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Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains?

Applied cognitive psychology, 2018-03, Vol.32 (2), p.270-277

2018

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Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning

Applied cognitive psychology, 2006-04, Vol.20 (3), p.343-352

2006

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Development of an instrument for measuring different types of cognitive load

Behavior research methods, 2013-12, Vol.45 (4), p.1058-1072

2013

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Memory load and the cognitive pupillary response in aging

Psychophysiology, 2004-03, Vol.41 (2), p.167-174

2004

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Segmentation of Worked Examples: Effects on Cognitive Load and Learning

Applied cognitive psychology, 2012-05, Vol.26 (3), p.352-358

2012

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Uncovering expertise-related differences in troubleshooting performance: combining eye movement and concurrent verbal protocol data

Applied cognitive psychology, 2005-03, Vol.19 (2), p.205-221

2005

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Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy

Acta psychologica, 2014-09, Vol.151, p.143-154

2014

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Looking in the Same Manner but Seeing it Differently: Bottom-up and Expertise Effects in Radiology

Applied cognitive psychology, 2012-11, Vol.26 (6), p.854-862

2012

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Why students do (or do not) choose retrieval practice: Their perceptions of mental effort during task performance matter

Applied cognitive psychology, 2022-03, Vol.36 (2), p.433-444

2022

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Modality and variability as factors in training the elderly

Applied cognitive psychology, 2006-04, Vol.20 (3), p.311-320

2006

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Paradoxical effects of information presentation formats and contextual interference on transfer of a complex cognitive skill

Computers in human behavior, 2007-07, Vol.23 (4), p.1740-1761

2007

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Tracks to a Medical Diagnosis: Expertise Differences in Visual Problem Solving

Applied cognitive psychology, 2016-05, Vol.30 (3), p.314-322

2016

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Improving the development of instructional software: Three building-block solutions to interrelate design and production

Computers in human behavior, 2008-05, Vol.24 (3), p.1275-1292

2008

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

Computers in human behavior, 2004-07, Vol.20 (4), p.551-567

2004

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How prior knowledge affects problem-solving performance in a medical simulation game: Using game-logs and eye-tracking

Computers in human behavior, 2019-10, Vol.99, p.268-277

2019

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Different effects of pausing on cognitive load in a medical simulation game

Computers in human behavior, 2020-09, Vol.110, p.106385, Article 106385

2020

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Why advice on task selection may hamper learning in on-demand education

Computers in human behavior, 2013-01, Vol.29 (1), p.145-154

2013

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Improving student expectations of learning in a problem-based environment

Computers in human behavior, 2018-10, Vol.87, p.416-423

2018

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Cue-based facilitation of self-regulated learning: A discussion of multidisciplinary innovations and technologies

Computers in human behavior, 2019-11, Vol.100, p.384-391

2019

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A comparison of approaches to learning task selection in the training of complex cognitive skills

Computers in human behavior, 2006-05, Vol.22 (3), p.321-333

2006

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An expertise reversal effect of segmentation in learning from animated worked-out examples

Computers in human behavior, 2011, Vol.27 (1), p.46-52

2011

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Measurement of cognitive load in instructional research

Perceptual and motor skills, 1994-08, Vol.79 (1 Pt 2), p.419

1994

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Combining shared control with variability over surface features: Effects on transfer test performance and task involvement

Computers in human behavior, 2009-03, Vol.25 (2), p.290-298

2009

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Learner-controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency

Computers in human behavior, 2011, Vol.27 (1), p.76-81

2011

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Adapting prior knowledge activation: Mobilisation, perspective taking, and learners’ prior knowledge

Computers in human behavior, 2011, Vol.27 (1), p.16-21

2011

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Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains?

Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning

Development of an instrument for measuring different types of cognitive load

Memory load and the cognitive pupillary response in aging

Segmentation of Worked Examples: Effects on Cognitive Load and Learning

Uncovering expertise-related differences in troubleshooting performance: combining eye movement and concurrent verbal protocol data

Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy

Looking in the Same Manner but Seeing it Differently: Bottom-up and Expertise Effects in Radiology

Why students do (or do not) choose retrieval practice: Their perceptions of mental effort during task performance matter

Modality and variability as factors in training the elderly

Paradoxical effects of information presentation formats and contextual interference on transfer of a complex cognitive skill

Tracks to a Medical Diagnosis: Expertise Differences in Visual Problem Solving

Improving the development of instructional software: Three building-block solutions to interrelate design and production

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

How prior knowledge affects problem-solving performance in a medical simulation game: Using game-logs and eye-tracking

Different effects of pausing on cognitive load in a medical simulation game

Why advice on task selection may hamper learning in on-demand education

Improving student expectations of learning in a problem-based environment

Cue-based facilitation of self-regulated learning: A discussion of multidisciplinary innovations and technologies

A comparison of approaches to learning task selection in the training of complex cognitive skills

An expertise reversal effect of segmentation in learning from animated worked-out examples

Measurement of cognitive load in instructional research

Combining shared control with variability over surface features: Effects on transfer test performance and task involvement

Learner-controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency

Adapting prior knowledge activation: Mobilisation, perspective taking, and learners’ prior knowledge

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