Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions
G.J. Rop; Anne Schüler; P.P.J.L. Verkoeijen; Katharina Scheiter; Tamara van Gog
Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning
G.J. Rop; M.M. van Wermeskerken; J.A. de Nooijer; P.P.J.L. Verkoeijen; Tamara van Gog
Lexical access in non-fluent aphasia: a bit more on reduced processing
Lizet van Ewijk (Lid Lectoraat); Sergey Avrutin
Correlation of changes in the employment costs and average task load with rates of accidents attributed to human error
Karanikas, Nektarios
The differential effects of task complexity on domain-specific and peer assessment skills
K. Könings; Dominique Sluijsmans; Marjo van Zundert; J.J.G. van Merriënboer
Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously
J.J.G. van Merriënboer; Marjo van Zundert; Dominique Sluijsmans; K. Könings
Toward a synthesis between cognitive load theory and self-directed learning
Dominique Sluijsmans; J.J.G. van Merriënboer