Gino Camp

Gino Camp
Open Universiteit Nederland | OU · Faculty of Educational Sciences

Professor

About

26
Publications
18,815
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
1,005
Citations
Citations since 2017
6 Research Items
520 Citations
2017201820192020202120222023020406080100120
2017201820192020202120222023020406080100120
2017201820192020202120222023020406080100120
2017201820192020202120222023020406080100120
Additional affiliations
November 2012 - December 2013
Open Universiteit Nederland
Position
  • Professor (Associate)
January 2001 - present
Erasmus University Rotterdam
Position
  • Professor (Assistant/Associate)

Publications

Publications (26)
Article
Full-text available
Retrieving information from memory can lead to forgetting of other, related information. The inhibition account of this retrieval-induced forgetting effect predicts that this form of forgetting occurs when competition arises between the practiced information and the related information, leading to inhibition of the related information. In the stand...
Article
Full-text available
The spacing effect refers to the frequently observed finding that distributing learning across time leads to better retention than massing it into one single study session. In the present study, we examined whether the spacing effect generalises to primary school vocabulary learning. To this aim, children from Grade 3 were taught the meaning of 15...
Article
Full-text available
The testing effect is the phenomenon that retrieval practice of learning material after studying enhances long-term retention more than restudying. We examined retrieval practice in primary school vocabulary learning in two experiments. Nine-year-old children studied word definitions and completed exercises according to three learning conditions: p...
Article
Full-text available
Taking a memory test after an initial study phase produces better long-term retention than restudying the items, a phenomenon known as the testing effect. We propose that this effect emerges because testing strengthens semantic features of items' memory traces, whereas restudying strengthens surface features of items' memory traces. This novel acco...
Article
Full-text available
Retrieval practice with particular items from memory can impair the recall of related items on a later memory test. This retrieval-induced forgetting effect has been ascribed to inhibitory processes (M. C. Anderson & B. A. Spellman, 1995). A critical finding that distinguishes inhibitory from interference explanations is that forgetting is found wi...
Article
Full-text available
This survey research, assessed whether novice secondary school teachers knew and understood the effectiveness of empirically-supported learning strategies, namely spaced practice, retrieval practice, interleaved practice, using multimodal representations, elaborative interrogation and worked-out examples. These ‘proven’ strategies can be contrasted...
Poster
Full-text available
Our study investigates the development and validation of a questionnaire for competencies learners need to learn in a personalized way using ICT. Background: 9 Dutch schools for primary education collaborate to make personalized learning with ICT evidence-informed. At these nine iXperium schools, multidisciplinary design teams (consisting of primar...
Article
Full-text available
Although there is a large body of evidence for the utility of particular study strategies such as retrieval practice and distributed practice as memory enhancing instruments, they are seldom used by learners in educational practice. Thus far, the research on the use of these study strategies has focused only on undergraduate university students, of...
Technical Report
Evidence-based design guidelines for formative testing from the retrieval practice literature.
Article
Full-text available
We investigated intra-individual monitoring and regulation in learning from text in sixth-grade students and their teachers. In Experiment 1, students provided judgments of learning (JOLs) for six texts in one of three cue-prompt conditions (after writing delayed keywords or summaries or without a cue prompt) and then selected texts for restudy. Te...
Article
Full-text available
To determine if and how teachers are being educated about effective learning strategies we analysed the topical coverage of two highly effective strategies, distributed practice and retrieval practice, in introductory teacher education textbooks and syllabi. We examined 61 textbooks used in Flemish and Dutch teacher education programmes (TEPs) by i...
Article
Full-text available
Distributed practice and retrieval practice are promising learning strategies to use in education. We examined the effects of these strategies in primary school vocabulary lessons. Grades 2, 3, 4, and 6 children performed exercises that were part of the regular curriculum. For the distributed practice manipulation, the children performed six exerci...
Article
This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online peer feedback as a learning activity for the provide...
Article
Full-text available
The testing effect refers to the finding that retrieval practice leads to better long-term retention than additional study of course material. In the present study, we examined whether this finding generalizes to primary school vocabulary learning. We also manipulated the word learning context. Children were introduced to 20 words by listening to a...
Article
In eyewitness situations, questioning can be seen as a form of retrieval practice that may have detrimental effects on eyewitness memory. Memory research has demonstrated that retrieval practice may not only enhance memory for practiced information but also induce forgetting of related information. The present study examined the effect of retrieval...
Article
The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy...
Article
Full-text available
The independent cue technique has been developed to test traditional interference theories against inhibition theories of forgetting. In the present study, the authors tested the critical criterion for the independence of independent cues: Studied cues not presented during test (and unrelated to test cues) should not contribute to the retrieval pro...
Thesis
Full-text available
Thesis (doctoral)--Erasmus Universiteit Rotterdam, 2006.
Article
Full-text available
Retrieval practice with particular items in memory may result in decreased recall of different, semantically related, items. This retrieval-induced forgetting effect has been demonstrated in studies using explicit memory tests. Anderson and Spellman (1995) have attributed retrieval-induced forgetting to inhibitory mechanisms. This hypothesis predic...
Article
The differential effects on training and training outcome of four methods of problem selection were investigated in a computer-based training for air traffic control. In one method, training problems were given to the participants in a fixed predetermined sequence, from simple to complex. In the other methods, problems were selected dynamically, ba...
Article
Full-text available
The differential effects of goal specificity on maze learning among 40 young adults and 40 old adults were investigated. Participants had to navigate through a computerized training-maze task. The finish point of the maze could be presented either as a specific location or in more general terms. After solving the maze problem participants were requ...
Article
Full-text available
The differential effects of goal specificity on maze learning among 40 young adults and 40 old adults were investigated. Participants had to navigate through a computerized training-maze task. The finish point of the maze could be presented either as a specific location or in more general terms. After solving the maze problem participants were requ...

Network

Cited By

Projects

Projects (3)
Project
This is a NRO funded project in which we conduct a literature review on design guidelines for formative assessment practices.
Archived project
Doing applied research to investigate whether well-established lab-findings in memory and cognition, such as the testing effect and the spacing effect, are also helpful in educational contexts, in this case primary school vocabulary learning.