Fred Paas
Education and professional experience
2005-present Full professor of Educational Psychology, Open University of the Netherlands and Erasmus University Rotterdam
1999-2005 Associate professor of Educational Technology, Open University of the Netherlands, Educational Technology Expertise Center
1996-1999 Assistent professor of Cognitive Psychology, Maastricht University, Department of Cognitive Psychology at the Faculty of Psychology
1993-1996 Assistent professor of Human Movement Sciences, Maastricht University, Department of Human Movement Sciences at the Faculty of Health Sciences
1989-1993 PhD University of Twente, Instructional Technology Department at the Faculty of Educational Science
1984-1988 MSc Maastricht University, Human Movement Sciences at the Faculty of Health Sciences
Projects
Observational learning from video-based experts models in Multimedia Learning
Instructional support of integrative processing in multimedia learning: Compensaton of age-related cognitive declines
An operations management approach to improve flexibility of the educational organization in higher professional education
Mental workload as a determinant for the dynamic selection of learning tasks in aviation training
The teachter as a designer: Effects of a web based training in Instructional Systems Design method on teachers approach of designing learning tasks
Advanced Design Approach for Personalised Training - Interactive Tools (ADAPTit)
Reflection prompts and feedback as a means to foster the self-regulated learning competence
Cognitive load theory as a guide for the identification of transfer improving measures in instruction
Timing en oriëntatie van aanwijzingen: Cognitieve terugkoppeling binnen interactieve praktijkconfrontaties
A Multidimensional Approach to the Mental Efficiency of Instructional Conditions
Publications
2006
Paas, F. & Kester, L. (2006). Learner and information characteristics in the design of powerful learning environments: Introduction. Applied Cognitive Psychology, 20 (3).
Paas, F. & Kester, L. (Eds.) (2006). Emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments [Special issue]. Applied Cognitive Psychology, 20, 281-285.
Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and Instruction, 16, 87-91.
Paas, F., & Van Gog, T. (Eds.) (2006). Recent worked examples research: Managing cognitive load to foster learning and transfer [Special issue]. Learning and Instruction, 16 (2).
Hummel, H., Paas, F., & Koper, J.R. (2006). Timing of cueing in complex problem-solving tasks: Learner versus system control. Computers in Human Behavior, 22, 191-205.
Salden, R.J.C.M., Paas, F., Van der Pal, J., & Van Merriënboer, J.J.G. (2006). Dynamic task selection in flight management system training. International Journal of Aviation Psychology, 16, 157-174.
Salden, R.J.C.M., Paas, F., & Van Merriënboer, J.J.G. (2006). A comparison of approaches to learning task selection in the training of complex cognitive skills. Computers in Human Behavior, 22, 321-333.
Van Gerven, P.W.M., Paas, F., Van Merriënboer, J.J.G, & Schmidt, H.G. (2006). Modality and variability as factors in training the elderly. Applied Cognitive Psychology, 20, 311-320.
Van Gog, T., Paas, F., & Van Merriënboer, J.J.G. (2006). Effects of process-oriented worked examples on troubleshooting transfer performance. Learning and Instruction, 16, 154-164.
Van Merriënboer, J.J.G., Kester, L., & Paas, F. (2006). Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology, 20, 343-352.
Van Merriënboer, J.J.G., Sluijsmans, D., Corbalan, G., Kalyuga, S., Paas, F., & Tattersall, C. (2006). Performance assessment and learning task selection in environments for complex learning. In J. Elen & R.E. Clark (Eds.), Handling complexity in learning environments: Theory and research (pp. 201-220). Elsevier: EARLI Series "Advances in Learning and Instruction".
2005
Paas, F., Van Gerven, P.W.M., & Tabbers, H.K. (2005). The cognitive aging principle in multimedia learning. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 339-354). New York: Cambridge University Press.
Paas, F., Tuovinen, J., Van Merriënboer, J.J.G., & Darabi, A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction. Educational Technology, Research & Development, 53, 25-33.
Hoogveld, A.W.M., Paas, F., & Jochems, W.M.G. (2005). Training higher education teachers for instructional design of competency-based education: Product-oriented versus process-oriented worked examples. Teaching and Teacher Education, 21, 287-297.
Khalil, M.K., Paas, F., Johnson, T.E., & Payer, A.F. (2005). Design of interactive and dynamic anatomical visualizations: The implication of cognitive load theory. The Anatomical Record (Part B: New Anat.), 286B, 15-20.
Khalil, M.K., Paas, F., Johnson, T.E., & Payer, A.F. (2005). Interactive and dynamic visualizations in teaching and learning of anatomy: A cognitive load perspective. The Anatomical Record (Part B: New Anat.), 286B, 8-14.
Kester, L., & Paas, F. (2005). Instructional interventions to enhance collaboration in powerful learning environments. Computers in Human Behavior, 21, 689-696.
Rikers, R.M.J.P., & Paas, F. (Eds.). (2005). Recent advances in expertise research [Special issue]. Applied Cognitive Psychology, 19 (2).
Rikers, R.M.J.P., & Paas, F. (2005). Introduction: Recent advances in expertise research. Applied Cognitive Psychology, 19, 145-149.
Van Gog, T., Paas, F., & Van Merriënboer, J.J.G. (2005). Uncovering expertise-related differences in troubleshooting performance: Combining eye movement and concurrent verbal protocol data. Applied Cognitive Psychology, 19, 205-221.
Van Gog, T., Paas, F., Van Merriënboer, J.J.G., & Witte, P. (2005). Uncovering the problem-solving process:: Cued retrospective reporting versus concurrent and retrospective reporting. Journal of Experimental Psychology: Applied, 11, 237-244.
Van Gog, T., Ericsson, K.A., Rikers, R.M.J.P., & Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology,Research & Development, 53, 73-81.
Wopereis, I.G.J.H., Kirschner, P.A., Paas, F., Stoyanov, S., & Hendriks, M. (2005). Determining failure and success factors of educational ICT projects using a group concept mapping approach. British Journal of Educational Technology, 36, 681-684.
2004
Paas, F., & De Croock, M. (2004). Experts Edge: Helping the learner comprehend. In. G. R. Morrison, S. M. Ross, & J. E. Kemp (Eds.), Designing effective instruction (4th ed.) [pp. 213-216]. New York: John Wiley & Sons.
Paas, F. & Firssova, O. (2004). Usability evaluation of integrated E-learning. In W. M. G. Jochems, J. J. G. Van Merriënboer, & E. J. R. Koper (Eds.), Integrated e-learning [pp. 112-125]. London: Taylor & Francis.
Paas, F. & Firssova, O. (2004). Usability evaluatie van E-learning. In W. M. G. Jochems, J. J. G. Van Merriënboer, & E. J. R. Koper (Eds.), Een geïntegreerde benadering van e-learning (pp. 141-156). Groningen/Houten: Wolters-Noordhoff.
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32, 1-8.
Paas, F., Renkl, A., & Sweller, J. (Eds.). (2004). Advances in cognitive load theory: Methodology and instructional design [Special issue]. Instructional Science, 32 (1-2).
Hummel, H., Paas, F., & Koper, J.R. (2004). Cueing for transfer in multimedia programmes: Process worksheets versus worked-out examples. Journal of Computer Assisted Learning, 20, 387-398.
Salden, R.J.C.M., Paas, F., Broers, N., & Van Merriënboer, J.J.G. (2004). Mental effort and performance as determinants for the dynamic selection of learning tasks in air-traffic control training. Instructional Science, 32, 153-172.
Tuovinen, J., & Paas, F. (2004). Exploring multidimensional approaches to the efficiency of instructional conditions. Instructional Science, 32, 133-152.
Van Gerven, P.W.M., Paas, F., Van Merriënboer, J.J.G, & Schmidt, H.G. (2004). Memory load and task-evoked pupillary responses in aging. Psychophysiology, 41, 167-175.
Van den Boom, G., Paas, F., & Van Merriënboer, J.J.G. & Van Gog, T. (2004). Reflection prompts and tutor feedback in a web-based learning environment: Effects on students' self-regulated learning competence. Computers in Human Behavior, 20, 551-567.
Van Gog, T., Paas, F., & Van Merriënboer, J.J.G (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32, 83-98.
2003
Paas, F. (2003). Instructie en cognitieve belasting. In A. Lazonder & J.J.G. Van Merriënboer (Eds.), Probleemoplossen en instructie [pp. 45-55]. Enschede: Twente University Press.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1-4.
Paas, F., Renkl, A., & Sweller, J. (Eds.). (2003). Cognitive load theory [Special issue]. Educational Psychologist, 38 (1).
Paas, F., Tuovinen, J., Tabbers, H., & Van Gerven, P.W.M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63-71.
Hoogveld, A.W.M., Paas, F., Jochems, W.M.G. (2003). Application of an instructional systems design approach by teachers in higher education: Individual versus team design. Teaching and Teacher Education, 19, 581-590.
Schellekens, A.M.H.C., Paas, F., & Van Merriënboer, J.J.G. (2003). Flexibility in higher education: A survey in business administration programs in the Netherlands. Higher Education, 45, 281-307.
Van Gerven, P.W.M., Paas, F., Van Merriënboer, J.J.G., Hendriks, M., & Schmidt, H.G. (2003). The efficiency of multimedia learning into old age. British Journal of Educational Psychology, 73, 489-505.
Van Merriënboer, J.J.G, & Paas, F. (2003). Powerful learning and the many faces of instructional design: Toward a framework for the design of powerful learning environments. In E. De Corte, L. Verschaffel, N. Entwistle, & J.J.G. Van Merriënboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions [pp.3-20]. Elsevier: EARLI Series "Advances in Learning and Instruction".
2002
Paas, F., & Adam, J.J. (2002). Effects of distractor load and temporal target-distractor separation on numerical comparison performance: A stimulus-competition approach. Psychological Reports, 90, 889-906.
De Croock, M.B.M., Paas, F., Schlanbusch, H., & Van Merriënboer, J.J.G. (2002). ADAPTIT: ID tools for training design and evaluation. Educational Technology, Research & Development, 50 (4), 45-58.
Hoogveld, A.W.M., Paas, F., Jochems, W.M.G., & Van Merriënboer, J.J.G. (2002). Exploring teachers' instructional design practices: implications for improving teacher training. Instructional Science, 30, 291-305.
Van Gerven, P.W.M., Paas, F., Van Merriënboer, J.J.G, & Schmidt, H.G. (2002). Cognitive load theory and aging: Effects of worked examples on training efficiency. Learning and Instruction, 38, 87-107.
Van Merriënboer, J.J.G, Schuurman, J.G., De Croock, M.B.M., & Paas, F. (2002). Redirecting learners' attention during training: Effects on cognitive load, transfer test performance and training. Learning and Instruction, 38, 11-39.
Rikers, R.M.J.P., Schmidt, H.G., Boshuizen, H.P.A.E., Linssen, G.C.M., Wesseling, G., & Paas, F. (2002). The robustness of medical expertise: Clinical case processing by medical experts and subexperts. American Journal of Psychology, 115, 609-629.
2001
Paas, F., Camp, G., & Rikers, R. (2001). Instructional compensation for age-related cognitive declines: Effects of goal specificity in maze learning. Journal of Educational Psychology, 93, 181-186.
Camp, G., Paas, F., Rikers, R., & Van Merriënboer J.J.G (2001). Dynamic problem selection in air traffic control training: A comparison between performance, mental effort and mental efficiency. Computers in Human Behavior, 17, 575-595.
Hoogveld, A.W.M., Paas, F., Jochems, W.M.G., & Van Merriënboer, J.J.G. (2001). Effects of a web-based training in an instructional systems design approach on teachers instructional design behavior. Computers in Human Behavior, 363-371.
Kirschner, P.A., & Paas, F. (2001). Web enhanced higher education: A tower of Babel. Computers in Human Behavior, 347-353.
2000
Paas, F., Van Merriënboer, J.J.G. (2000). Training voor transfer van statistische vaardigheden: toepassing van een vier-componenten instructie-ontwerpmodel. Tijdschrift voor Onderwijsresearch, 25 (3/4), 187-197.
Van Gerven, P.W.M., Paas, F., Van Merriënboer, J.J.G, & Schmidt, H.G. (2000). Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework. Educational Gerontology, 26, 503-521.
Schmidt, H.G., Peeck, V., Paas, F., & Van Breukelen, G.J.P (2000). Remembering the street names of ones childhood neighbourhood: A study of very long-term memory. Memory, 8, 37-49.
Adam, J.J., Nieuwenstein, J.H., Huys, R., Paas, F., Kingma, H., Willems, P., & Werry, M. (2000). Control of rapid aimed hand movements: The one-target advantage. Journal of Experimental Psychology: Human Perception and Performance, 26, 295-312.
Adam, J.J., Huys, R., Kingma, H., van Loon, E., & Paas, F. (2000). Effects of spatial and symbolic precues on localization performance. Psychological Research, 64, 66-80.
<2000
Adam, J.J., Paas, F., Buekers, M.J., & Wuyts, I.J., Spijkers, W., & Wallmeyer, P. (1999). Gender differences in choice reaction tasks: Evidence for differential strategies. Ergonomics, 42, 327-335.
Adam, J.J., Paas, F., Teeken, J.C., Van Loon, E., van Boxtel, M., Houx, P.J., & Jolles, J. (1998). Effects of age on performance in a finger precuing task. Journal of Experimental Psychology: Human Perception and Performance, 24, 870-883.
Adam, J.J., Boon, B., Paas, F., & Umilta, C. (1998). The salient features coding principle and orthogonal stimulus-response compatibility: Reevaluating the evidence. Journal of Experimental Psychology: Human Perception and Performance, 24, 1582-1595.
De Croock, B.M., Van Merriënboer, J.J.G., & Paas, F. (1998). High versus low contextual interference in simulation-based training of troubleshooting skills: Effects on transfer performance and invested mental effort. Computers in Human Behavior, 14, 249-269.
Sweller, J., Van Merriënboer, J.J.G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-295.
Van Boxtel, M., Paas, F., Houx, P. J., Adam, J. J., Teeken, J.C., & Jolles, J. (1997). Aerobic capacity and cognitive performance in a cross-sectional aging study. Medicine and Science in Sports and Exercise, 29, 1357-1365.
Adam J.J., Keyson, D., & Paas, F. (1997). Vibrotactual choice reaction time in a precuing paradigm. Human Movement Science, 16, 549-565.
Adam, J., Van Loon, E., Paas, F., Drost, M., Van Dongen, M., & Kodde, R. (1997). Impact forces of one- and two-element target-aiming responses. Human Movement Science, 16, 369-377.
Adam J.J., Teeken, J.C., Ypelaar, P., Verstappen, F.T.J., & Paas, F. (1997). Exercise-induced arousal and information processing. International Journal of Sport Psychology, 28, 217-226.
Serrien, D., Buekers, M., Adam, J., Spijkers, W., Wuyts, I., & Paas, F. (1997). The effect of stimulus-response manipulations on serial position effects in a choice reaction task. Journal of Sports Sciences, 15, 13.
Adam, J.J., & Paas, F. (1996). Dwell time in reciprocal aiming tasks. Human Movement Science, 15, 1-24.
Adam, J.J., Paas, F., Buekers, M., Wuijts, I., Spijkers, W., & Wallmeier, P. (1996). Perception-action coupling in choice reaction time tasks. Human Movement Science, 15, 511-519.
Teeken, J.C., Adam, J.J., Paas, F., van Boxtel, M., Houx, P.J., & Jolles, J. (1996). Effects of age and gender on discrete and reciprocal aiming movements. Psychology and Aging, 11, 195-198.
Spijkers, W., Wallmeyer. P., Adam, J.J., Paas, F., Buekers, M.J., & Wuyts, I.J. (1996). Spatial compatibility of signal-response position in pointing. Psychological Research, 59, 107-118.
Paas, F., Adam, J.J., Teeken, J.C., Verstappen, F.T.J., van Boxtel, M., Houx, P.J., & Jolles, J. (1995). Vitality and cognitive aging. In J. Jolles, M. van Boxtel, P. Houx, & R. Ponds (Eds.), The Maastricht aging study: Determinants of cognitive aging [pp. 127-132]. Maastricht: Neuropsych. Publishers.
Adam, J.J., Paas, F., Ekering, J., & Van Loon, E. (1995). Spatial localization: Tests of a two-process model. Experimental Brain Research, 102, 531-539.
Adam, J.J., Paas, F., Eyssen, I.C.J.M., Slingerland, W., Bekkering, H., & Drost, M. (1995). The control of reciprocal aiming movements: Evidence for chunking. Human Movement Science, 14, 1-11.
Paas, F., Adam, J.J., Janssen, G.M.E., Vrencken, J.G.P.M., & Bovens, A.M.P.M. (1994). Effects of a 10-months endurance training program on speeded perceptual-motor tasks. Perceptual and Motor Skills, 78, 1267-1273.
Paas, F., & Van Merriënboer, J.J.G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.
Paas, F., & Van Merriënboer, J.J.G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 51-71.
Paas, F., Van Merriënboer J.J.G., & Adam, J.J. (1994). Measurement of cognitive-load in instructional research. Perceptual and Motor Skills, 79, 419-430.
Paas, F. (1993). Instructional control of cognitive load in the training of complex cognitive tasks. Ph.D. Thesis. Enschede: University of Twente.
Paas, F., & Van Merriënboer, J.J.G. (1993). The efficiency of instructional conditions: An approach to combine mental-effort and performance measures. Human Factors, 35, 737-743.
Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84, 429-434.
Paas, F., & Van Merriënboer, J.J.G. (1992). Training voor transfer van statistische vaardigheden: Toepassing van een vier-componenten instructie-ontwerpmodel. Tijdschrift voor Onderwijsresearch, 17, 17-27.
Paas, F., & Van Merriënboer, J.J.G. (1992). Een instructie-ontwerp model voor training van complexe cognitieve vaardigheden. Tijdschrift voor Ergonomie, 17, 13-21.
Adam, J.J., & Paas, F. (1992). "Subitizing" is geen automatisch proces: Een kritische evaluatie van Soetens en Hueting. Tijdschrift voor Ergonomie, 17, 9-10.
Van Merriënboer, J.J.G., Jelsma, O., & Paas, F. (1992). Training for reflective expertise: A four-component instructional design model for complex cognitive skills. Educational Technology, Research & Development, 40, 23-45.
Paas, F., & Adam, J.J. (1991). Human information processing during physical exercise. Ergonomics, 34, 1385-1397.
Paas, F., & Adam, J.J. (1991). Informatieverwerking tijdens fysieke inspanning. Tijdschrift voor Ergonomie, 16, 9-16.
Van Merriënboer, J.J.G., & Paas, F. (1990). Automation and schema acquisition in learning elementary computer programming: Implications for the design of practice. Computers in Human Behavior, 6, 273-289.
