Research Interests

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

I am working as researcher and coordinator of the Swiss Graduate School for Cognition, Learning, and Memory at the University of Bern. 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 accurately self-monitor and self-regulate their learning. Research findings of showed that easily applicable instructions, and feedback on self- monitoring can improve children’s metacognition and their subsequent study decisions. Furthermore, I am the coordinator of the Swiss Graduate School for Cognition, Learning, and Memory, with the mission to foster young scientists to study topics and address questions in the field of cognitive science, and to support them with (international) networking. I am responsible for the administration, the course organization, and the summer school organization of this Graduate School. In 2014, I finished my PhD dissertation ‘Fostering Monitoring and Regulation of Learning’ at Maastricht University. 

Short CV

2015 – present:     Researcher in Developmental Psychology and Graduate School
                              Coordinator, 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

2004:                     Bachelor’s Degree in Psychology, Utrecht University, The Netherlands


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.