dr. (Peter) PPJL Verkoeijen

Associate Professor Erasmus School of Social and Behavioural Sciences Department of Psychology, Education & Child Studies/ Research Methods and Techniques

Location: Burg. Oudlaan 50, Rotterdam
Room: T13-37
Telephone: 0104081305
Email: p.p.j.l.verkoeijen@essb.eur.nl

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Profile

Generally stated, my research activities have focused on understanding the cognitive mechanisms that underlie true and false memory as well as forgetting. I have been working on this general them within the context of a number of well-know cognitive psychological phenomena, such as the spacing effect (i.e., the finding that spaced study leads to better memory than massed study), the testing effect (i.e., the finding that retrieval practice leads to better retention than restudy), the production effect (the finding that words that have been read aloud during study are better remembered than words read silently), and the DRM-illusion (the false-memory illusion found in associated words lists). Moreover, together with my colleague…

Furthermore, like many cognitive psychologists, I have an interest in implementing and studying the aforementioned cognitive psychological phenomena in classroom practice.

- M. Van Harsel, V. Hoogerheide, P.P.J.L. Verkoeijen & T.A.J.M. van Gog (2019). Effects of Different Sequences of Examples and Problems on Motivation and Learning. Contemporary Educational Psychology, 58, 260-275. doi: 10.1016/j.cedpsych.2019.03.005
- L.M. van Peppen, P.P.J.L. Verkoeijen, A.E.G. Heijltjes, E.M. Janssen, D. Koopmans & T. van Gog (2018). Effects of Self-explaining on Learning and Transfer of Critical Thinking Skills. Frontiers in education, 3. doi: 10.3389/feduc.2018.00100
- G.J. Rop, M.M. van Wermeskerken, J.A. de Nooijer, P.P.J.L. Verkoeijen & T.A.J.M. van Gog (2018). Task experience as a boundary condition for the negative effects of irrelevant information on learning. Educational Psychology Review, 30 (1), 229-253. doi: 10.1007/s10648-016-9388-9
- S. Bouwmeester, P.P.J.L. Verkoeijen, A. Balasz & C. Wollbrant (2017). Registered Replication Report: Rand, Greene, and Nowak (2012). Perspectives on Psychological Science, 12 (3), 527-542. doi: 10.1177/1745691617693624 [go to publisher's site]
- G.G. van Eersel, P.P.J.L. Verkoeijen, M. Povilenaite & R.M.J.P. Rikers (2016). The Testing Effect and Far Transfer: The Role of Exposure to Key Information. Frontiers in Psychology, 7:1977. doi: 10.3389/fpsyg.2016.01977
- - M. Van Harsel, V. Hoogerheide, P.P.J.L. Verkoeijen & T.A.J.M. van Gog (2019). Effects of Different Sequences of Examples and Problems on Motivation and Learning. Contemporary Educational Psychology, 58, 260-275. doi: 10.1016/j.cedpsych.2019.03.005
  - L.M. van Peppen, P.P.J.L. Verkoeijen, A.E.G. Heijltjes, E.M. Janssen, D. Koopmans & T. van Gog (2018). Effects of Self-explaining on Learning and Transfer of Critical Thinking Skills. Frontiers in education, 3. doi: 10.3389/feduc.2018.00100
  - G.J. Rop, M.M. van Wermeskerken, J.A. de Nooijer, P.P.J.L. Verkoeijen & T.A.J.M. van Gog (2018). Task experience as a boundary condition for the negative effects of irrelevant information on learning. Educational Psychology Review, 30 (1), 229-253. doi: 10.1007/s10648-016-9388-9
  - S. Bouwmeester, P.P.J.L. Verkoeijen, A. Balasz & C. Wollbrant (2017). Registered Replication Report: Rand, Greene, and Nowak (2012). Perspectives on Psychological Science, 12 (3), 527-542. doi: 10.1177/1745691617693624 [go to publisher's site]
  - G.G. van Eersel, P.P.J.L. Verkoeijen, M. Povilenaite & R.M.J.P. Rikers (2016). The Testing Effect and Far Transfer: The Role of Exposure to Key Information. Frontiers in Psychology, 7:1977. doi: 10.3389/fpsyg.2016.01977
- - - E.M. Janssen, P.P.J.L. Verkoeijen, A.E.G. Heijltjes, M.T. Mainhard, L.M. Van Peppen & T.A.J.M. van Gog (2020). Psychometric Properties of the Actively Open-Minded Thinking Scale. Thinking Skills and Creativity, 36. doi: 10.1016/j.tsc.2020.100659 [go to publisher's site]
    - M. Van Harsel, V. Hoogerheide, P.P.J.L. Verkoeijen & T. van Gog (2020). Examples, Practice Problems, or Both? Effects on Motivation and Learning in Shorter and Longer Sequences. Applied Cognitive Psychology, 34 (4), 793-812. doi: 10.1002/acp.3649
    - S.J.M. van Brussel, M.C.L. Timmermans, P.P.J.L. Verkoeijen & F. Paas (2020). Consider the Opposite’ – Effects of Elaborative Feedback and Correct Answer Feedback on Reducing Confirmation Bias – a Pre-registered Study. Contemporary Educational Psychology, 60:101844. doi: 10.1016/j.cedpsych.2020.101844
    - M.M. Eken, R.P. Lamberts, J. Du Toit, P.P.J.L. Verkoeijen, E. Kosel & N.G. Langerak (2020). The level of accomplishment and satisfaction in activity and participation of adults with cerebral palsy and spastic diplegia. Journal of Orthopaedic Science, 3, 507-512. doi: 10.1016/j.jos.2019.05.023
    - A.W.J.P. Den Boer, A.E.G. Heijltjes & P.P.J.L. Verkoeijen (2020). Comparing Formative and Summative Cumulative Assessment: Two Field Experiments in an Applied University Engineering Course. Psychology Learning and Teaching, in press.
    - Y. Chang, P.F. Delaney & P.P.J.L. Verkoeijen (2019). The Testing Effect in Immediate Recognition: Tests of the Episodic Context Account. Journal of Cognitive Psychology, 31 (8), 825-838. doi: 10.1080/20445911.2019.1677672 [go to publisher's site]
    - E.M. Janssen, T. Mainhard, R.S.M. Buisman, P.P.J.L. Verkoeijen, A.E.G. Heijljtes, L.M. van Peppen & T. van Gog (2019). Training Higher Education Teachers’ Critical Thinking and Attitudes towards Teaching it. Contemporary Educational Psychology, 58, 310-322. doi: 10.1016/j.cedpsych.2019.03.007
    - E.M. Janssen, M.T. Mainhard, W. Meulendijks, A.E.G. Heijltjes, P.P.J.L. Verkoeijen, L.M. van Peppen & T.A.J.M. van Gog (2019). Identifying Characteristics Associated with Higher Education Teachers’ Cognitive Reflection Test Performance and Their Attitudes towards Teaching Critical Thinking. Teaching and Teacher Education, 84, 139-149. doi: 10.1016/j.tate.2019.05.008
    - M. Van Harsel, V. Hoogerheide, P.P.J.L. Verkoeijen & T.A.J.M. van Gog (2019). Effects of Different Sequences of Examples and Problems on Motivation and Learning. Contemporary Educational Psychology, 58, 260-275. doi: 10.1016/j.cedpsych.2019.03.005
    - B.E. Verbeek, R.P. Lamberts, G.A. Fieggen, P.P.J.L. Verkoeijen & N.G. Langerak (2019). Daily activities, participation, satisfaction, and functional mobility of adults with cerebral palsy more than 25 years after selective dorsal rhizotomy: A long-term follow-up during adulthood. Disability and Rehabilitation. doi: 10.1080/09638288.2019.1695001 [go to publisher's site]
    - G.J. Rop, A. Schueler, P.P.J.L. Verkoeijen, K. Scheiter & T.A.J.M. van Gog (2018). Effects of Task Experience and Layout on Learning from Text and Pictures with or without Unnecessary Picture Descriptions. Journal of Computer Assisted Learning, 34 (3), 458-470. doi: 10.1111/jcal.12287
    - G.J. Rop, M.M. van Wermeskerken, J.A. de Nooijer, P.P.J.L. Verkoeijen & T.A.J.M. van Gog (2018). Task experience as a boundary condition for the negative effects of irrelevant information on learning. Educational Psychology Review, 30 (1), 229-253. doi: 10.1007/s10648-016-9388-9
    - R.A. Zwaan, D. Pecher, G. Paolacci, S. Bouwmeester, P.P.J.L. Verkoeijen, K. Dijkstra & R. Zeelenberg (2018). Participant Nonnaiveté and the reproducibility of cognitive psychology. Psychonomic Bulletin & Review, 25 (5), 1968-1972. doi: 10.3758/s13423-017-1348-y
    - I. van Kuijk, P.P.J.L. Verkoeijen, K. Dijkstra & R.A. Zwaan (2018). The effect of reading a short passage of literary fiction on Theory of Mind: A replication of Kidd and Castano (2013). Collabra: Psychology, 4 (1). doi: 10.1525/collabra.117 [go to publisher's site]
    - G.J. Rop, A. Schueler, P.P.J.L. Verkoeijen, K. Scheiter & T.A.J.M. van Gog (2018). The Effect of Layout and Pacing on Learning from Diagrams with Unnecessary Text. Applied Cognitive Psychology, 32 (5), 610-621. doi: 10.1002/acp.3445
    - P.P.J.L. Verkoeijen, M.G. Polak & S. Bouwmeester (2018). A Practical Illustration of Methods to Deal with Potential Outliers: A Multiverse Outlier Analysis of Study 3 from Brummelman, Thomaes, Orobio de Castro, Overbeek, and Bushman (2014). Collabra: Psychology, 4 (1):30. doi: 10.1525/collabra.118
    - L.M. van Peppen, P.P.J.L. Verkoeijen, A.E.G. Heijltjes, E.M. Janssen, D. Koopmans & T. van Gog (2018). Effects of Self-explaining on Learning and Transfer of Critical Thinking Skills. Frontiers in education, 3. doi: 10.3389/feduc.2018.00100
    - S. Bouwmeester, P.P.J.L. Verkoeijen, A. Balasz & C. Wollbrant (2017). Registered Replication Report: Rand, Greene, and Nowak (2012). Perspectives on Psychological Science, 12 (3), 527-542. doi: 10.1177/1745691617693624 [go to publisher's site]
    - G.G. van Eersel, P.P.J.L. Verkoeijen, S. Bouwmeester, H.K. Tabbers & R.M.J.P. Rikers (2017). Does Retrieval Practice Depend on Semantic Cues? Assessing the Fuzzy Trace Account of the Testing Effect. Journal of Cognitive Psychology, 29 (5), 583-598. doi: 10.1080/20445911.2017.1300156
    - G.J. Rop, P.P.J.L. Verkoeijen & T. van Gog (2017). With task experience students learn to ignore the content, not just the location of irrelevant information. Journal of Cognitive Psychology, 29 (5), 599-606. doi: 10.1080/20445911.2017.1299154
    - N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers, S. Bouwmeester & R.A. Zwaan (2016). Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi-Classroom Study. Applied Cognitive Psychology, 30 (5), 700-712. doi: 10.1002/acp.3245
    - L.C. Coppens, P.P.J.L. Verkoeijen, S. Bouwmeester & R.M.J.P. Rikers (2016). The testing effect for mediator final test cues and related final test cues in online and laboratory experiments. BMC Psychology, 4 (1):25. doi: 10.1186/s40359-016-0127-2
    - G.G. van Eersel, P.P.J.L. Verkoeijen, M. Povilenaite & R.M.J.P. Rikers (2016). The Testing Effect and Far Transfer: The Role of Exposure to Key Information. Frontiers in Psychology, 7:1977. doi: 10.3389/fpsyg.2016.01977
    - T. van Gog, L. Kester, K. Dirkx, V. Hoogerheide, J. Boerboom & P.P.J.L. Verkoeijen (2015). Testing after worked example study does not enhance delayed problem-solving performance compared to restudy. Educational Psychology Review, 27 (2), 265-289. doi: 10.1007/s10648-015-9297-3
    - N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2014). The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning. Journal of Applied Research in Memory and Cognition, 3 (3), 177-182. doi: 10.1016/j.jarmac.2014.05.003
    - P.P.J.L. Verkoeijen & S. Bouwmeester (2014). Does Intuition Cause Cooperation? PLoS One (print), 9 (5):e96654. doi: 10.1371/journal.pone.0096654
    - P.P.J.L. Verkoeijen & S. Bouwmeester (2014). Is spacing really the “friend of induction”? Frontiers in Psychology, 5, 1-8. doi: 10.3389/fpsyg.2014.00259
    - N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen & H.K. Tabbers (2014). The effect of retrieval practice in primary school vocabulary learning. Applied Cognitive Psychology, 28 (1), 135-142. doi: 10.1002/acp.2956
    - N.R. Godbole, P.F. Delaney & P.P.J.L. Verkoeijen (2014). The spacing effect in immediate and delayed free recall. Memory, 22 (5), 462-469. doi: 10.1080/09658211.2013.798416
    - P.P.J.L. Verkoeijen, S. Bouwmeester & R.A. Zwaan (2014). Contribution to Alonga et al (2014). Registered replication report: Schooler & Engstler- Schooler. Perspectives on Psychological Science (online), 9 (5), 556-578.
    - P.P.J.L. Verkoeijen & H.K. Tabbers (2013). Good research requires productive theories and guidelines. Medical Education, 47 (9), 863-865. doi: 10.1111/medu.12266
    - M. Peter, H. Schuurmans, A.J.J.M. Vingerhoets, G. Smeets, P.P.J.L. Verkoeijen & A. Arntz (2013). Borderline Personality disorder and Emotional Intelligence. Journal of Nervous and Mental Disease, 201 (2), 99-104. doi: 10.1097/NMD.0b013e31827f64b0
    - N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2012). Spreading the words: A spacing effect in vocabulary learning. Journal of Cognitive Psychology, 24 (8), 965-971. doi: 10.1080/20445911.2012.722617
    - P.P.J.L. Verkoeijen & S. Bouwmeester (2012). Gist processing in free recall and recognition: Latent variable modeling of children’s and adults’ true and false memories. Journal of Cognitive Psychology, 24 (6), 633-646. doi: 10.1080/20445911.2012.674031
    - P.P.J.L. Verkoeijen, S. Bouwmeester & G. Camp (2012). A short term testing effect in cross-language recognition. Psychological Science, 23 (6), 567-571. doi: 10.1177/0956797611435132
    - S. Bouwmeester & P.P.J.L. Verkoeijen (2012). Multiple Representations in Number Line Estimation: a Developmental Shift or Classes of Representations? Cognition and Instruction, 30 (3), 246-260. doi: 10.1080/07370008.2012.689384
    - L. Schaap, H.G. Schmidt & P.P.J.L. Verkoeijen (2012). Assessing knowledge growth in a psychology curriculum: Which students improve most? Assessment and Evaluation in Higher Education : an international journal, 37 (7), 875-887. doi: 10.1080/02602938.2011.581747
    - L.C. Coppens, P.P.J.L. Verkoeijen & R.M.J.P. Rikers (2011). Learning Adinkra symbols: The effect of testing. Journal of Cognitive Psychology, 23 (3), 351-357. doi: 10.1080/20445911.2011.507188
    - N.G. Langerak, S.L. Hillier, P.P.J.L. Verkoeijen, J.C. Peter, A.G. Fieggen & C.L. Vaughan (2011). Level of activity and participation in adults with spastic diplegia 17 to 26 years after selective dorsal rhizotomy. Journal of Rehabilitation Medicine, 43, 330-337. doi: 10.2340/16501977-0669
    - S. Bouwmeester & P.P.J.L. Verkoeijen (2011). The effect of instruction method and relearning on Dutch spelling performance of third- through five-graders. European Journal of Psychology of Education, 26 (1), 61-74. doi: 10.1007/s10212-010-0036-3
    - P.P.J.L. Verkoeijen, H.K. Tabbers & M.L. Verhage (2011). Comparing the Effects of Testing and Restudying on Recollection in Recognition Memory. Experimental Psychology, 58 (6), 490-498. doi: 10.1027/1618-3169/a000117
    - S. Bouwmeester & P.P.J.L. Verkoeijen (2011). Why do some children benefit more from testing than others? Gist trace processing to explain the testing effect. Journal of Memory and Language, 65, 32-41. doi: 10.1016/j.jml.2011.02.005
    - P.F. Delaney, P.P.J.L. Verkoeijen & A. Spirgel (2010). Spacing and testing effects: A deeply critical, lengthy, and at times discursive review of the literature. Psychology of Learning and Motivation-Advances in Research and Theory, 53, 63-148.
    - S. Bouwmeester & P.P.J.L. Verkoeijen (2010). Latent variable modeling of cognitive processes in true and false recognition of words: A developmental perspective. Journal of Experimental Psychology-General, 139 (2), 365-381. doi: 10.1037/a0019301
    - P.P.J.L. Verkoeijen & H.K. Tabbers (2009). When quantitative details impair qualitative understanding of multimedia lessons. Educational Psychology : An International Journal of Experimental Educational Psychology, 29, 269-278. doi: 10.1080/01443410902795586
    - P.F. Delaney & P.P.J.L. Verkoeijen (2009). Rehearsal strategies can enlarge or diminish the spacing effect: Pure versus mixed lists and encoding strategy. Journal of Experimental Psychology - Learning Memory and Cognition, 35, 1148-1161. doi: 10.1037/a0016380
    - P.P.J.L. Verkoeijen & S. Bouwmeester (2008). Modeling Bimodality in Spacing Effect Data. Journal of Memory and Language, 59, 545-555.
    - P.P.J.L. Verkoeijen & P.F. Delaney (2008). Rote rehearsal learning and spacing effects in the memory of unmixed Lists: Evidence from free recall and recognition. Journal of Memory and Language, 58, 35-47.
    - P.P.J.L. Verkoeijen, R.M.J.P. Rikers & B. Özsoy (2008). Distributed rereading can hurt the spacing effect in text memory. Applied Cognitive Psychology, 22 (5), 685-695. doi: 10.1002/acp.1388
    - J.W. van Strien, P.P.J.L. Verkoeijen, N. van der Meer & I.H.A. Franken (2007). Electrophysiological correlates of word repetition spacing: ERP and induced band power old/new effects with massed and spaced repetitions. International Journal of Psychophysiology, 66, 205-214. doi: 10.1016/j.ijpsycho.2007.07.003
    - R.M.J.P. Rikers & P.P.J.L. Verkoeijen (2007). Introduction to the themed section on medical expertise research: A history lesson from those who wrote it. Medical Education, 41, 1115-1116.
    - P.P.J.L. Verkoeijen, R.M.J.P. Rikers, W.W.R. te Winkel & M.M. van den Hurk (2006). Do student-defined learning issues increase quality and quantity of individual study? Advances in Health Sciences Education, 11, 337-347. doi: 10.1007/s10459-006-9013-7
    - P.F. Wimmers, H.G. Schmidt, P.P.J.L. Verkoeijen & M.W.J. van de Wiel (2005). Inducing expertise effects in clinical case recall. Medical Education, 39 (9), 949-957. doi: 10.1111/j.1365-2929.2005.02250.x
    - P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2005). The effects of prior knowledge on study-time allocation and free recall: Investigating the discrepancy reduction model. The Journal of Psychology, 139 (1), 67-79.
    - P.P.J.L. Verkoeijen, R.M.J.P. Rikers, M.I. Augustus & H.G. Schmidt (2005). A critical look at the discrepancy reduction mechanism of study time allocation. European Journal of Cognitive Psychology, 17 (3), 371-387. doi: 10.1080/09541440440000041
    - P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2005). Limitations to the spacing effect: demonstration of an inverted u-shaped relationship between interrepetition spacing and free recall. Experimental Psychology, 52 (4), 257-263. doi: 10.1027/1618-3169.52.4.257 [go to publisher's site]
    - P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2004). Detrimental Influence of Contextual Change on Spacing Effects in Free Recall. Journal of Experimental Psychology - Learning Memory and Cognition, 30 (4), 796-800. doi: 10.1037/0278-7393.30.4.796
    - P.P.J.L. Verkoeijen, R.M.J.P. Rikers, H.G. Schmidt, M. van de Wiel & J. Kooman (2004). Case Representation by Medical Experts, Novices, and Intermediates for Laboratory Data Presented with or without a Clinical Context. Medical Education, 38 (6), 617-627. doi: 10.1046/j.1365-2923.2004.01797.x
    - P.P.J.L. Verkoeijen, T. Imbos, M.W.J. van de Wiel, M.P.F. Berger & H.G. Schmidt (2002). Assessing Knowledge Structures in a Constructive Statistical Learning Environment. Journal of Statistics Education, 10 (2), 1-22.
  - - H. van 't Zelfde, P.P.J.L. Verkoeijen & A.E.G. Heijltjes (2018). Eye movement modeling bij LIO’s. Didactief.
    - K. Dijkstra, P.P.J.L. Verkoeijen, I. van Kuijk, S. Yee Chow, A. Bakker & R.A. Zwaan (2015). Leidt het lezen van literaire fictie tot meer empathie? Een replicatiestudie. De Psycholoog, 50 (10), 10-21.
    - N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen & H.K. Tabbers (2015). Woordenschat verbeteren met behulp van twee geheugenstrategieën. Tijdschrift voor Remedial Teaching, 23 (3), 12-15.
    - A.B.H. de Bruin, P.P.J.L. Verkoeijen & R.M.J.P. Rikers (2005). Metacognitieve strategieen. Opleiding & Ontwikkeling, 18 (7-8), 40-40.
- - S. Bouwmeester, A.B.H. De Bruin, G. Camp, J.A.A. Engelen, N.A.M.C. Goossens & H.K. Tabbers, P.P.J.L. Verkoeijen (2012). Toolbox: Tien oefenstrategieën uit de geheugenpsychologie om toe te passen in de klas. Rotterdam: Stichting BOOR
- - P.P.J.L. Verkoeijen (Ed.). (2010-2010) Psychonomic Bulletin & Review.
  - P.P.J.L. Verkoeijen (Ed.). (2010-2010) Journal of Computing in Higher Education.
  - P.P.J.L. Verkoeijen (Ed.). (2010-2010) Acta Psychologica.
  - P.P.J.L. Verkoeijen (Ed.). (2010-2010) Quarterly Journal of Experimental Psychology.
  - P.P.J.L. Verkoeijen (Ed.). (2009-2009) Memory & Cognition.
  - P.P.J.L. Verkoeijen (Ed.). (2008-2008) Experimental Psychology.
  - P.P.J.L. Verkoeijen (Ed.). (2008-2008) Quarterly Journal of Experimental Psychology.
  - P.P.J.L. Verkoeijen (Ed.). (2008-2008) Quarterly Journal of Experimental Psychology.
  - P.P.J.L. Verkoeijen (Ed.). (2008-2008) Cognition.
  - P.P.J.L. Verkoeijen (Ed.). (2008-2008) Memory & Cognition.
- - G. Camp, N.A.M.C. Goossens, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2014, november 22). Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning. onbekend, Annual Meeting of the Psychonomic Society.
- - G.J. Rop, M. Van Wermeskerken, J.A. De Nooijer, P.P.J.L. Verkoeijen & T. van Gog (2015). The Redundancy Effect Disappears with Task Experience.
  - G.G. van Eersel, P.P.J.L. Verkoeijen & R.M.J.P. Rikers (2015). Do Retrieval Practice and Feedback Promote Transfer of Learning? A Sequel to Butler’s Transfer Study. Annual Meeting of the Psychonomic Society: Chicago, Illinois, USA (2015, november 19 - 2015, november 22).
  - M. de Jonge, G.G. van Eersel, D. Pecher, P.P.J.L. Verkoeijen & H.K. Tabbers (2015). A Metacognitive Catch 22: Over and Under-Confidence During Paired Associate Learning. Annual Meeting of the Psychonomic Society: Chicago, Illinois, USA (2015, november 19 - 2015, november 22).
  - G.G. van Eersel, P.P.J.L. Verkoeijen & R.M.J.P. Rikers (2014). The Effect of Self-Explanation and Testing on Reading Comprehension. Annual Meeting of the Psychonomic Society: Long Beach, California, USA (2014, november 20 - 2014, november 23).
  - Y. Chang, P.F. Delaney & P.P.J.L. Verkoeijen (2014). Testing Effects in Recollection-Laden Recognition. Annual Meeting of the Psychonomic Society: Long Beach, California, USA (2014, november 20 - 2014, november 23).
  - P.F. Delaney, P.P.J.L. Verkoeijen & N.R. Goodbole (2013). Primacy and negative recency effects in incidental learning and the story mnemonic. 54th Annual Meeting of the Psychonomic Society: Toronto, Canada (2013, november 14 - 2013, november 17).
  - N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen & H.K. Tabbers (2013). Retrieval practice is better than restudying and elaborative restudying in vocabulary learning. 15th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI): Munich, Germany (2013, augustus 27 - 2013, augustus 31).
  - N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen & H.K. Tabbers (2013). The effect of retrieval practice in primary school vocabulary learning. Biennial Junior Researchers of EARLI (JURE) Conference: Munich, Germany (2013, augustus 27 - 2013, augustus 31).
  - N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2012). Picture-Word Learning by Spacing the Learning Sessions. EARLI Sig Meeting: Grenoble, France (2012, augustus 29 - 2012, augustus 31).
  - P.F. Delaney, N.R. Godbole, P.P.J.L. Verkoeijen & Y. Chang (2012). Forgetting and the Spacing Effect in Free Recall. 53rd Annual Meeting of the Psychonomic Society: Minneapolis (2012, november 15 - 2012, november 18).
  - L.C. Coppens, P.P.J.L. Verkoeijen & R.M.J.P. Rikers (2012). Semantic Mediators and the Testing Effect in Cue-Target Pairs: Investigating the Role of Mediator-Cue Association Strength. 53rd Annual meeting of the Psychonomic Society: Minneapolis (2012, november 15 - 2012, november 18).
  - N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2012). Spreading the Words: A Spacing Effect in Vocabulary Learning. 53rd Annual meeting of the Psychonomic Society: Minneapolis (2012, november 15 - 2012, november 18).
  - P.P.J.L. Verkoeijen, S. Bouwmeester & G. Camp (2012). A Short Term Testing Effect in Cross-Language Recognition. 53rd Annual Meeting of the Psychonomic Society: Minneapolis (2012, november 15 - 2012, november 18).
  - N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2012). The Effect of Retrieval Practice in Primary School Vocabulary Learning. ICO Fall School: Girona, Spain (2012, november 5 - 2012, november 10).
  - L.C. Coppens, P.P.J.L. Verkoeijen & R.M.J.P. Rikers (2011). ERP correlates of the testing effect. 18th annual meeting of the Cognitive Neuroscience Society: San Francisco, CA.
  - P.P.J.L. Verkoeijen & S. Bouwmeester (2011). Why do some children benefit more from testing than others? Gist trace processing to explain the testing effect. 52nd annual meeting of the Psychonomic Society: Seattle, WA (2011, november 3 - 2011, november 6).
  - L.C. Coppens, P.P.J.L. Verkoeijen & R.M.J.P. Rikers (2011). The effect of response criterion on the testing effect. 52nd annual meeting of the Psychonomic Society: Seattle, WA.
  - L.C. Coppens, P.P.J.L. Verkoeijen & R.M.J.P. Rikers (2011). The role of elaboration in the testing effect: How not to measure it. 13th NVP (Nederlandse Vereniging voor Psychonomie) Winter Conference: Egmond aan Zee, The Netherlands.
  - L.C. Coppens, P.P.J.L. Verkoeijen & R.M.J.P. Rikers (2010). The testing effect and retrieval effort: An EEG/EMG study. 51st annual meeting of the Psychonomic Society: St. Louis, MO.
  - L.C. Coppens, P.P.J.L. Verkoeijen & R.M.J.P. Rikers (2010). Testing improves learning of symbols. JURE: Frankfurt, Germany.
  - L.C. Coppens, P.P.J.L. Verkoeijen & R.M.J.P. Rikers (2009). The testing effect in learning symbols. 12th NVP Winter Conference: Egmond aan Zee, The Netherlands (2009, november 19).
  - P.P.J.L. Verkoeijen, H.K. Tabbers & M.L. Verhage (2009). Comparing the Effects of Intermediate Testing and Restudying on Recollection in Recognition Memory. Poster presented at the 50th Annual Meeting of the Psychonomic Society: Boston, Ma (2009, november 19 - 2009, november 22).
  - P.P.J.L. Verkoeijen & P.F. Delaney (2008). The spacing effect in pure lists: Now you see it, now it's gone. 49th Annual Meeting of the Psychonomic Society: Chicago, Illinois (2008, november 13 - 2008, november 16).
  - P.F. Delaney, P.P.J.L. Verkoeijen & K. Nghiem (2007). Effects of rehearsal on the spacing effect. North Carolina Cognition Conference: Chapel Hill, NC (2007, maart 3).
  - P.P.J.L. Verkoeijen, P.F. Delaney & R.M.J.P. Rikers (2007). Encoding strategy and the testing effect in free recall. 48th Annual Meeting of the Psychonomic Society: Long Beach, CA (2007, november 15 - 2007, november 18).
  - P.F. Delaney & P.P.J.L. Verkoeijen (2007). The zero-sum tradeoff and scallop effects in spacing designs. 48th Annual Meeting of the Psychonomic Society: Long Beach, CA (2007, november 15 - 2007, november 18).
  - R.M.J.P. Rikers & P.P.J.L. Verkoeijen (2007). Medical expertise research: a history lesson from those who wrote it. Symposium organized at the Annual meeting of the american educational research association: Chicago, ILL (2007, april 1).
  - P.F. Delaney & P.P.J.L. Verkoeijen (2006). What can spacing studies tell us about the purpose of rehearsal? Annual meeting of the Psychonomic Society: Houston, Texas (2006, november 1).
  - P.P.J.L. Verkoeijen (2006). Rote Rehearsal Learning and Spacing Effects in the Memory of Unmixed Lists: Evidence from Free Recall and Recognition. annual meeting of the Psychonomic Society: Houston, Texas (2006, november 1).
  - P.P.J.L. Verkoeijen, R.M.J.P. Rikers, M.I. Augustus & H.G. Schmidt (2004). Different Language Repetitions and Spacing Effects in Free Recall: The Role of Orthographic and Semantic Similarity in Study-phase Retrieval. 45th Annual Meeting of the Psychonomic Society: Minneapolis (2004, november 18).
  - P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2004). The effect of different-language repetition on spacing effects in free recall: An investigation of the enabling conditions of study phase retrieval. Psychonomic Society Meeting: Minneapolis (2004, november 18).
  - P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2003). Negatieve effecten van Context Variatie op het Spacing Effect in Free Recall. 9e NVP (Nederlandse Vereniging voor Psychonomie) wintercongres: Egmond aan Zee.
  - P.F. Wimmers, P.P.J.L. Verkoeijen, M.J.W. van de Wiel & H.G. Schmidt (2003). Inducing Processing Shifts in Solving Clinical Cases by Manipulation of Case Format and Elaborative Instruction. Annual Meeting of the American Educational Research Association: Chicago.
  - P.P.J.L. Verkoeijen, M.W.J. van de Wiel, H.G. Schmidt & J. Kooman (2001). Case Representation by Medical Experts, Intermediates and Novices for Laboratory Data presented with or without a Clinical Context. Annual Meeting the American Educational Research Association: Seattle, WA.
- - P.P.J.L. Verkoeijen (2005, maart 24). Explaining the spacing effect: studu-phase retrieval, contextual-variability, and priming accounts. Erasmus University Rotterdam (144 pag.) (Enschede: Ipskamp B.V.) Prom./coprom.: prof.dr. H.G. Schmidt.
Toelating Pre-Master
Title
Toelating Pre-Master
Year
2020
1.3C Statistiek I / Statistics I
Title
1.3C Statistiek I / Statistics I
Year
2020
Year level
(Bachelor 1) (Bachelor 1) (Bachelor 1)
1.3P Statistische vaard. I /Statistics I
Title
1.3P Statistische vaard. I /Statistics I
Year
2020
Year level
(Bachelor 1)
Collabra: Psychology
Role
Associate Editor
Start date approval
Apr/2015
Associate Professor
University
Erasmus University Rotterdam
School
Erasmus School of Social and Behavioural Sciences
Department
Department of Psychology, Education & Child Studies/ Research Methods and Techniques
Country
The Netherlands
Telephone
0104081305
Avans University of Applied Sciences
Role
Professor of Applied Sciences (Lector)
Obtained Wage
no
Start date approval
Sep/2015
Erasmus School of Social Behavioural Sciences
Role
Member of Ethics Committee DPECS
Obtained Wage
no
Start date approval
Jan/2019

Address

Visiting address

Burg. Oudlaan 50 3062 PA Rotterdam

Postal address

Postbus 1738 3000 DR Rotterdam

dr. (Peter) PPJL Verkoeijen

More information

Profile

Featured publications (5)

All publications (115)

Key publication (5)

Article (63)

Scholarly Publication (59)

Professional Publication (4)

Book / Monograph / Book editorial (1)

Journal editorship / Referee (10)

Lecture (1)

Other output (34)

Doctoral thesis (1)

Teaching (3)

Toelating Pre-Master

1.3C Statistiek I / Statistics I

1.3P Statistische vaard. I /Statistics I

Editorial positions (1)

Collabra: Psychology

Present position

Associate Professor

Other positions (2)

Avans University of Applied Sciences

Erasmus School of Social Behavioural Sciences

Address

Visiting address

Postal address