Peter P J L Verkoeijen
Biographic Data
| ID | 6511526 |
|---|---|
| NAME | Peter P J L Verkoeijen |
| GIVEN NAMES | Peter P J L |
| FAMILY NAME | Verkoeijen |
| SIGNATURE | VERKOEIJEN P P J L |
| AFFILIATIONS | Avans University of Applied Sciences |
| ORCID | 0000-0002-8085-5038 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Conflict detection across various probabilistic reasoning tasks
Many biased reasoners seem sensitive to the conflict between their heuristic, biased responses and logical/probabilistic principles, known as conflict detection (CD). As CD has been found to predict receptiveness to feedback and training, it seems educationally relevant. However, to date, CD has mostly been studied with classic “heuristics-and-biases tasks”, and it is unclear how consistent it is within participants across tasks that share a mind…
Comparing instructional strategies to support student teachers’ learning to prepare an open-minded citizenship education lesson
Instructing students on effective sequences of examples and problems: Does self‐regulated learning improve from knowing what works and why
Nowadays, students often practice problem‐solving skills in online learning environments with the help of examples and problems. This requires them to self‐regulate their learning. It is questionable how novices self‐regulate their learning from examples and problems and whether they need support. The present study investigated the open questions (1) to what extent students' (novices) task selections align with instructional design principles and…
How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems
Presenting novices with examples and problems is an effective and efficient way to acquire new problem-solving skills. Nowadays, examples and problems are increasingly presented in computer-based learning environments, in which learners often have to self-regulate their learning (i.e., choose what type of task to work on and when). Yet, it is questionable how novices self-regulate their learning from examples and problems, and to what extent thei…
Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study
Enhancing students’ critical thinking skills: Is comparing correct and erroneous examples beneficial
There is a need for effective methods to teach critical thinking (CT). One instructional method that seems promising is comparing correct and erroneous worked examples (i.e., contrasting examples). The aim of the present study, therefore, was to investigate the effect of contrasting examples on learning and transfer of CT-skills, focusing on avoiding biased reasoning. Students ( N = 170) received instructions on CT and avoiding biases in reasonin…
Identifying characteristics associated with higher education teachers’ Cognitive Reflection Test performance and their attitudes towards teaching critical thinking
The testing effect for mediator final test cues and related final test cues in online and laboratory experiments
The variability in the testing effect for related cues in online experiments could point toward moderators of the related cue short-term testing effect. The raw mediator testing effect advantage is smaller than in Carpenter's original experiment
Effects of different types of true–false questions on memory awareness and long-term retention
This study investigated the effects of two different true-false questions on memory awareness and long-term retention of knowledge. Participants took four subsequent knowledge tests on curriculum learning material that they studied at different retention intervals prior to the start of this study (i.e. prior to the first test). At the first and fourth (pre- and post-) tests, participants indicated which form of memory awareness (i.e. remember, kn…
Assessing knowledge growth in a psychology curriculum: Which students improve most
The purpose of this study was to gain insight into determinants of knowledge growth among first-year psychology students in a curriculum that uses the Progress Test (an assessment method for long-term retention of knowledge and knowledge growth) as its main assessment tool. To that end, the relation between the level of initial learning, prior knowledge, class attendance and individual study time, and Progress Test scores was analysed. The data s…
Assessing knowledge growth in a psychology curriculum: Which students improve most
The purpose of this study was to gain insight into determinants of knowledge growth among first-year psychology students in a curriculum that uses the Progress Test (an assessment method for long-term retention of knowledge and knowledge growth) as its main assessment tool. To that end, the relation between the level of initial learning, prior knowledge, class attendance and individual study time, and Progress Test scores was analysed. The data s…
Effects of different types of true–false questions on memory awareness and long-term retention
This study investigated the effects of two different true-false questions on memory awareness and long-term retention of knowledge. Participants took four subsequent knowledge tests on curriculum learning material that they studied at different retention intervals prior to the start of this study (i.e. prior to the first test). At the first and fourth (pre- and post-) tests, participants indicated which form of memory awareness (i.e. remember, kn…
The testing effect for mediator final test cues and related final test cues in online and laboratory experiments
The variability in the testing effect for related cues in online experiments could point toward moderators of the related cue short-term testing effect. The raw mediator testing effect advantage is smaller than in Carpenter's original experiment
Identifying characteristics associated with higher education teachers’ Cognitive Reflection Test performance and their attitudes towards teaching critical thinking
Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study
Enhancing students’ critical thinking skills: Is comparing correct and erroneous examples beneficial
There is a need for effective methods to teach critical thinking (CT). One instructional method that seems promising is comparing correct and erroneous worked examples (i.e., contrasting examples). The aim of the present study, therefore, was to investigate the effect of contrasting examples on learning and transfer of CT-skills, focusing on avoiding biased reasoning. Students ( N = 170) received instructions on CT and avoiding biases in reasonin…
Instructing students on effective sequences of examples and problems: Does self‐regulated learning improve from knowing what works and why
Nowadays, students often practice problem‐solving skills in online learning environments with the help of examples and problems. This requires them to self‐regulate their learning. It is questionable how novices self‐regulate their learning from examples and problems and whether they need support. The present study investigated the open questions (1) to what extent students' (novices) task selections align with instructional design principles and…
How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems
Presenting novices with examples and problems is an effective and efficient way to acquire new problem-solving skills. Nowadays, examples and problems are increasingly presented in computer-based learning environments, in which learners often have to self-regulate their learning (i.e., choose what type of task to work on and when). Yet, it is questionable how novices self-regulate their learning from examples and problems, and to what extent thei…
Comparing instructional strategies to support student teachers’ learning to prepare an open-minded citizenship education lesson
Conflict detection across various probabilistic reasoning tasks
Many biased reasoners seem sensitive to the conflict between their heuristic, biased responses and logical/probabilistic principles, known as conflict detection (CD). As CD has been found to predict receptiveness to feedback and training, it seems educationally relevant. However, to date, CD has mostly been studied with classic “heuristics-and-biases tasks”, and it is unclear how consistent it is within participants across tasks that share a mind…
Psychology (9 works) · Mathematics education (7 works) · Computer Science (6 works) · Cognition (5 works) · Educational Strategies and Epistemologies (5 works) · Educational psychology (4 works) · Visual and Cognitive Learning Processes (4 works) · Cognitive psychology (3 works) · Education and Critical Thinking Development (3 works) · Innovative Teaching and Learning Methods (3 works)