67	2009
Wijze lessen: Twaalf bouwstenen voor effectieve didactiek T Surma, K Vanhoyweghen, D Sluijsmans, G Camp, D Muijs, ... Ten Brink Uitgevers, 2019	60	2019
The coverage of distributed practice and retrieval practice in Flemish and Dutch teacher education textbooks T Surma, K Vanhoyweghen, G Camp, PA Kirschner Teaching and Teacher Education 74, 229-237, 2018	57	2018
A short-term testing effect in cross-language recognition PPJL Verkoeijen, S Bouwmeester, G Camp Psychological Science 23 (6), 567-571, 2012	37	2012
Can questioning induce forgetting? Retrieval‐induced forgetting of eyewitness information G Camp, H Wesstein, ABH De Bruin Applied Cognitive Psychology 26 (3), 431-435, 2012	35	2012
Teachers’ monitoring of students’ text comprehension: can students’ keywords and summaries improve teachers’ judgment accuracy? JAA Engelen, G Camp, J van de Pol, ABH de Bruin Metacognition and learning 13, 287-307, 2018	22	2018
Novice teachers’ knowledge of effective study strategies T Surma, G Camp, R de Groot, PA Kirschner Frontiers in Education 7, 996039, 2022	18	2022
PBL: step by step a guide for students and tutors G Camp, A van het Kaar, H van der Molen, H Schmidt Institute of Social Sciences Erasmus. University of Roldan, 2014	11	2014

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