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Gino Camp
Gino Camp
Professor by special appointment of Effective learning, Open University of the Netherlands
Dirección de correo verificada de ou.nl - Página principal
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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
2792011
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
2522017
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
1812001
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
1442001
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
1282007
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
892014
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
872005
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
682014
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
662012
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
642019
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
642009
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
622014
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
612016
Wijze lessen: Twaalf bouwstenen voor effectieve didactiek
T Surma, K Vanhoyweghen, D Sluijsmans, G Camp, D Muijs, ...
Ten Brink Uitgevers, 2019
502019
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
502018
A short-term testing effect in cross-language recognition
PPJL Verkoeijen, S Bouwmeester, G Camp
Psychological Science 23 (6), 567-571, 2012
362012
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
332012
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
212018
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
112014
Novice teachers’ knowledge of effective study strategies
T Surma, G Camp, R de Groot, PA Kirschner
Frontiers in Education 7, 996039, 2022
102022
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Artículos 1–20