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Publications
in press
Antonenko, P. D., Paas, F., Grabner, R., & Van
Gog, T. (in press). Electroencephalogram
as a measure of cognitive load. Educational
Psychology Review.
Brünken, R., Seufert, T., & Paas, F. (in press).
Cognitive load measurement.
In Plass, J., Moreno, R., & Brünken,
R. (Eds.), Cognitive load: Theory and
application. New York: Cambridge University Press.
Corbalan, G., Cuypers, H., & Paas, F. (in press). Computer-based feedback in linear
algebra: Effects on transfer performance and motivation. Computers & Education.
De Koning, B. B., Tabbers, H. K., Rikers, R. M.
J. P., & Paas, F. (in press). Improved
effectiveness of cueing by self-explanations when learning from a complex
animation. Applied Cognitive
Psychology.
De Koning, B. B., Tabbers, H. K., Rikers, R. M.
J. P., & Paas, F. (in press). Attention
cueing in an instructional animation: The role of presentation speed. Computers in Human Behavior.
De Koning, B. B., Tabbers, H. K., Rikers, R. M.
J. P., & Paas, F. (in press). Learning by
generating versus receiving instructional explanations: Two approaches to
enhance attention cueing in animations. Computers & Education.
Janssen, J., Kirschner, F., Erkens,
G., Kirschner, P. A., & Paas, F. (in press). Combining process-oriented with cognitive-load
approaches to open the black box of collaborative learning. Educational Psychology Review.
Kalyuga, S., Renkl, A., & Paas, F. (in press). Facilitating flexible problem
solving: A cognitive load perspective. Educational
Psychology Review.
Kester, L. , Paas, F., & Van Merriënboer, J. J.
G. (in press). Instructional
control of cognitive load in the design of complex learning environments.
In Plass, J., Moreno, R., & Brünken,
R. (Eds.), Cognitive load: Theory and
application. New York: Cambridge University Press.
Kirschner, F., Paas, F., & Kirschner, P. A. (in press). An alternative affective
explanation for the superiority of group over individual learning with
complex tasks. Computers in Human Behavior.
Mihalca, L., Salden, R. J. M. C.,
Corbalan, G., Paas, F.,
& Miclea, M. (in press). Effectiveness of
cognitive-load based adaptive instruction in genetics education. Computers in Human Behavior.
Paas, F., Van Gog, T., & Sweller, J. (in press).
Updating cognitive load
theory and incorporating social, expertise, and intelligence perspectives. Educational Psychology Review.
Schellekens, A., Paas, F., Verbraeck, A., & Van Merriënboer,
J. J. G. (in press). Flexible programmes in higher professional education:
Expert validation of a flexible educational model. Innovations in Education & Teaching International.
2010
De Koning, B. B., Tabbers, H. K., Rikers, R. M. J.
P., & Paas, F. (2010). Attention guidance in learning from a
complex animation: Seeing is understanding? Learning and Instruction, 20,
111-122.
Kostons, D.,
Van Gog, T., & Paas,
F. (2010). Self-Assessment and task selection in learner-controlled
instruction: Differences between effective and ineffective learners. Computers
& Education, 54, 932-942.
Schellekens, A., Paas, F., Verbraeck, A., & Van
Merriënboer, J. J. G. (2010). Designing a flexible approach for
higher professional education by means of simulation modelling.
Journal of the Operational Research
Society, 61, 202-210.
Wouters, P., Paas, F., & Van Merriënboer,
J. J. G. (2010). Observational learning from animated models: Effects of
studying-practicing alternation and illusion of control of transfer. Instructional
Science, 38, 89-104.
Wouters, P., Paas, F., & Van Merriënboer, J. J.
G. (2010). Leren problemen oplossen met animaties [Learning to solve problems with animations].
Pedagogische studieen, 87, 27-37.
2009
Amadieu, F., Van Gog, T, Paas, F, Tricot, A., &
Mariné, C. (2009). Effects
of prior knowledge and concept-map structure on disorientation, cognitive
load, and learning. Learning and
Instruction, 19, 376-386.
Ayres, P., & Paas, F.
(2009). Interdisciplinary perspectives inspiring a new generation of
cognitive load research. Educational
Psychology Review, 21, 1-9.
Corbalan. G., Cuypers, H., & Paas, F. (2009). Het leren van lineaire algebra: Effecten van feedback op motivatie
en efficiëntie van het leren [Learning of linear algebra: Effects of feedback
on motivation and efficiency of learning]. Tijdschrift voor Didactiek der β-wetenschappen, 26(1/2), 21-35.
De Koning, B. B., Tabbers, H. K., Rikers, R. M. J.
P., & Paas, F. (2009). Towards
a framework for attention cueing in instructional animations: Guidelines
for research and design. Educational Psychology Review, 21, 113-140.
Kirschner, F., Paas, F., & Kirschner, P. A.
(2009). A cognitive load approach to
collaborative learning: United brains for complex tasks. Educational
Psychology Review, 21, 31-42.
Kirschner, F., Paas, F., & Kirschner, P. A.
(2009). Effects of individual and
group-based learning from complex cognitive tasks on efficiency of
retention and transfer performance. Computers in Human Behavior, 25, 306-314.
Kirschner, P. A., Kirschner, F., & Paas, F.
(2009). Cognitive load theory. In E.
Anderman (ed.), Psychology of classroom learning: An encyclopedia
(pp. 205-209). Detroit, USA:
Macmillan.
Kostons, D., Van Gog, T., & Paas, F. (2009). How do I
do? Investigating effects of expertise and performance-process cues on
self-assessment. Applied Cognitive Psychology, 23, 1256-1265.
Paas, F., & Ayres, P. (Eds.) (2009). Advancing
cognitive load theory through interdisciplinary research [Special issue]. Educational
Psychology Review, 21.
Paas, F., & Van Gog, T. (2009). Principles
for designing effective and efficient training of complex cognitive skills.
In Durso, F. T. (Ed.), Reviews of human factors and ergonomics (Vol.5) (pp 166-194). Human
Factors and Ergonomics Society.
Van Gog,
T., Jarodzka, H., Scheiter,
K., Gerjets, P., & Paas,
F. (2009). Attention guidance
during example study via the model’s 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. (2009). Effects of concurrent performance monitoring
on cognitive load as a function of task complexity. In N. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science
Society (pp. 1605-1608). Austin,
TX: Cognitive Science Society.
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 Merriënboer, J. J. G., Kirschner, P. A., Paas,
F., Sloep, P. B., & Caniëls,
M. C. J. (2009). Towards an integrated approach for research on lifelong
learning. Educational Technology
Magazine 49(3), 3-14.
Verhoeven, L., Schnotz, W., & Paas, F. (Eds.). (2009). Cognitive load in interactive
knowledge Construction [Special Issue]. Learning
and Instruction, 19(5).
Verhoeven, L., Schnotz, W., & Paas, F. (2009). Cognitive load in interactive knowledge
Construction. Learning and
Instruction, 19, 369-375.
Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper,
G. A., Paas, F., & Sweller,
J. (2009). Instructional animations can be superior to statics
when learning human motor skills. Computers in Human Behavior, 25, 339-347.
Wouters, P., Paas, F., & Van Merriënboer, J. J.
G. (2009). Observational
learning from animated models: Effects of modality on reflection on
transfer. Contemporary Educational
Psychology, 34, 1-8.
2008
Khalil, M. K., Paas, F.,
Johnson, T.E., Su, Y. K., & Payer, A. F. (2008). Effects of
instructional strategies using cross-sections on the recognition of
anatomical structures in radiological images. Anatomical Sciences Education, 1, 75-83.
Kirschner, F., Paas, F.,
& Kirschner, P. A. (2008). Individual versus
group learning as a function of task complexity: An exploration into the
measurement of group cognitive load. In J. Zumbach,
N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond
knowledge: The legacy of competence (pp. 21-28). Springer.
Kostons, D.,
Van Gog, T., & Paas,
F. (2008). The
effects of expertise and an eye movement cue on self-generated
self-assessment criteria. In Proceedings
of the International Conference of the Learning Sciences [USB stick].
Available from http://www.isls.org/icls2008/.
Paas, F., Ayres, P., & Pachman,
M. (2008). Assessment of cognitive load in multimedia learning
environments: Theory, methods, and applications. In Robinson, D., & Schraw, G. (Eds.), Recent
innovations in educational technology that facilitate student learning
(pp. 11-35). Information Age Publishing.
Paas, F., Van Gog, Kirschner, F., Marcus, N., Ayres, P., & Sweller, J. (2008). Interdisciplinary perspectives on
cognitive load research as a key to tackle challenges of contemporary
education. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester
(Eds.), Beyond knowledge: The legacy
of competence (pp. 7-10). Dordrecht, The Netherlands: Springer.
Rikers, R. M. J. P., Van Gog, T., & Paas, F.
(2008). The
effects of constructivist learning environments: A commentary. Instructional Science, 36, 463-467.
Tabbers, H. K., Paas, F., Lankford, C., Martens, R.
L., & Van Merriënboer, J. J. G. (2008). Studying eye movements in multimedia learning.
In J.-F. Rouet, R. Lowe, & W.
Schnotz (Eds.), Understanding multimedia documents (pp. 169-184). New York: Springer.
Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting
the original construct in educational research. Educational Psychologist, 43, 1-11.
Van Gog, T., & Paas, F. (2008). Data collection and analysis:
Introduction. 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. 763-767).
London: Routledge.
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., Brand-Gruwel, S., Van Meeuwen, L.,
& Paas, F. (2008). Uncovering
cognitive processes: Cued retrospective reporting based eye movement
records. In Proceedings of the
International Conference of the Learning Sciences [USB stick].
Available from http://www.isls.org/icls2008/.
Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets,
P., & Paas, F. (2008). Guiding students’attention
during example study by showing the model’s eye movements. In J. Zumbach, N. Schwartz, T. Seufert,
& L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 189-196). Dordrecht, The Netherlands: Springer.
Wouters, P., Paas, F., & Van Merriënboer, J. J.
G. (2008). How to
optimize learning from animated models: A review of guidelines based on
cognitive load. Review of Educational
Research, 78, 645-675.
2007
Ayres, P., & Paas, F.
(2007). Making instructional animations more effective: A cognitive load
approach. Applied Cognitive
Psychology, 21, 695-700.
Ayres, P., & Paas, F.
(2007). Can the cognitive-load approach make instructional animations more
effective? Applied Cognitive
Psychology, 21, 811-820.
Ayres, P., & Paas, F.
(Eds.) (2007). A cognitive-load approach to the learning effectiveness of
instructional animations [Special issue]. Applied Cognitive Psychology, 21.
Darabi, A., Nelson, D. W., & Paas,
F. (2007). Learner involvement in instruction on a complex cognitive
task : Application of a composite measure of performance and mental
effort. Journal of Research on Technology
in Education, 40, 39-48.
De Koning,
B. B., Tabbers, H. K., Rikers,
R. M. J. P., & Paas, F. (2007). Attention cueing as a means to enhance
learning from an animation. Applied
Cognitive Psychology, 21, 731-746.
Paas, F., Van Gerven, P.,
& Wouters, P. (2007). Instructional
efficiency of animation: Effects of interactivity through mental
reconstruction of static key frames. Applied
Cognitive Psychology, 21, 783-793.
Schmidt. H. G., Loyens,
S., 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.
Van den Boom, G., Paas, F., & Van Merriënboer,
J. J. G. (2007). Effects
of elicited reflections combined with tutor or peer feedback on
self-regulated learning and learning outcomes. Learning and Instruction, 17, 532-548.
Wouters, P., Tabbers, H. K.,
& Paas, F. (2007). Interactivity in
video-based models. Educational
Psychology Review, 19, 327-342.
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: Decreasing extraneous and
increasing germane 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 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 Psycholog, 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). Expert’s 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.,
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., 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]. 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.
1990-2000
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 one’s 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.
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, M. 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,
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