Gino Camp

1.4k total citations
32 papers, 946 citations indexed

About

Gino Camp is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Artificial Intelligence. According to data from OpenAlex, Gino Camp has authored 32 papers receiving a total of 946 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Developmental and Educational Psychology, 13 papers in Cognitive Neuroscience and 13 papers in Artificial Intelligence. Recurrent topics in Gino Camp's work include Memory Processes and Influences (13 papers), Educational Strategies and Epistemologies (11 papers) and Intelligent Tutoring Systems and Adaptive Learning (9 papers). Gino Camp is often cited by papers focused on Memory Processes and Influences (13 papers), Educational Strategies and Epistemologies (11 papers) and Intelligent Tutoring Systems and Adaptive Learning (9 papers). Gino Camp collaborates with scholars based in Netherlands, Belgium and United Kingdom. Gino Camp's co-authors include Anique B. H. de Bruin, Diane Pecher, Henk G. Schmidt, Fred Paas, Remy M. J. P. Rikers, Peter P. J. L. Verkoeijen, Marijke Kral, Rob Martens, P.R.J. Simons and Joshua S. Redford and has published in prestigious journals such as Psychological Science, Journal of Educational Psychology and Computers in Human Behavior.

In The Last Decade

Gino Camp

31 papers receiving 892 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Gino Camp Netherlands 16 539 318 308 278 254 32 946
Jonathan G. Tullis United States 16 407 0.8× 536 1.7× 218 0.7× 260 0.9× 233 0.9× 31 1.0k
Steven C. Pan United States 16 385 0.7× 478 1.5× 225 0.7× 234 0.8× 207 0.8× 44 839
Julian Roelle Germany 21 764 1.4× 219 0.7× 358 1.2× 510 1.8× 285 1.1× 56 1.1k
Janell R. Blunt United States 12 618 1.1× 546 1.7× 339 1.1× 311 1.1× 232 0.9× 14 1.2k
Joseph P. Magliano United States 13 735 1.4× 272 0.9× 199 0.6× 372 1.3× 462 1.8× 36 1.3k
Christopher A. Rowland United States 6 424 0.8× 514 1.6× 187 0.6× 247 0.9× 246 1.0× 8 848
Mary A. Pyc United States 15 693 1.3× 970 3.1× 259 0.8× 404 1.5× 556 2.2× 21 1.5k
Ralf Rummer Germany 18 394 0.7× 275 0.9× 145 0.5× 454 1.6× 167 0.7× 63 850
Judith Schweppe Germany 17 331 0.6× 359 1.1× 122 0.4× 436 1.6× 144 0.6× 40 834
Kathrin Lockl Germany 12 602 1.1× 311 1.0× 209 0.7× 212 0.8× 70 0.3× 30 812

Countries citing papers authored by Gino Camp

Since Specialization
Citations

This map shows the geographic impact of Gino Camp's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Gino Camp with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Gino Camp more than expected).

Fields of papers citing papers by Gino Camp

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Gino Camp. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Gino Camp. The network helps show where Gino Camp may publish in the future.

Co-authorship network of co-authors of Gino Camp

This figure shows the co-authorship network connecting the top 25 collaborators of Gino Camp. A scholar is included among the top collaborators of Gino Camp based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Gino Camp. Gino Camp is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Banihashem, Seyyed Kazem, et al.. (2025). Chatbots in education: A systematic review of objectives, underlying technology and theory, evaluation criteria, and impacts. Computers & Education. 234. 105323–105323. 8 indexed citations
2.
Kral, Marijke, et al.. (2024). Young learners’ motivation, self-regulation and performance in personalized learning. Computers & Education. 226. 105208–105208. 3 indexed citations
3.
Kirschner, Paul A., et al.. (2024). After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks. Learning and Instruction. 95. 102027–102027. 2 indexed citations
4.
5.
Brinke, Desirée Joosten-ten, et al.. (2023). The effects of summarization and factual retrieval practice on text comprehension and text retention in elementary education.. Journal of Experimental Psychology Applied. 30(2). 258–267. 5 indexed citations
6.
Camp, Gino, et al.. (2023). The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting. Applied Cognitive Psychology. 37(6). 1463–1469. 1 indexed citations
7.
Gorissen, Pierre, et al.. (2023). Development and validation of a test for measuring primary school students' effective use of ICT: The ECC‐ICT test. Journal of Computer Assisted Learning. 40(3). 960–972. 2 indexed citations
8.
Dirkx, Kim, Gino Camp, Liesbeth Kester, & Paul A. Kirschner. (2019). Do secondary school students make use of effective study strategies when they study on their own?. Applied Cognitive Psychology. 33(5). 952–957. 41 indexed citations
9.
Engelen, Jan, Gino Camp, Janneke van de Pol, & Anique B. H. de Bruin. (2018). Teachers’ monitoring of students’ text comprehension: can students’ keywords and summaries improve teachers’ judgment accuracy?. Metacognition and Learning. 13(3). 287–307. 17 indexed citations
10.
Kral, Marijke, et al.. (2016). Exploring the value of peer feedback in online learning for the provider. Educational Research Review. 20. 24–34. 176 indexed citations
11.
Bruin, Anique B. H. de, Ellen M. Kok, Jimmie Leppink, & Gino Camp. (2014). It might happen in the very beginning. Reply to Ericsson. Intelligence. 45. 107–108. 2 indexed citations
12.
Camp, Gino, et al.. (2014). The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning. Journal of Applied Research in Memory and Cognition. 3(3). 177–182. 27 indexed citations
13.
Camp, Gino, et al.. (2014). The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning.. Journal of Applied Research in Memory and Cognition. 3(3). 177–182. 13 indexed citations
14.
Camp, Gino, et al.. (2013). The Effect of Retrieval Practice in Primary School Vocabulary Learning. Applied Cognitive Psychology. 28(1). 135–142. 52 indexed citations
15.
Bruin, Anique B. H. de, Keith W. Thiede, Gino Camp, & Joshua S. Redford. (2011). Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology. 109(3). 294–310. 140 indexed citations
16.
Camp, Gino, Diane Pecher, Henk G. Schmidt, & René Zeelenberg. (2009). Are independent probes truly independent?. Journal of Experimental Psychology Learning Memory and Cognition. 35(4). 934–942. 36 indexed citations
17.
Camp, Gino, Diane Pecher, & Henk G. Schmidt. (2007). No retrieval-induced forgetting using item-specific independent cues: Evidence against a general inhibitory account.. Journal of Experimental Psychology Learning Memory and Cognition. 33(5). 950–958. 72 indexed citations
18.
Camp, Gino, Diane Pecher, & Henk G. Schmidt. (2005). Retrieval-induced forgetting in implicit memory tests: The role of test awareness. Psychonomic Bulletin & Review. 12(3). 490–494. 41 indexed citations
19.
Paas, Fred, Gino Camp, & Remy M. J. P. Rikers. (2001). Instructional compensation for age-related cognitive declines: Effects of goal specificity in maze learning.. Journal of Educational Psychology. 93(1). 181–186. 51 indexed citations
20.
Smith, Amy, et al.. (1995). RELATION SKILLS IN A CLINICAL PERFORMANCE EXAMINATION: RELIABILITY AND VALIDITY OF THE RELATIONSHIP INSTRUMENT. 0–0. 4 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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