Margot van Wermeskerken
Margot van Wermeskerken
Educational advisor and researcher
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Cited by
Cited by
The Role of Affordances in the Evolutionary Process Reconsidered A Niche Construction Perspective
R Withagen, M van Wermeskerken
Theory & Psychology 20 (4), 489-510, 2010
Individual differences in learning to perceive length by dynamic touch: Evidence for variation in perceptual learning capacities
R Withagen, M Van Wermeskerken
Attention, Perception, & Psychophysics 71 (1), 64-75, 2009
Learning from video modeling examples: Content kept equal, adults are more effective models than peers
V Hoogerheide, M van Wermeskerken, SMM Loyens, T van Gog
Learning and Instruction 44, 22-30, 2016
Seeing the instructor's face and gaze in demonstration video examples affects attention allocation but not learning
M van Wermeskerken, T van Gog
Computers & Education 113, 98-107, 2017
The Oxford Handbook of Developmental Psychology, Vol. 1: Body and Mind
PD Zelazo
Oxford University Press, 2013
Showing a model's eye movements in examples does not improve learning of problem-solving tasks
T van Marlen, M van Wermeskerken, H Jarodzka, T van Gog
Computers in Human Behavior 65, 448-459, 2016
Effects of instructor presence in video modeling examples on attention and learning
M Van Wermeskerken, S Ravensbergen, T Van Gog
Computers in Human Behavior, 2017
Vision and goal-directed movement: neurobehavioral perspectives
D Elliott, M Khan
Human Kinetics, 2010
Measuring teacher sense making strategies of learning analytics: a case study
A van Leeuwen, M van Wermeskerken, G Erkens, N Rummel
Learning: Research and Practice 3 (1), 42-58, 2017
Model-observer similarity and task-appropriateness in learning from video modeling examples: Do model and student gender affect test performance, self-efficacy, and perceived …
V Hoogerheide, M van Wermeskerken, H van Nassau, T van Gog
Computers in Human Behavior 89, 457-464, 2018
Task experience as a boundary condition for the negative effects of irrelevant information on learning
G Rop, M van Wermeskerken, JA de Nooijer, PPJL Verkoeijen, T van Gog
Educational Psychology Review 30 (1), 229-253, 2018
Effectiveness of eye movement modeling examples in problem solving: The role of verbal ambiguity and prior knowledge
T van Marlen, M van Wermeskerken, H Jarodzka, T van Gog
Learning and Instruction 58, 274-283, 2018
Attention to the model's face when learning from video modeling examples in adolescents with and without autism spectrum disorder
M van Wermeskerken, B Grimmius, T van Gog
Journal of Computer Assisted Learning 34 (1), 32-41, 2018
What am I Looking at? Interpreting dynamic and static gaze displays
M van Wermeskerken, D Litchfield, T van Gog
Cognitive science 42 (1), 220-252, 2018
Observation of depictive versus tracing gestures selectively aids verbal versus visual–spatial learning in primary school children
M Van Wermeskerken, N Fijan, C Eielts, WTJL Pouw
Applied Cognitive Psychology 30 (5), 806-814, 2016
Anticipatory reaching of seven-to eleven-month-old infants in occlusion situations
M van Wermeskerken, J van der Kamp, AF te Velde, AV Valero-Garcia, ...
Infant Behavior and Development 34 (1), 45-54, 2011
On the relation between action selection and movement control in 5-to 9-month-old infants
M van Wermeskerken, J van der Kamp, GJP Savelsbergh
Experimental Brain Research 211 (1), 51-62, 2011
Getting the closer object? An information‐based dissociation between vision for perception and vision for movement in early infancy
M van Wermeskerken, J van der Kamp, GJP Savelsbergh, C von Hofsten
Developmental science 16 (1), 91-100, 2013
The early development of the use of visual information for action and perception
M van Wermeskerken, J van der Kamp, GJP Savelsbergh
Vision and goal-directed movement: neurobehavioral perspectives. Human …, 2010
Are eye movement modeling examples most useful when verbal instructions are ambiguous
T Van Marlen, M Van Wermeskerken, LM Boven, J Ketelaar, K Van Trijp, ...
Paper presented at the EARLI Special Interest Group 6 and 7, 2016
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