Full CVAmadieu, F., Van Gog, T., Paas, F., Tricot, A., & Mariné, C. (in press). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction.
Ayres, P., & Van Gog, T. (2009). State of the art research into Cognitive Load Theory. Computers in Human Behavior, 25, 253-257.
Jarodzka, H., Scheiter, K., Gerjets, P., & Van Gog, T. (in press). In the eyes of the beholder: How experts and novices interpret dynamic stimuli. Learning and Instruction.
Kostons, D., Van Gog, T., & Paas, F. (in press a). How do I do? Investigating effects of expertise and performance-process records on self-assessment. Applied Cognitive Psychology.
Kostons, D., Van Gog, T., & Paas, F. (in press b). Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners. Computers and Education.
Nievelstein, F., Van Gog, T., Boshuizen, H. P. A., & Prins, F. J. (2008). Expertise-related differences in conceptual and ontological knowledge in the legal domain. European Journal of Cognitive Psychology, 20, 10431064.
Nievelstein, F., Van Gog, T., Boshuizen, H. P. A., & Prins, F. J. (in press). Effects of conceptual knowledge and availability of information sources on law students legal reasoning. Instructional Science.
Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and Instruction, 16, 87-91.
Rikers, R. M. J. P., Van Gog, T., & Paas, F. (2008). The effects of constructivist learning environments: A commentary. Instructional Science, 36, 463-467.
Scheiter, K., & Van Gog, T. (in press). Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology.
Schmidt, H. G., Loyens, S. M. M., Van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 91-97.
Smits, M. H. S. B., Boon, J., Sluijsmans, D. M. A., & Van Gog, T. (2008). Content and timing of feedback in a web-based learning environment: Effects on learning as a function of prior knowledge. Interactive Learning Environments, 16, 183-193.
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., 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 and Development, 53 (3), 73-81.
Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2009). Attention guidance during example study via the models eye movements. Computers in Human Behavior, 25, 785-791.
Van Gog, T., Kester, L., Nievelstein, F., Giesbers, B., & Paas, F. (2009). Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction. Computers in Human Behavior, 25, 325-331.
Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist, 43, 16-26.
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.
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. (2006). Effects of process-oriented worked examples on troubleshooting transfer performance. Learning and Instruction, 16, 154-164.
Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211-222.
Van Gog, T., Paas, F., Marcus, N., Ayres, P., & Sweller, J. (2009). The mirror-neuron system and observational learning: Implications for the effectiveness of dynamic visualizations. Educational Psychology Review, 21, 21-30.
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., & Scheiter, K. (in press). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction.
Van Gog, T., Sluijsmans, D. M. A., Joosten-Ten Brinke, D., & Prins, F. J. (in press). Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains. Educational Technology Research and Development.
Boshuizen, H. P. A., Phythian-Sence, C., Wagner, R. K., Gravemeijer, K., Van der Aalsvoort, G. M., Nievelstein, F., et al. (2008). Instructional models in domains and professions. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (pp 537-566). Mahwah, NJ: Erlbaum/Routledge.
De Jong, T., Van Gog, T., Jenks, K., Manlove, S., Van Hell, J. G., Jolles, J., Van Merriënboer, J. J. G., Van Leeuwen, T., & Boschloo, A. (in press). Explorations in learning and the brain: On the potential of cognitive neuroscience for educational science. Berlin: Springer.
Paas, F., & Van Gog, T. (in press). Principles for the design of effective training. In F. Durso (Ed.), Reviews of human factors and ergonomics (vol. 5).
Van Gog, T., Paas, F., Savenye, W., Robinson, R., Niemczyk, M., Atkinson, R., et al. (2008). Data collection and analysis. In J. M. Spector, M. D. Merrill, J. J. G. Van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3rd rev. ed.) (pp. 763-806). New York: Erlbaum/Routledge.
Van Gog, T. (2006). Uncovering the problem-solving process to design effective worked examples. Doctoral dissertation, Open University of the Netherlands.
(If you are interested in a (PDF)copy, please send an e-mail Tamara van Gog).
