Mariëtte H. van Loon

Author

Also Known As

M. H. Van Loon, M. H. van Loon, Mariette Van Loon, Mariëtte H van Loon, Mariëtte H. Van Loon, Mariëtte H. van Loon, Mariëtte van Loon, Van Loon, Mariette

Publications

871

Citations

H-Index

Concepts

All Affiliations

University of Bern Maastricht University Erasmus University Rotterdam Kent State University Utrecht University

About

Mariëtte H. van Loon is an author at University of Bern specializing in social sciences, education, and cognitive science.

Top Concepts

#	Concept	H-Index	Publications	Citations
1	Education	10	10	418
2	Social Sciences	10	10	504
3	Language Studies	3	3	87
4	Arts	1	1	56
5	Health Sciences	1	1	34

Mariëtte H. van Loon

Publications

797

Citations

H-Index

Page 1

	Year	Citations
Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration Mariëtte H. van Loon, Anique B. H. de Bruin, Tamara van Gog, Learning and Instruction Cognitive ScienceLearning SciencesMetacognitive JudgmentsEducational PsychologyMetacognition	2012	88
Refutations in science texts lead to hypercorrection of misconceptions held with high confidence Mariëtte H. van Loon, John Dunlosky, Tamara van Gog, Contemporary Educational Psychology Error AnalysisCognitive ScienceNegative ResultBiasEpistemology	2015	83
Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy Mariëtte H. van Loon, Anique B. H. de Bruin, Tamara van Gog, Acta Psychologica Diagram CompletionCause-and-effect RelationsCognitive ScienceStudent LearningEducational Psychology	2014	68
Belief in corrective feedback for common misconceptions: Implications for knowledge revision. Patrick Rich, Mariëtte H. van Loon, John Dunlosky, Journal of Experimental Psychology Learning Memory and Cognition Individual MisconceptionsCognitionMisinformationSocial SciencesPsychology	2016	56
Why are children overconfident? Developmental differences in the implementation of accessibility cues when judging concept learning Mariëtte H. van Loon, Anique B. H. de Bruin, Jimmie Leppink, Journal of Experimental Child Psychology Accessibility CuesChild PsychologyBehavioral SciencesCognitive ScienceConcept Formation	2017	51
The role of children’s metacognitive experiences for cue utilization and monitoring accuracy: A longitudinal study. Claudia M. Roebers, Boris Mayer, Martina Steiner, Developmental Psychology Educational PsychologyMetacognitionEducationCognitionRetrieval Fluency	2019	49
Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions Janneke van de Pol, Mariëtte H. van Loon, Tamara van Gog, Educational Psychology Review	2020	45
Effects of Feedback on Self‐Evaluations and Self‐Regulation in Elementary School Mariëtte H. van Loon, Claudia M. Roebers Applied Cognitive Psychology Test ResponsesEducational PsychologyEducationFeedback StandardsPsychology	2017	44
Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability Janneke van de Pol, Anique B. H. de Bruin, Mariëtte H. van Loon, Contemporary Educational Psychology Comprehension Cue AvailabilityCognitive ScienceReading ComprehensionLearning SciencesEducational Psychology	2019	41
Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school Mariëtte H. van Loon, Natalie S. Bayard, Martina Steiner, Metacognition and Learning	2020	37

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