Institut für Psychologie

Team

Summary

As coordinator of the Study and Exam Management at the Institute for Psychology, University of Bern, I am responsible for course organization and administration for the minor Neurowissenschaft (Neuroscience). As well, I am responsible for monitoring exam quality at the Institute for Psychology.

Further, I am working as researcher at the Department of Developmental Psychology. The focus of my research is on children’s development of metacognitive skills, and how young children (in kindergarten and elementary school) can be supported to self-monitor and self-regulate their learning.

Before starting at the University of Bern (in 2015), I worked at Maastricht University in The Netherlands. There I also completed my PhD dissertation (in 2014) titled ‘Fostering Monitoring and Regulation of Learning’. 

Research Interests

Metacognition; Self-Regulation; Educational Psychology; Developmental Psychology; Cognitive Psychology; Memory; Comprehension

Short CV

2019 – present:          
Study and Exam Management, University of Bern, Switzerland

2015 – present:          
Researcher in Developmental Psychology and Graduate School Coordinator, University of Bern, Switzerland

2015 – 2019:
Coordinator of the Swiss Graduate School for Cognition, Learning, and Memory, University of Bern, Switzerland                  

2014:
PhD in Cognitive and Educational Psychology, Maastricht University, The Netherlands

2006:
Master’s Degree in Cognitive Psychology, Utrecht University, The Netherlands

Publications

Roebers, C.M., Mayer, B., Steiner, M., Bayard, N.S., & Van Loon, M.H. (2019). The role of children's metacognitive experiences for cue utilization and monitoring accuracy: A longitudinal study. Developmental Psychology.

Van Loon, M.H. & Van de Pol, J. (2019). Judging own and peer performance when using feedback in elementary school. Learning and Individual Differences.

Van de Pol, J., De Bruin, A., Van Loon, M. H., & Van Gog, T. (2019). Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability. Contemporary Educational Psychology.

Van Loon, M. H. (2018). Self-assessment and self-reflection to measure and improve self-regulated learning in the workplace. In McGrath, S., Mulder, M., Papier, J., & Suart, R. (Eds) Handbook of Vocational Education and Training: Developments in the Changing World of Work. Springer. 

Van Loon, M.H., & Roebers, C. (2017). Effects of feedback on self-evaluations and self-regulation in elementary school. Applied Cognitive Psychology, 31(5), 508-519.

Destan, N., Spiess, M. A., de Bruin, A., Van Loon, M.H., & Roebers, C. M. (2017). 6-and 8-year-olds’ performance evaluations: Do they differ between self and unknown others? Metacognition and Learning, 1-22. 

Van Loon, M.H., de Bruin, A., Leppink, J., & Roebers, C. (2017). Why are children overconfident? Developmental differences in the implementation of accessibility cues when judging concept learning. Journal of Experimental Child Psychology158, 77-94.

Van Loon, M., Destan, N., Spiess, M. A., De Bruin, A., & Roebers, C. M. (2017). Developmental progression in performance evaluations: Effects of children's cue-utilization and self-protection. Learning and Instruction51, 47-60.

Rich, P.R., Van Loon, M.H., Dunlosky, J., & Zaragoza, M. (2017). Belief in Corrective Feedback for Common Misconceptions: Implications for Knowledge Revision. Journal of Experimental Psychology:  Learning, Memory, and Cognition43(3), 492-501

Leppink, J., Kok, E. M., Bergman, E. M., Van Loon, M. H., & de Bruin, A. B. (2016). Four common pitfalls of quantitative analysis in experimental research. Academic Medicine, 91(6), 891.

Van Loon, M. H., Dunlosky, J., Van Gog, T., Van Merriënboer, J. J., & De Bruin, A. B. (2015). Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Contemporary Educational Psychology, 42, 39-48.

Van Loon, M.H., De Bruin, A. B., Van Gog, T., Van Merriënboer, J. J., & Dunlosky, J. (2014). Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta Psychologica, 151, 143-154.

Van Loon, M. H., Kok, E. M., Kamp, R. J. A., Bohle Carbonell, K., Beckers, J., Frambach, J., & De Bruin, A. B. H. (2013). AM Last Page: Avoiding five common pitfalls of experimental research in medical education. Academic Medicine, 88, 1588.

Van Loon, M. H., De Bruin, A. B. H., Van Gog, T., & Van Merriënboer, J. J. G. (2013). The effect of delayed-JOLs and sentence generation on children’s monitoring accuracy and regulation of idiom study. Metacognition and Learning, 2, 173-191.

Van Loon, M. H., De Bruin, A. B. H., Van Gog, T., & Van Merriënboer, J. J. G. (2013). Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration. Learning and Instruction, 24, 15-25.