PhD Thesis

Here you can download a pdf-version of my PhD thesis (Nederlandse samenvatting, Deutsche Zusammenfassung, English summary).

Published articles

van den Broek, G. S. E. (2012). Innovative Research-Based Approaches to Learning and Teaching (OECD Education Working Papers No. 79). [download]

van den Broek, G. S. E., Takashima, A., Segers, E., Fernández, G., & Verhoeven, L. (2013). Neural correlates of testing effects in vocabulary learning. NeuroImage, 78, 94–102. |open access paper|

van den Broek, G. S. E., Segers, E., Takashima, A., & Verhoeven, L. (2014). Do testing effects change over time? Insights from immediate and delayed retrieval speed. Memory, 22(7), 803–812. [download]

van den Broek, G. S. E., Segers, E., & Verhoeven, L. (2014). Effects of text modality in multimedia presentations on written and oral performance. Journal of Computer Assisted Learning, 30(5), 438–449. [download]

van den Broek, G. S.E., Segers, E., Takashima, A., Verhoeven, L. (2014). Het testeffect en het brein. Didactief, 4, 22-23. [download]

van den Broek*, G. S. E., Takashima*, A., Wiklund-Hörnqvist, C., Karlsson Wirebring, L., Segers, E., Verhoeven, L., & Nyberg, L. (2016). Neurocognitive mechanisms of the “testing effect”: A review. Trends in Neuroscience and Education, 5(2), 52–66. *equal contributions of first two authors [download]

van den Broek, G. S.E. (2017). Grenzen verkennen: Duits-Nederlands onderwijs. Didactief, 11, 46-47.[download]

van den Broek, G. S.E., Takashima, A., Segers, E., Verhoeven, L. (2018). Contextual richness and word learning: Context enhances comprehension but retrieval enhances retention. Language Learning, 68(2), 546-585. |open access paper|

van den Broek, G. S.E., Segers, E., van Rijn, H., Takashima, A., Verhoeven, L. (2019). Effects of elaborate feedback during practice tests: Costs and benefits of retrieval prompts. Journal of Experimental Psychology: Applied, 25(4), 588–601. [download]

Dikmans, M.E., van den Broek, G.S.E., Klatter-Folmer, J. (2020). Effects of repeated retrieval on keyword mediator use: shifting to direct retrieval predicts better learning outcomes. Memory, 28(7), 908-917, |open access paper|