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Research Center for Language and Cognition (CLCG) Research Discourse and Communication

Publications

Below you will find a list of all publications of our current members, most recent first. For more detailed overviews please take a look at the individual member pages.

2025

Berenst, J., de Glopper, K., & Koole, T. (2025). Argumenteren van kinderen en consequenties voor het gespreksonderwijs. Tijdschrift Taal, 15(26), 32-36.
Gosen, M., & Hiddink, F. (2025). Meekijken naar gesprekken in de klas. ZONE, 24(1), 5-7.
Van der Hout, A. C., Huiskes, M., Gosens, T., & Den Oudsten, B. L. (2025). How option-listing influences decision-making in orthopedic consultations: a conversation analytic study. Patient Education and Counseling, 130, Article 108450. https://doi.org/10.1016/j.pec.2024.108450
Harms, P., Stukker, N., Koole, T., & Tulleken, J. E. (2025). Medical handovers: Tacit consensus on interaction. Advances in Health Sciences Education Theory and Practice. Advance online publication. https://doi.org/10.1007/s10459-025-10430-x
Velleman, T., Dierckx, R. A. J. O., Ongena, Y. P., Koopmans, K. P., Noordzij, W., & Kwee, T. C. (2025). Financial illiteracy among internal medicine, surgery, and radiology residents regarding medical imaging costs in the Netherlands. European Radiology. Advance online publication. https://doi.org/10.1007/s00330-025-11510-7
van der Sluis, I., & Mellema, H. (2025). A recipe for success: The design, use, and effectiveness of multimodal online baking instructions. Multimodality & Society, 5(1), 76-145. https://doi.org/10.1177/26349795241305281

2024

Galbraith, D., Baaijen, V., Peters, A., & Hall, S. (2024). A dual-process model of writing to learn. Paper presented at SigWriting conference Nanterre University Paris, Paris, France.
Baaijen, V. (2024). Exploring the relationship between Writing Beliefs and Metaphorical thinking. Poster session presented at SigWriting conference Nanterre University Paris, Paris, France.
Heisterkamp, P., Schüppert, A., Baaijen, V., & Michel, M. (2024). Language and content learning in advanced EMI contexts: A research synthesis. Paper presented at Anela conferentie toegepaste taalwetenschap, Gent, Belgium.
Heisterkamp, P., Schüppert, A., Baaijen, V., & Michel, M. (2024). Student learning in EMI contexts: A research synthesis for countries with a high proficiency in English. Paper presented at Tabudag 2024, Groningen, Netherlands.
Heisterkamp, P., Baaijen, V., Schüppert, A., & Michel, M. (2024). The role of second language proficiency in pausing behaviour. Paper presented at SigWriting conference Nanterre University Paris, Paris, France.
Hof, M. J., Stukker, N., Baaijen, V., & de Glopper, K. (2024). Unraveling written language development: the importance of a style-in-genre-moves approach. Paper presented at SigWriting conference Nanterre University Paris, Paris, France.
Galbraith, D., Baaijen, V., Peters, A., & Hall, S. (Accepted/In press). Writing to learn. In Handbook of Writing Research (3 ed.). Routledge/Taylor & Francis Group.
Bakker, C., de Glopper, K., & de Vries, S. (2024). “Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education. Teaching and Teacher Education, 140, Article 104468. https://doi.org/10.1016/j.tate.2023.104468
Berenst, J., de Glopper, K., & Koole, T. (2024). Gespreksvaardigheid in het Nederlands onderwijs: een ontbrekend ontwikkelingsperspectief. Tijdschrift Taal, 15(25), 10-15.
Gosen, M. N., Willemsen, A., & Hiddink, F. (2024). Applying conversation analysis to classroom interactions: students’ ‘oh’-prefaced utterances and the interactional management of explanations. Classroom Discourse. Advance online publication. https://doi.org/10.1080/19463014.2024.2397127
Kardaş İşler, N., Gosen, M. N., & Willemsen, A. (2024). Hypothetical situations as a pedagogical resource in social studies and history lessons at primary school. International Journal of Educational Research, 125, Article 102315. https://doi.org/10.1016/j.ijer.2024.102315
van Balen, J., Gosen, M., de Vries, S., & Koole, T. (2024). Peer-to-peer-talk in whole-classroom discussions. International Journal of Educational Research, 125, Article 102354. https://doi.org/10.1016/j.ijer.2024.102354
Koole, T., & Gosen, M. (2024). Scopes of recipiency: An organization of responses to informings. Journal of Pragmatics, 222, 25-39. https://doi.org/10.1016/j.pragma.2024.01.004
van Balen, J., Gosen, M., de Vries, S., & Koole, T. (2024). ‘What would you do if…?’: On asking Experience Questions within classroom discussions, with a view to making room for subjectification. Research on Children and Social Interaction. Advance online publication. https://doi.org/10.1558/rcsi.29448
Lambert, B., Keuning, M. C., Jutte, P. C., Diemers, A. D., Nieboer, P., & Huiskes, M. (2025). The Many Faces of Good Operating Room Supervision: Supervisors' and Residents' Perspectives After Operating Together. Journal of Surgical Education, 82(2), Article 103396. https://doi.org/10.1016/j.jsurg.2024.103396
Kraft van Ermel, L. E., Declercq, J. H. M., & Huiskes, M. (2024). “Do You Yourself Have Any Idea What is Going On?”: Invitations for Lay Diagnosis in Dutch Primary Care Physiotherapy. Health Communication. Advance online publication. https://doi.org/10.1080/10410236.2024.2423115
Knol, L., Huiskes, M., & Koole, T. (2024). Het doorbreken van stilte: een conversatie-analytisch perspectief op het therapeutisch duet. Tijdschrift voor Psychotherapie, 50(2), 115-130.
Verkerk, L., Fuller, J. M., Huiskes, M., & Schüppert, A. (2024). ‘My recovery is in English’: Clients' language choices in multilingual psychotherapy. Counselling and Psychotherapy Research, 24(3), 949-961. https://doi.org/10.1002/capr.12769
Unger, S., Ongena, Y., & Koole, T. (2025). Expanded and non-conforming answers in standardized survey interviews. Text and Talk, 45(1), 137-160. https://doi.org/10.1515/text-2022-0157
Kramer, F. (2024). De duivel op de kast: Magische taal in het Esbatement van vier personagien van Hendrick Fayd’herbe. Verslagen en Mededelingen van de Koninklijke Academie voor Nederlandse Taal- en Letterkunde, 134(1), 31-36.
Fransen, S. J., Kwee, T. C., Rouw, D., Roest, C., van Lohuizen, Q. Y., Simonis, F. F. J., van Leeuwen, P. J., Heijmink, S., Ongena, Y. P., Haan, M., & Yakar, D. (2025). Patient perspectives on the use of artificial intelligence in prostate cancer diagnosis on MRI. European Radiology, 35, 769–775. https://doi.org/10.1007/s00330-024-11012-y
Yakar, D., Haan, M., Ongena, Y. P., Hesselink, M., Schuit, S. CE., Kwee, T. C., & Mourits, M. JE. (2024). Overcoming barriers to career progression for mid-career female physician-scientists: Insights and solutions [version 1; peer review: awaiting peer review]. F1000Research, 13, Article 619. https://doi.org/10.12688/f1000research.148919.1
Haan, M., Toepoel, V., Ongena, Y., & Janssen, B. (2024). Recruiting non-respondents for a conversation about reasons for non-response: A description and evaluation. Survey Practice, 17(1), 1-5. https://doi.org/10.29115/sp-2024-0001
Ongena, Y., Kwee, T. C., Yakar, D., & Haan, M. (2024). Retrospective Radiology Research: Do We Need Informed Patient Consent? Journal of bioethical inquiry. Advance online publication. https://doi.org/10.1007/s11673-024-10368-6
van der Sluis, I., & de Jonge, J. K. (2024). Attractive Multimodal Instructions Describing Easy and Engaging Recipe Blogs. In H. Bunt (Ed.), ISA 2024: 20th Joint ACL - ISO Workshop on Interoperable Semantic Annotation at LREC-COLING 2024, Workshop Proceedings (pp. 152-164). (ISA 2024: 20th Joint ACL - ISO Workshop on Interoperable Semantic Annotation at LREC-COLING 2024, Workshop Proceedings). European Language Resources Association (ELRA).
Stukker, N., Arner, T., Evers-Vermeul, J., Heller, V., Hof, M. J., & Vis, M. (2024). Bridging the gap between genre theory and genre education. In N. Stukker, J. A. Bateman, D. McNamara, & W. Spooren (Eds.), Multidisciplinary Views on Discourse Genre: A Research Agenda (pp. 168-198). Routledge. https://doi.org/10.4324/9781003335603-7
Ninke, S., John A, B., Danielle, M., & Wilbert, S. (2024). Introduction. In N. Stukker, J. A. Bateman, D. McNamara, & W. Spooren (Eds.), Multidisciplinary Views on Discourse Genre: a Research Agenda (pp. 1-9). Taylor & Francis Group. https://doi.org/10.4324/9781003335603-1
Ninke, S., John A, B., Danielle, M., & Wilbert, S. (2024). Looking forward: A research agenda for a multidimensional understanding of genres in discourse. In N. Stukker, J. A. Bateman, D. McNamara, & W. Spooren (Eds.), Multidisciplinary Views on Discourse Genre: a Research Agenda (pp. 199-212). Taylor & Francis Group. https://doi.org/10.4324/9781003335603-8
Stukker, N., Bateman, J. A., McNamara, D., & Spooren, W. (Eds.) (2024). Multidisciplinary Views on Discourse Genre: A Research Agenda. Taylor & Francis Group. https://doi.org/10.4324/9781003335603
van Gool, K., Stukker, N., & Huijgen, T. (2024). Multiperspectiviteit in schoolmethoden geschiedenis: hoe de tekst kan bijdragen. Manuscript submitted for publication.

2023

Steenbakkers, J., Baaijen, V., Stukker, N., & de Glopper, K. (2024). Vernieuwend formuleer-en schrijfstijlonderwijs voor klas 3 en 4 havo/vwo: Een effectstudie. Tijdschrift voor taalbeheersing, 45(2/3), 97-143. https://doi.org/10.5117/TVT2023.0203.001.STEE
Galbraith, D., Baaijen, V., Peters, A., & Hall, S. (2023). Conflicting processes in writing and how to combine them. Paper presented at Writing Research Across Borders 2023, Trondheim, Norway.
Baaijen, V. (2023). Klaar voor de toekomst: Syntheseteksten leren schrijven in het voortgezet onderwijs (over Liselore van Ockenburg, Synthesis Writing: Teaching high school students how to read, plan, draft and revise. University of Amsterdam, 2022). Levende Talen Tijdschrift, 24(2), 40-45.
Galbraith, D., Baaijen, V., Hall, S., & Peters, A. (2023). Measuring discovery through writing. Paper presented at EARLI 2023, Thessaliniki, Greece.
van Winden, A., van Haaften, T., Stukker, N., Janssen, F. J. J. M., de Glopper, K., & van Schooten, E. (Accepted/In press). De effecten van het werken met een toolbox op de kennis, self-efficacy en vaardigheden van leerlingen die alinea’s schrijven. Tijdschrift voor taalbeheersing.
Bakker, C., Vries, S. D., & de Glopper, K. (2023). Exchange on subject pedagogy during lesson study in initial teacher education. International Journal for Lesson and Learning Studies, 12(4), 301-314. https://doi.org/10.1108/IJLLS-04-2023-0034
Maat, H. P., de Glopper, K., Raaijmakers, K., Veerbeek, J., & Vermeulen, D. (2023). Fleshing out your text: How elaboration and contextualization moves differentially predict writing quality. Journal of Writing Research, 15(2), 363-393. https://doi.org/10.17239/jowr-2023.15.02.05
Vis, M., de Glopper, K., & Stukker, N. (2023). Genredidactiek: Nut en noodzaak van genrekennis en -bewustzijn in het lees- en schrijfonderwijs. In J. Dera, J. Gubbels, J. van der Loo, & J. van Rijt (Eds.), Vaardig met vakinhoud : Handboek vakdidactiek Nederlands (pp. 93-103). Uitgeverij Coutinho.
de Glopper, K. (2023). In de pen klimmen: Afscheidscollege Rijksuniversiteit Groningen op 29 juni 2023. Neerlandistiek: online tijdschrift voor taal- en letterkunde. https://neerlandistiek.nl/2023/07/in-de-pen-klimmen/
de Glopper, K. (2023). Je krijgt het pas door als je het ziet. Oogbewegingen als venster op tekstbegrip in onderzoek en onderwijs. Levende Talen Tijdschrift, 24(4), 29-38.
Bakker, C., de Glopper, K., & Ravesloot, C. (2023). Schoolexamens academisch schrijven als voorbereiding op het hbo en wo. Levende Talen Magazine, 110(2), 16-22.
van Winden, A., Stukker, N., van Haaften, T., Janssen, F. J. J. M., & de Glopper, K. (2023). Wat weten leerlingen over alinea’s? Over de kennis van het schrijven van alinea’s en de self-efficacy beliefs van leerlingen in het voortgezet onderwijs. Levende Talen Tijdschrift, 24(1), 15.
Stommel, W., Koole, T., Van Charldorp, T., Jol, G., van Braak, M., Veen, M., Lamerichs, J., Huiskes, M., van der Scheer, I., van Burgsteden, L., Breukelman, M., Gosen, M., & van Veen, R. (2023). Hoe werkt dagelijkse communicatie? Gesprekken onder de microscoop. Sterck & De Vreese.
Breukelman, M., Gosen, M., Koole, T., & van de Pol, J. (2023). The workings of multiple principles in student-teacher interactions: Orientations to both mundane interaction and pedagogical context. Linguistics and Education, 76, Article 101188. https://doi.org/10.1016/j.linged.2023.101188
Malta, I., Hoeks, J., & Graça, J. (2024). Communicating Trends in Sustainability Transitions: Minority Beliefs and Dynamic Norms about Plant-Based Food Consumption. Environmental Communication, 18(3), 339-350. https://doi.org/10.1080/17524032.2023.2280751
Drury, M., Fuller, J., & Hoeks, J. (2023). Embedding animals within a definition of sustainability. Sustainability Science, 18(4), 1925-1938. https://doi.org/10.1007/s11625-023-01310-7
Zaal, E. L., Ongena, Y. P., & Hoeks, J. C. J. (2023). Explaining vegetarian and vegan dietary behavior among U.S. and Dutch samples applying a reasoned action approach. Frontiers in Sustainable Food Systems , 7, Article 1040680. https://doi.org/10.3389/fsufs.2023.1040680
Malta*, I., Zawadzki*, S., Nieborg, M., Hoeks, J., Graça, J., & Ünal, B. (2023). Integrating Sustainability in University Curricula: Investigating Students’ Perceptions, Motivations and Interests. Poster session presented at International Conference on Environmental Psychology Aarhus, Denmark.
Keuning, M. C., Lambert, B., Nieboer, P., Huiskes, M., & Diemers, A. D. (2024). Perceptions and Guiding Strategies to Regulate Entrusted Autonomy of Residents in the Operating Room: A Systematic Literature Review. Journal of Surgical Education, 81(1), 93-105. https://doi.org/10.1016/j.jsurg.2023.09.008
Verkerk, L., Fuller, J. M., Huiskes, M., & Schüppert, A. (2023). Expression and interpretation of emotions in multilingual psychotherapy: A literature review. Counselling and Psychotherapy Research, 23(3), 617-626. https://doi.org/10.1002/capr.12650
Knol, L., & Huiskes, M. (2023). Technieken van de therapeut: een conversatieanalytisch perspectief op taal in therapie. Tijdschrift voor Psychiatrie, 65(3), 146-150. https://www.tijdschriftvoorpsychiatrie.nl/nl/artikelen/article/50-13124_Technieken-van-de-therapeut-een-conversatieanalytisch-perspectief-op-taal-in-therapie
Padmos, H., te Molder, H., & Koole, T. (2024). Dealing with the dual demands of expertise and democracy: How experts create proximity to the public without undermining their status as experts. Pragmatics and Society , 15(6), 858-883. https://doi.org/10.1075/ps.22071.pad
Koole, T. (2023). Meaning as referential work: Reflections on the research object of Interactional Semantics. Interactional Linguistics, 3(1/2), 167-177. https://doi.org/10.1075/il.24008.koo
Kramer, F. (2023). De taken van de rederijker: Retoricale innovaties in de vroegmoderne toneelschrijfkunst en hun implicaties voor de spelpraktijk. Spiegel der Letteren, 65(2), 133-157. https://doi.org/10.2143/SDL.65.2.3292811
Kramer, F. (2023). Disenchantment of the word in sixteenth-century Dutch farce. Journal of Historical Pragmatics, 24(2), 276-301. https://doi.org/10.1075/jhp.20010.kra
Kramer, F. (Accepted/In press). How Laughter Vanished from Zeeland: Farces of De Rode Lelie of Brouwershaven. Ludus.
Kramer, F. (2023, Jul 28). Rewilding de eerste indaging. Neerlandistiek.nl. https://neerlandistiek.nl/2023/07/rewilding-de-eerste-indaging/
Grooters, S., Zaal, E., Ongena, Y., & Gerkema, M. (2023). Do alumni practise what you teach? Impact of Science master-tracks: preparation for academic careers versus preparation for societal-oriented careers. Journal of Teaching and Learning for Graduate Employability, 14(1), 119-135. https://doi.org/10.21153/jtlge2023vol14no1art1666
Mei, Y., Sijtsma, F., Ballas, D., Vegter, D., & Ongena, Y. (2023). “The Most Deafening Silence You Can Hear”: The International Comparison of Landscape Value Mapping on Linguistic Expressions of Islands. In O. Gervasi, B. Murgante, F. Scorza, A. M. A. C. Rocha, C. Garau, Y. Karaca, & C. M. Torre (Eds.), Computational Science and Its Applications – ICCSA 2023 Workshops, Proceedings (pp. 3-14). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 14112 LNCS). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-37129-5_1
Elbakidze, M., Dawson, L., Kraft van Ermel, L. E., Mikusiński, G., Hedblom, M., Korohoda, N., Kruhlov, I., Smaliychuk, A., Kurdadze, T., Ugrekhelidze, K., Ongena, Y., Sayadyan, H., Galstyan, M., & Grodzinska, O. (2023). Understanding people's interactions with urban greenspace: Case studies in Eastern Europe. Urban Forestry and Urban Greening, 89, Article 128117. https://doi.org/10.1016/j.ufug.2023.128117
Dawson, L., Elbakidze, M., Kraft van Ermel, L. E., Olsson, U., Ongena, Y. P., Schaffer, C., & Johansson, K. E. (2023). Why don't we go outside? – Perceived constraints for users of urban greenspace in Sweden. Urban Forestry and Urban Greening, 82, Article 127865. https://doi.org/10.1016/j.ufug.2023.127865
Wang, Y., Coler, M., & Redeker, G. (2023). A contrastive study on the representation of “Made in China” in Chinese and U.S. newspapers. Frontiers in Communication, 8, Article 1129376. https://doi.org/10.3389/fcomm.2023.1129376
Mills, G., & Redeker, G. (2023). Self-Repair Increases Referential Coordination. Cognitive Science, 47(8), Article e13329. https://doi.org/10.1111/cogs.13329
Li, K., Miao, X., & Redeker, G. (2023). The Mediatisation of the Chinese Dama in Chinese English-Language Media: A Cognitive Linguistic Approach. Circulo de Linguistica Aplicada a la Comunicacion, 2023(93), 215-227. https://doi.org/10.5209/clac.85569
Spooren, W., & Stukker, N. (2023). Genreanalyse. In J. Karreman, & R. van Enschot (Eds.), Tekstanalyse: Methoden en toepassingen (pp. 263). Koninklijke Van Gorcum. https://www.uitgeverijvangorcum.nl/management-communicatie/100-506_Tekstanalyse
Steenbakkers, J. (2023). Speelse toewijding: een pedagogisch-didactisch onderzoek naar schrijfstijl- en formuleeronderwijs in klas 3 en 4 havo/vwo. [Thesis fully internal (DIV), University of Groningen]. University of Groningen. https://doi.org/10.33612/diss.609882233

2022

Hall, S., Baaijen, V. M., & Galbraith, D. (2024). Constructing theoretically informed measures of pause duration in experimentally manipulated writing. Reading and writing, 37, 329-347. https://doi.org/10.1007/s11145-022-10284-4
Galbraith, D., Peters, A., Hall, S., & Baaijen, V. (2023). Measuring discovery through writing. In R. Horowitz (Ed.), The Routledge Handbook of International Research on Writing (pp. 573-584). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9780429437991-49
Steenbakkers, J., van Rijt, J., Baaijen, V., Stukker, N., & de Glopper, K. (2022). Naar betekenisvol formuleeronderwijs: Een kwestie van afstemming. Levende Talen Tijdschrift, 23(2), 27-39.
Pulles, M., Berenst, J., de Glopper, K., & Koole, T. (2022). Children’s discussions about texts: integrating and evaluating practices. Linguistics and Education, 69, Article 101051. https://doi.org/10.1016/j.linged.2022.101051
Bakker, C., de Glopper, K., & de Vries, S. (2022). Noticing as reasoning in Lesson Study teams in initial teacher education. Teaching and Teacher Education, 113 , Article 103656. https://doi.org/10.1016/j.tate.2022.103656
de Glopper, K. (2022). Op weg naar het einde van verzuchtingen over het reëel bestaande grammaticaonderwijs? Levende Talen Tijdschrift, 23(3), 42-48.
Hoeksema, J., de Glopper, K., & van Noord, G. (2022). Syntactic Profiles in Secondary School Writing Using PaQu and SPOD. In D. Fišer, & A. Witt (Eds.), CLARIN: The Infrastructure for Language Resources (pp. 691-707). (Digital Linguistics; Vol. 1). De Gruyter. https://doi.org/10.1515/9783110767377-027
Coppen, P.-A., Evers-Vermeul, J., de Glopper, K., & van Oostendorp, M. (2022). Wat moeten leerlingen weten over taal? Kennis en inzichten op het gebied van de taalkunde en taalbeheersing voor de bovenbouw van het voortgezet onderwijs. Neerlandistiek.nl. https://neerlandistiek.nl/2022/11/wat-moeten-leerlingen-weten-over-taal/
van Balen, J., Gosen, M., de Vries, S., & Koole, T. (2024). Taking Learner Initiatives within Classroom Discussions with Room for Subjectification. Classroom Discourse, 15(2), 123-142. https://doi.org/10.1080/19463014.2022.2128689
van der Meij, S., Gosen, M., & Willemsen, A. (2024). ‘Yes? I have no idea’: Teacher turns containing epistemic disclaimers in upper primary school whole-class discussions. Classroom Discourse, 15(1), 1-23. https://doi.org/10.1080/19463014.2022.2103008
Gosen, M. (2022). Differentiatie en Interactie. In Differentiëren in 5, 4, 3 Pica.
van der Meij, S., Gosen, M., & Willemsen, A. (2022, Jun 23). Leerkrachten hoeven het niet altijd te weten. Neerlandistiek.nl.
Deunk, M., Gosen, M., Hiddink, F., & Berenst, J. (2022). Literacy. In A. Church, & A. Bateman (Eds.), Talking with Children : A Handbook on Interaction in Early Childhood Education (pp. 163-184). Cambridge University Press. https://doi.org/10.1017/9781108979764.009
van Balen, J., & Gosen, M. (2022). Wat vind jij ervan? In Handboek Didactiek Nederlands Werkgroep Onderzoek en Didactiek Nederlands. https://didactieknederlands.nl/handboek/2022/07/wat-vind-jij-ervan/
van Balen, J., Gosen, M., de Vries, S., & Koole, T. (2022). “What do you think?”: How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education. Linguistics and Education, 69, Article 101037. https://doi.org/10.1016/j.linged.2022.101037
Hoeks, J. C. J., & Kelder, E. S. (2022). ‘Wat de boer niet kent’: Een onderzoek naar het effect van formulering (technisch versus niet-technisch) op de acceptatie van kweekvlees. Tijdschrift voor taalbeheersing, 44(2), 91-108. https://doi.org/10.5117/TVT2022.2.003.HOEK
Hinrichs, K., Hoeks, J., Campos, L., Guedes, D., Godinho, C., Matos, M., & Graça, J. (2022). Why so defensive? Negative affect and gender differences in defensiveness toward plant-based eating. Food Quality and Preference, 102, Article 104662. https://doi.org/10.1016/j.foodqual.2022.104662
van Braak, M., & Huiskes, M. (2022). ‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education. Linguistics and Education, 69, Article 101052. https://doi.org/10.1016/j.linged.2022.101052
van Braak, M., Huiskes, M., & Veen, M. (2022). When and how teachers intervene in group discussions on experiences from practice in postgraduate medical education: an interactional analysis. Advances in Health Sciences Education, 27(4), 965-988. https://doi.org/10.1007/s10459-022-10122-w
Koole, T., & van Burgsteden, L. (2022). Actions and Identities in Emergency Calls: The Case of Thanking. In A. Deppermann, & M. Haugh (Eds.), Action Ascription in Interaction (pp. 256-276). (Studies in Interactional Sociolinguistics; Vol. 35). Cambridge University Press. https://doi.org/10.1017/9781108673419.013
Koole, T. (2022). Meertaligheid in Interactie-onderzoek. Tijdschrift voor taalbeheersing, 44(1), 24-29. https://doi.org/10.5117/TVT2022.1.003.KOOL
Jongerius, C., Hillen, M. A., Romijn, J. A., Smets, E. M. A., & Koole, T. (2022). Physician gaze shifts in patient-physician interactions: functions, accounts and responses. Patient Education and Counseling, 105(7), 2116-2129. https://doi.org/10.1016/j.pec.2022.02.018
van der Ploeg, M., Willemsen, A., Richter, L., Keijzer, M., & Koole, T. (2022). Requests for assistance in the third-age language classroom. Classroom Discourse, 13(4), 386-406. https://doi.org/10.1080/19463014.2021.2013910
Kramer, F. (2022). In ’s menschen qualijck vaeren tevreen: Voor een herintroductie van sinnekens in het theaterlandschap. Vooys : instituutsblad van het Instituut De Vooys voor Nederlandse Taal- en Letterkunde, 40(3).
Kramer, F. (2022). Uitdagen tot morele oordeelkundigheid. Tijdschrift voor Nederlandse Taal- en Letterkunde, 138(1), 87-90. https://doi.org/10.5117/TNTL2022.1.005.KRAM
Grooters, S., Zaal, E., Ongena, Y., & Gerkema, M. (2022). Appreciation of an alternative: Dutch alumni look back on their science master, a work-based learning vs a research-oriented approach. Cogent Education, 9(1), Article 2133506. https://doi.org/10.1080/2331186X.2022.2133506
Ongena, Y. P., & Haan, M. (2022). Just you wait… and fill out this survey. Discussion of the methodological aspects of waiting room surveys. Health Services and Outcomes Research Methodology, 22, 508–521. https://doi.org/10.1007/s10742-022-00274-y
Velleman, T., Kwee, T. C., Dierckx, R. A. J. O., Ongena, Y. P., & Noordzij, W. (2022). The integrated nuclear medicine and radiology residency program in the Netherlands: strengths and potential areas for improvement according to nuclear medicine physicians and radiologists. European Journal of Nuclear Medicine and Molecular Imaging, 49, 3016-3022. https://doi.org/10.1007/s00259-022-05699-8
Wildfeuer, J., van der Sluis, I., Redeker, G., & van der Velden, N. (2023). No laughing matter!? Analyzing the Page Layout of Instruction Comics. Journal of Graphic Novels and Comics, 14(2), 186-207. https://doi.org/10.1080/21504857.2022.2053559
van der Sluis, I., Redeker, G., & Debreczeni, S. (2022). A Text-based Method to Derive the Main Action Structure in Procedural Instructions. Paper presented at AREA II : Workshop on the Annotation, Recognition and Evaluation of Actions held in conjunction with the 33rd European Summer School in Logic, Language and Information 8-19 August, 2022, Galway, Ireland.
Van der sluis, I., Matoušková, G., Niemeier, H., Popp, S., & Carstens, J. (2025). The clarity and correctness of visualized thrust actions: a description and insights from users and experts. Visual Communication, 24(1), 196-221. https://doi.org/10.1177/14703572221135240
Engbersen, A. M. (2022). Assisting Independent Seniors with Morning Care: how care workers and seniors negotiate physical cooperation through multimodal interaction. [Thesis fully internal (DIV), University of Groningen]. University of Groningen. https://doi.org/10.33612/diss.206273635
de Boer, L., Pulles, M., & Duarte, J. (2022). Met rijke teksten aan de slag: Talenbewust lesgeven in het leesonderwijs. In J. Duarte, M. Günther-van der Meij, F. de Backer, C. Frijns, & B. Gezelle-Meerburg (Eds.), Talenbewust lesgeven: Aan de slag met talige diversiteit in het basisonderwijs (pp. 125-142). Uitgeverij Coutinho.
Schep, E., & Noordegraaf, M. (2022). Combining different activities in family-style group care: How Professional Foster Parents show listenership towards adolescents during dinner related activities. Discourse Studies, 24(3), 350-370. https://doi.org/10.1177/14614456221074090

2021

Galbraith, D., Baaijen, V., & Hall, S. (2021). Aligning keystroke logging data with writing processes: Methodological reflections for future research on L2 writing processes. Paper presented at L2Writing Seminar, Murcia, Spain.
Steenbakkers, J., Baaijen, V., & de Glopper, K. (2021). De pedagogische dimensie van formuleer- en schrijfstijlonderwijs binnen het schoolvak Nederlands: Een analyse van het curriculum, het vakdidactisch discours en de lespraktijk. Pedagogiek, 41(2), 1-27.
Bax, S., Coppen, P.-A., Evers-Vermeul, J., de Glopper, K., Mantingh, E., van Oostendorp, M., van Herten, M., & van Voorst, S. (2021). Bewuste geletterdheid in perspectief: Kennis, vaardigheden en inzichten. Neerlandistiek: online tijdschrift voor taal- en letterkunde.
van Winden, A., Stukker, N., de Glopper, K., van Schooten, E., van Haaften, T., & Janssen, F. (2021). Hoe zien de alinea’s van onze leerlingen eruit? Over de kenmerken van alinea’s in e-mails en betogende teksten van havoleerlingen. Tijdschrift voor taalbeheersing, 43(3), 291-321. https://doi.org/10.5117/TVT2021.3.002.VANM
Pulles, M., Berenst, J., Koole, T., & de Glopper, K. (2021). How primary school children address reading problems in dialogic reading. Research on Children and Social Interaction, 4(2), 217-242. https://doi.org/10.1558/rcsi.12411
Ros, B., van Gelderen, A., de Glopper, K., & van Steensel, R. (2021). Leer ze lezen. Praktische inzichten uit onderzoek voor leraren basisonderwijs. Ten Brink Uitgevers.
Vis, M., van Gelderen, A., de Glopper, C., & van Kruiningen, J. (2021). Samenhangend lees- en schrijfonderwijs in het schoolvak Nederlands: Een bespreking van onderzoek naar effecten en didactiek van samenhangend lees- en schrijfonderwijs in het voortgezet onderwijs. Pedagogische Studiën, 98(1), 94-111.
Pulles, M., Berenst, J., Koole, T., & Glopper, K. D. (2021). Text formulations as practices of demonstrating understanding in dialogic reading. Text & Talk, 41(4), 515-538. https://doi.org/10.1515/text-2019-0222
Jansen, C. J. M., Koops van't Jagt, R., Reijneveld, S. A., van Leeuwen, E., de Winter, A. F., & Hoeks, J. C. J. (2021). Improving Health Literacy Responsiveness: A Randomized Study on the Uptake of Brochures on Doctor-Patient Communication in Primary Health Care Waiting Rooms. International Journal of Environmental Research and Public Health, 18(9), Article 5025. https://doi.org/10.3390/ijerph18095025
Nieboer, P., Huiskes, M. H., Cnossen, F., Stevens, M., Bulstra, S. K., & Jaarsma, D. A. D. C. (2022). Explicit teaching in the operating room: Adding the why to the what. Medical Education, 56(2), 202-210. https://doi.org/10.1111/medu.14675
Declercq, J., Van Charldorp, T., & Huiskes, M. (2021). Diversiteit en complexiteit van kennis in zorginteracties. Tijdschrift voor taalbeheersing, 43(2), 83-94. https://doi.org/10.5117/TVT2021.2.001.DECL
Van Braak, M., Huiskes, M., Schaepkens, S., & Veen, M. (2021). Shall we all unmute? A conversation analysis of participation in online reflection sessions for general practitioners in training. Languages, 6(2), Article 72. https://doi.org/10.3390/languages6020072
Schuurman, S., Driever, E., Koole, T., & Brand, P. (2021). Een goed begin: Deontische en epistemische autoriteit in de opening van medisch-specialistische consulten. Tijdschrift voor taalbeheersing, 43(2), 95-114. https://doi.org/10.5117/TVT2021.2.002.SCHU
Harms, P., Koole, T., Stukker, N., & Tulleken, J. E. (2021). Expertise as a domain of epistemics in intensive care shift-handovers. Discourse Studies, 23(5), 636-651. https://doi.org/10.1177/14614456211016801
Arminen, I., Koole, T., & Simonen, M. (2021). Expertise in interaction – Introduction. Discourse Studies, 23(5), 573-576. https://doi.org/10.1177/14614456211015745
Yakar, D., Ongena, Y. P., Kwee, T. C., & Haan, M. (2022). Do People Favor Artificial Intelligence Over Physicians? A Survey Among the General Population and Their View on Artificial Intelligence in Medicine. Value in Health, 25(3), 374-381. https://doi.org/10.1016/j.jval.2021.09.004
Ongena, Y., & Haan, M. (2021). Just You Wait… and Fill Out This Survey: Methodological Aspects of Waiting Room Surveys. Abstract from 76th Annual Conference of the American Association for Public Opinion Research.
Ongena, Y., Haan, M., Kwee, T., & Yakar, D. (2021). Shaking hands in a busy waiting room: The effects of the surveyor’s introduction and people present in the waiting room on the response rate. Survey Methods: Insights from the Field. https://doi.org/10.13094/SMIF-2021-00002
Velleman, T., Noordzij, W., Dierckx, R., Ongena, Y., & Kwee, T. C. (2021). The new integrated nuclear medicine and radiology residency program in the Netherlands: Why do residents choose to subspecialize in nuclear medicine and why not? Journal of Nuclear Medicine, 905-909. https://doi.org/10.2967/jnumed.120.261503
Pulles, M. (2021). Dialogic reading practices: a conversation analytic study of peer talk in collaborative reading activities in primary school inquiry learning. [Thesis fully internal (DIV), University of Groningen]. University of Groningen. https://doi.org/10.33612/diss.189869028
Vis, M. (2021). De effecten van genregericht samenhangend lees- en schrijfonderwijs op de leesvaardigheid van havo 4-leerlingen. Poster session presented at 30th Anéla/VIOT Juniorendag, Groningen, Netherlands.

2020

Herder, A., Berenst, J., de Glopper, K., & Koole, T. (2022). Conversational functions of ‘I know’, ‘you know’ and ‘we know’ in collaborative writing of primary school children. Classroom Discourse, 13(1), 1-31. https://doi.org/10.1080/19463014.2020.1814368
Steenbakkers, J., Stukker, N., & de Glopper, K. (2021). Formuleerproblemen in leerlingenwerk en schoolboeken Nederlands: Een onderzoek naar de aansluiting tussen de leerstof en de formuleerproblemen van leerlingen. Pedagogische Studiën, 98, 27-45.
Willemsen, A., Gosen, M. N., Koole, T., & de Glopper, K. (2020). Asking for more: Teachers’ invitations for elaboration in whole-class discussions. Research on Children in Social Interaction, 4(2), 192-216. https://doi.org/10.1558/rcsi.12409
de Glopper, K. (2020). KERN is uit. Neerlandistiek: online tijdschrift voor taal- en letterkunde. https://www.neerlandistiek.nl/2020/06/kern-is-uit/#more-72053
Herder, A., Berenst, J., de Glopper, K., & Koole, T. (2020). Sharing knowledge with peers: Epistemic displays in collaborative writing of primary school children. Learning, Culture and Social Interaction, 24, Article 100378. https://doi.org/10.1016/j.lcsi.2020.100378
Ruwette, M., van Schooten, E., & de Glopper, K. (2020). Teachers’ reading promotion activities: Variation, structure and correlates. L1-Educational Studies in Language and Literature, 20(20), 1-27. https://doi.org/10.17239/L1ESLL-2020.20.01.09
Pulles, M., Berenst, J., de Glopper, K., & Koole, T. (2020). Text selection proposals in dialogic reading in primary school. Pragmatics and Society , 11(4), 591-614. https://doi.org/10.1075/ps.17029.pul
Steenbakkers, J., & de Glopper, K. (2020). Vakdidactiek, pedagogiek en het schoolvak Nederlands: Opvoeders in en door de moedertaal (deel 1). Levende Talen Magazine, 107(1), 10-14.
Steenbakkers, J., & de Glopper, K. (2020). Vakdidactiek, pedagogiek en het schoolvak Nederlands: Persoonsvorming? #hoedan? (deel 2. Levende Talen Magazine, 107(2), 5-9.
Gosen, M., Willemsen, A., & Koole, T. (2020). A teacher’s facilitating interactional practices in an inquiry-based learning environment. A conversation-analytic perspective. Paper presented at EARLI SIG 10, 21 & 25 2020.
Nieboer, P., Huiskes, M., Cnossen, F., Stevens, M., Bulstra, S. K., & Jaarsma, D. A. D. C. (2022). The Supervisor's Toolkit: Strategies of Supervisors to Entrust and Regulate Autonomy of Residents in the Operating Room. Annals of Surgery, 275(1), e264-e270. https://doi.org/10.1097/SLA.0000000000003887
van Braak, M., Giroldi, E., Huiskes, M., Diemers, A. D., Veen, M., & van den Berg, P. (2021). A participant perspective on collaborative reflection: video-stimulated interviews show what residents value and why. Advances in Health Sciences Education, 26, 865-879. https://doi.org/10.1007/s10459-020-10026-7
Nieboer, P., Huiskes, M., Cnossen, F., Stevens, M., Bulstra, S. K., & Jaarsma, D. A. D. C. (2021). Fingerprints of Teaching Interactions: Capturing and Quantifying How Supervisor Regulate Autonomy of Residents in the Operating Room. Journal of Surgical Education, 78(4), 1197-1208. https://doi.org/10.1016/j.jsurg.2020.12.010
Nieboer, P., Cnossen, F., Stevens, M., Huiskes, M., Bulstra, S. K., & Jaarsma, D. A. (2021). Residents Think in the "Now" and Supervisors Think Ahead in the Operating Room. A Survey Study About Task Perception of Residents and Supervising Surgeons. Journal of Surgical Education, 78(1), 104-112. https://doi.org/10.1016/j.jsurg.2020.06.010
Knol, A. S. L., Koole, T., Desmet, M., Vanheule, S., & Huiskes, M. (2020). How Speakers Orient to the Notable Absence of Talk: A Conversation Analytic Perspective on Silence in Psychodynamic Therapy. Frontiers in Psychology, 11, Article 584927. https://doi.org/10.3389/fpsyg.2020.584927
Nieboer, P., & Huiskes, M. (2020). The regulation of learning in clinical environments: A comment on 'Beyond the self'. Medical Education, 54(3), 179-181. https://doi.org/10.1111/medu.14055
Koole, T., Jaarsm, A. D. C., & Brand, P. L. P. (2020). Exploratory study of language paediatricians use to promote adherence to long-term controller medication in children with asthma. Allergologia et immunopathologia, 48(2), 116-123. https://doi.org/10.1016/j.aller.2019.12.001
Kramer, F. (Accepted/In press). Debunking the Power of Words in Sixteenth-Century Dutch Farce. Journal of Historical Pragmatics, 25(1).
Ongena, Y. P., & Dijkstra, W. (2021). Advances in research on survey interview interaction. International Journal of Social Research Methodology, 24(2), 177-179. https://doi.org/10.1080/13645579.2020.1824625
Ongena, Y. P., Yakar, D., Haan, M., & Kwee, T. C. (2021). Artificial Intelligence in Screening Mammography: A population survey of women's preferences. Journal of the american college of radiology, 18(1), 79-86. https://doi.org/10.1016/j.jacr.2020.09.042
Ongena, Y., & Gerner-Haan, van, M. (2020). Differences in Interaction Quantity and Conversational Flow in CAPI and CATI Interviews. In K. Olson, J. Dykema, A. Holbrook, F. Kreuter, J. Smyth, & B. West (Eds.), Interviewer Effects from a Total Survey Error Perspective (pp. 165-176). Chapman & Hall/CRC Press.
Dijkstra, B. E., Coler, M., & Redeker, G. (2021). The multilingual workplace realities of Polish truckers: A case study in the Netherlands. Multilingua - Journal of cross-cultural and interlanguage communication, 40(5), 589–616. https://doi.org/10.1515/multi-2020-0038
Ritzema, L., Pander Maat, H., Stukker, N., Hemker, B., Naaijer, H., Lampe, T., Van Gelderen, A., & de Boer, H. (2020). Peiling Schrijfvaardigheid einde (speciaal) Basisonderwijs 2019: Technische rapportage. GION onderzoek/onderwijs.
van Winden, A., van Haaften, T., & Stukker, N. (2020). Wat typeert een begrijpelijke alinea? Een reconstructie van alineanormen voor het voortgezet onderwijs. Tijdschrift voor taalbeheersing, 42(1), 3-30. https://doi.org/10.5117/TVT2020.1.001.VANW
Herder, A. (2020). Peer talk in collaborative writing of primary school students: A conversation analytic study of student interaction in the context of inquiry learning. [Thesis fully internal (DIV), University of Groningen]. University of Groningen. https://doi.org/10.33612/diss.143454839
Schep, E. (2020). Attachment in interaction: A conversation analytic study on dinner conversations with adolescents in family-style group care. [Thesis fully internal (DIV), University of Groningen]. University of Groningen. https://doi.org/10.33612/diss.136734565

2019

Willemsen, A., Gosen, M., Koole, T., & de Glopper, K. (2020). Gesture, gaze and laughter: Teacher conduct facilitating whole-class discussions among students . Social Interaction. Video-Based Studies of Human Sociality , 2(2). https://doi.org/10.7146/si.v2i2.118045
Willemsen, A., Gosen, M. N., Koole, T., & de Glopper, K. (2020). Teachers' pass-on practices in whole-class discussions: How teachers return the floor to their students. Classroom Discourse, 11(4), 297-315. https://doi.org/10.1080/19463014.2019.1585890
de Glopper, K. (2019). En de volgende boost gaat naar ... Over onderzoek naar effectieve leeractiviteiten voor het schrijfonderwijs in havo 4. Levende Talen Tijdschrift, 20(3), 23-31.
Bruin, A., van Kruiningen , J., de Glopper, K., van der Meijden, A., & van der Meulen, N. (2019). Opvattingen van mbo-docenten over beroepsgerichte taal- en communicatie-eisen en de aansluiting op een dynamische arbeidsmarkt. Tijdschrift voor taalbeheersing, 41(1), 19-32. https://doi.org/10.5117/TVT2019.1.002.BRUI
Pander Maat, H., Raaijmakers, K., Vermeulen, D., & de Glopper, K. (2019). Tekstkenmerken en tekstkwaliteit van leerlingteksten. Tijdschrift voor taalbeheersing, 41(2), 331-361. https://doi.org/10.5117/TVT2019.2.001.PAND
Ooms, J. A., Jansen, C. J. M., & Hoeks, J. C. J. (2020). The story against smoking: An exploratory study into the processing and perceived effectiveness of narrative visual smoking warnings. Health Education Journal, 79(2), 166-179. https://doi.org/10.1177/0017896919867436
Ooms, J., Hoeks, J., & Jansen, C. (2019). De rol van gelijkenis bij narratieven. Tijdschrift voor taalbeheersing, 41(1), 229-242. https://doi.org/10.5117/TVT2019.1.016.OOMS
Ooms, J., Hoeks, J., & Jansen, C. (2019). “Hey, that could be me”: The role of similarity in narrative persuasion. PLOS-One, 14(4), Article e0215359. https://doi.org/10.1371/journal.pone.0215359
Frank, S., & Hoeks, J. C. J. (2019). The interaction between structure and meaning in sentence comprehension: Recurrent neural networks and reading times. . In Proceedings of the Cognitive Science Society (pp. 337-343)
Koops van 't Jagt, R., Tan, S. L., Hoeks, J., Spoorenberg, S., Reijneveld, S. A., de Winter, A. F., Lippke, S., & Jansen, C. (2019). Using Photo Stories to Support Doctor-Patient Communication: Evaluating a Communicative Health Literacy Intervention for Older Adults. International Journal of Environmental Research and Public Health, 16(19), Article 3726. https://doi.org/10.3390/ijerph16193726
Knol, L., Huiskes, M., Koole, T., Meganck, R., Loeys, T., & Desmet, M. (2020). Reformulating and Mirroring in Psychotherapy: A Conversation Analytic Perspective. Frontiers in Psychology, 11, 1-12. Article 318. https://doi.org/10.3389/fpsyg.2020.00318
Nieboer, P., Huiskes, M., Cnossen, F., Stevens, M., Bulstra, S. K., & Jaarsma, D. A. D. C. (2019). Recruiting expertise: how surgical trainees engage supervisors for learning in the operating room. Medical Education, 53(6), 616-627. https://doi.org/10.1111/medu.13822
Velthuis, F., Helmich, E., Dekker, H., Koole, T., & Jaarsma, A. D. C. (2019). "My right-hand man" versus "We barely make use of them": change leaders talking about educational scientists in curriculum change processes-a Membership Categorization Analysis. Advances in Health Sciences Education, 24(4), 725-737. https://doi.org/10.1007/s10459-019-09894-5
Kramer, F. (2020). Onbedoeld voor gebruik door acteurs. In A. Krans, B. Ramakers, R. van der Zalm, & V. Zangl (Eds.), In reprise: Tweeëntwintig Nederlandse en Vlaamse toneelstukken om opnieuw te bekijken Amsterdam University Press.
Ongena, Y. P., Haan, M., Yakar, D., & Kwee, T. C. (2020). Patients’ views on the implementation of artificial intelligence in radiology: Development and validation of a standardized questionnaire. European Radiology, 1-8. https://doi.org/10.1007/s00330-019-06486-0
Ongena, Y., & Haan, M. (2019). Afname van ESS-vragen per telefoon of persoonlijke interviews: Verschillen in interviewer-respondent interacties. In Samenhang in Europa: eenheid in verscheidenheid (pp. 61-81). (Proceedings zesde Nederlandse Workshop European Social Survey). DANS - Data Archiving and Networking Services.
Haan, M., Ongena, Y. P., Hommes, S., Kwee, T. C., & Yakar, D. (2019). A Qualitative Study to Understand Patient Perspective on the Use of Artificial Intelligence in Radiology. Journal of the american college of radiology, 16(10), 1416-1419. https://doi.org/10.1016/j.jacr.2018.12.043
Ongena, Y., & Haan, M. (2019). Differences in Interviewer-Respondent Interactions in Surveys Administered by Telephone or in Person. Abstract from 8th Conference of the European Survey Research Association, Zagreb, Croatia.
Ongena, Y., Zaal, E., & Haan, M. (2019). Measuring question sensitivity in Fake Good Fake Bad experiments. Abstract from 8th Conference of the European Survey Research Association, Zagreb, Croatia.
Ongena, Y., & Unger, S. (2019). The Effects of Task Difficulty and Conversational Cueing on Answer Formatting Problems in Surveys. In P. C. Beatty, D. Collins, L. Kaye, J.-L. Padilla, G. B. Willis, & A. Wilmot (Eds.), Advances in Questionnaire Design, Development, Evaluation and Testing (pp. 259-283). Wiley.
van der Sluis, I., & Redeker, G. (2019). The PAT annotation model for Multimodal Instructions. Abstract from 6th European and 9th Nordic Symposium on Multimodal Communication, Leuven, Belgium. http://mmsym.org/?page_id=379
Enfield, N. J., Stivers, T., Brown, P., Englert, C., Harjunpaa, K., Hayashi, M., Heinemann, T., Hoymann, G., Keisanen, T., Rauniomaa, M., Raymond, C. W., Rossano, F., Yoon, K.-E., Zwitserlood, I., & Levinson, S. C. (2019). Polar answers. Journal of Linguistics, 55(2), 277-304. https://doi.org/10.1017/S0022226718000336
Vis, M. (2019). The effects of a genre-based pedagogy that exploits connections between reading and writing. Poster session presented at Conference of the JUnior REsearchers of EARLI (European Association for Research on Learning and Instruction) , Aachen, Germany.
Willemsen, A. (2019). The floor is yours: a conversation analytic study of teachers’ conduct facilitating whole-class discussions around texts. [Thesis fully internal (DIV), University of Groningen]. Rijksuniversiteit Groningen. https://doi.org/10.33612/diss.99870715

2018

Galbraith, D., & Baaijen, V. M. (2019). Aligning keystrokes with cognitive processes in writing. In E. Lindgren, & K. P. H. Sullivan (Eds.), Observing Writing: Insights from Keystroke Logging and Handwriting (Vol. 38, pp. 306-325). (Studies in Writing Series; Vol. 38). Brill. https://doi.org/10.1163/9789004392526_015
Baaijen, V. M., & Galbraith, D. (2018). Discovery through Writing: Relationships with Writing Processes and Text Quality. Cognition and instruction, 36(3), 199-223. https://doi.org/10.1080/07370008.2018.1456431
Baaijen, V. M. (2018). Leg die laptop eens weg: Zich de leerstof eigen maken gaat beter met geschreven notities . Tekst[blad], 24(1), 12-15.
Galbraith, D., & Baaijen, V. M. (2018). The Work of Writing: Raiding the Inarticulate. Educational psychologist, 53(4), 238-257. https://doi.org/10.1080/00461520.2018.1505515
Herder, A., Berenst, J., de Glopper, K., & Koole, T. (2018). Nature and function of proposals in collaborative writing of primary school students. Linguistics and Education, 46, 1-11. https://doi.org/10.1016/j.linged.2018.04.005
de Glopper, K. (2018). Nieuws over Nieuwsbegrip: Over de uitkomsten en interpretatie van een studie naar de effecten van onderwijs in strategieën voor begrijpend lezen. Levende Talen Tijdschrift, 19(2), 26-32.
de Glopper, K., & Pullen, C. (2018). Perspectieven op rijker schrijfonderwijs. Levende Talen Magazine, 105(3), 53-54.
Herder, A., Berenst, J., de Glopper, K., & Koole, T. (2018). Reflective practices in collaborative writing of primary school students. International Journal of Educational Research, 90, 160-174. https://doi.org/10.1016/j.ijer.2018.06.004
Willemsen, A., Gosen, M. N., van Braak, M., Koole, T., & de Glopper, K. (2018). Teachers' open invitations in whole-class discussions. Linguistics and Education, 45, 40-49. https://doi.org/10.1016/j.linged.2018.03.001
Bloemert, J. (Ed.), de Glopper, K. (Ed.), Lowie, W. (Ed.), Ravesloot, C. (Ed.), van Veen, K. (Ed.), & Graus, J. (2018). Vakdidactisch onderzoek en de onderwijspraktijk. (Levende Talen Magazine; Vol. 105, No. special). Vereniging van leraren in vreemde talen en Levende Talen Magazine.
Bax, S., van Herten, M., Mantingh, E., Witte, T., Coppen, P.-A., de Glopper, K., van Haaften, T., van Marle, J., & van der Sijs, N. (2018). Visie op de toekomst van het curriculum Nederlands. Versie 1.5.
Witte, T., Mantingh, E., Coppen, P.-A., Bax, S., de Glopper, K., van Haaften, T., van Herten, M., & van Marle, J. (2018). Visie op de toekomst van het schoolvak Nederlands: Visiestuk van het Meesterschapsteams Nederlands voor Curriculum.nu. University of Utrecht.
Deunk, M., Doolaard, S., Gosen, M., & Jacobse, A. (2018). Beter omgaan met verschillen. Didactief, 48(6), 20-22.
Gosen, M. (2018). Eigen ervaringen tijdens het voorlezen in de kleuterklas. Paper presented at VIOT 2018, Groningen, Netherlands.
Koole, T., & Gosen, M. (2018). Het bereik van begrip in sociale interactie. Paper presented at VIOT 2018, Groningen, Netherlands. https://viot20182018.sched.com/event/CIJL/het-bereik-van-begrip-in-sociale-interactie?iframe=no&w=100%&sidebar=yes&bg=no
Gosen, M. (2018). ‘Known mistake questions’ in digitalized primary school classrooms. Paper presented at ICCA18, United Kingdom.
Gosen, M. (2018). Teachers′ demonstrations of epistemic access in teacher-student interactions in a digital setting. Paper presented at Studiedag Interactie in de klas 2018, Netherlands.
Gosen, M. (2018). Teachers′ Demonstrations of Epistemic Access in Teacher-Student Interactions in a Digital Setting. Hacettepe universitesi egitim fakultesi dergisi-Hacettepe university journal of education, 33, 238-260. https://doi.org/10.16986/HUJE.2018038805
Gosen, M. (2018). Voorkennis in educatieve uitleginteracties. Paper presented at VIOT 2018, Groningen, Netherlands. https://viot20182018.sched.com/event/CIJK/voorkennis-in-educatieve-uitleginteracties?iframe=no&w=100%&sidebar=yes&bg=no
van 't Jagt, R. K., Hoeks, J. C. J., Duizer, E., Baron, M., Molina, G. B., Unger, J. B., & Jansen, C. J. M. (2018). Sweet Temptations: How Does Reading a Fotonovela About Diabetes Affect Dutch Adults with Different Levels of Literacy? Health Communication, 33(3), 284-290. https://doi.org/10.1080/10410236.2016.1258617
Donné, L., Jansen, C. J. M., & Hoeks, J. (2018). The influence of conversational content on college students’ safe sex intentions: A mixed method approach. Global Journal of Health Science, 10(3), 147-160. https://doi.org/10.5539/gjhs.v10n3p147
Hoeks, J. (2018). Weg met fundamenteel onderzoek! Tijdschrift voor taalbeheersing, 40(2), 185-191. https://doi.org/10.5117/TVT2018.2.003.HOEK
Huiskes, M., & Stommel, W. (2018). De taalbeheersing als DJ: U vraagt, wij draaien. Of hebben we meer te bieden? Tijdschrift voor taalbeheersing, 40(2), 199-205. https://doi.org/10.5117/TVT2018.2.005.HUIS
Huiskes, M., & Nieboer, P. (2018). Dissectie van leren en lesgeven in de operatiekamer. Nederlands Tijdschrift voor Heelkunde, 27, 27-29.
Seuren, L. M., Huiskes, M., & Koole, T. (2018). Resolving knowledge discrepancies in informing sequences. Language in Society, 47(3), 409-434. https://doi.org/10.1017/S0047404518000362
Wessels, T. M., & Koole, T. (2019). "There is a chance for me" - Risk communication in advanced maternal age genetic counseling sessions in South Africa. European journal of medical genetics, 62(5), 390-396. https://doi.org/10.1016/j.ejmg.2018.12.014
Koole, T. (2018). Sociale interactie in de taalbeheersing. Tijdschrift voor taalbeheersing, 40(2), 207-211. https://doi.org/10.5117/TVT2018.2.006.KOOL
Noordegraaf, M., Schep, E., & Koole, T. (2018). Toegepaste Conversatieanalyse. Kwalon, 23(2), 6-15.
Kölln, A.-K., Ongena, Y. P., & Aarts, K. (2019). The effects of sampling frame designs on nonresponse and coverage error: evidence from the Netherlands. Journal of Survey Statistics and Methodology, 7(3), 422–439. https://doi.org/10.1093/jssam/smy016
Ongena, Y. P., Haan, M., & Dijkstra, W. (2018). Multinational Event History Calendar Interviewing. In T. P. Johnson, B.-E. Pennell, I. A. L. Stoop, & B. Dorer (Eds.), Advances in Comparative Survey Methods: Multinational, Multiregional, and Multicultural Contexts (pp. 643-664). Wiley.
van der Sluis, I., Vergeer, R., & Redeker, G. (2018). Action Categorisation in Multimodal Instructions. In J. Pustejovsky, & I. van der Sluis (Eds.), Proceedings of the 11th edition of the Language Resources and Evaluation Conference (LREC 2018): Proceedings of the 1st International Workshop on Annotation, Recognition and Evaluation of Actions (AREA 2018) (pp. 31-36).
van der Sluis, I., Vergeer, R., & Redeker, G. (2018). Action Categorisation in Multimodal Instructions. 31-36. Poster session presented at AREA - Annotation, Recognition and Evaluation of Actions, Miyazaki, Japan.
Dijkstra, B., Coler, M., Redeker, G., & Lønsmann, D. (2018). Communication Strategies in the European Road Haulage Sector: The Sociolinguistic Mobility of Polish International Truckers. Poster session presented at 1st Frisian Humanities Conference, Leeuwarden, Netherlands.
Bourgonje, P., Hoek, J., Evers-Vermeul, J., Redeker, G., Sanders, T., & Stede, M. (2018). Constructing a Lexicon of Dutch Discourse Connectives. Computational Linguistics in the Netherlands Journal, 8, 163–175.
Vijfvinkel, C., van der Sluis, I., & Redeker, G. (2018). I like to move it move it: Analysing first-aid instruction videos for moving a victim. Poster session presented at TABU Dag 2018, Groningen, Netherlands.
Borger, A., van der Sluis, I., & Redeker, G. (2018). Multimodale analyse van instructievideo’s. Poster session presented at Anéla Juniorendag, Tilburg, Netherlands.
Dijkstra, B., Coler, M., Lønsmann, D., & Redeker, G. (2018). Navigating the Moral Map: Multilingual Workplace Interactions in the European Supply Chain. Abstract from ABC (Association for Business Communication) Europe, Africa and Middle East Regional Conference, Alcalá de Henares, Spain.
Zhang, G., & Redeker, G. (2018). Pragmatic markers, discourse markers and modal particles: New perspectives. Journal of Pragmatics, 136, 1-4. https://doi.org/10.1016/j.pragma.2018.08.010
Zhang, G., & Redeker, G. (2018). Speech Act Markers in Mandarin Chinese. Poster session presented at TABU Dag 2018, Groningen, Netherlands.
Stukker, N. (2019). Genre as a factor determining the viewpoint-marking quality of verb tenses. Cognitive linguistics, 30(2), 305–325. https://doi.org/10.1515/cog-2018-0038
Stukker, N., & Verhagen, A. (2019). Stijl, taal en tekst: stilistiek op taalkundige basis. Leiden University Press. https://www.lup.nl/product/stijl-taal-en-tekst/#

2017

Baaijen, V. M. (2017). Boekbespreking van Elise Drijbooms (2016). Cognitive and Linguistic Factors in Writing Development (Proefschrift Radboud Universiteit Nijmegen). Tijdschrift voor taalbeheersing, 39(3), 347-352. https://doi.org/10.5117/TVT2017.3.BOEK
Galbraith, D., & Baaijen, V. M. (2017). Effects of dyslexia on undergraduate students’ writing processes and product. Paper presented at EARLI 2017, Tampere, Finland.
Galbraith, D., & Baaijen, V. M. (2017). Effects of dyslexia on undergraduate students' writing product and processes. Paper presented at SILE/ISEL Symposium, Ajaccio, France.
de Glopper, K. (2017). Tekster ontleed: Over de waarde, bouwstenen, werkzame bestanddelen en basis van een effectief schrijfprogramma voor de bovenbouw van de basisschool. Levende Talen Tijdschrift, 18(1), 34-41.
Gosen, M., & Koole, T. (2017). Conversation Analysis. In D. Wyse, N. Selwyn, E. Smith, & L. E. Suter (Eds.), The BERA/SAGE Handbook of Educational Research (Vol. 2, pp. 791-811). SAGE Publications Inc..
Zaal, E., Mills, G., Hagen, A., Huisman, C., & Hoeks, J. (2017). Convincing Conversations: Using a Computer-Based Dialogue System to Promote a Plant-Based Diet. In Proceedings of the Cognitive Science Conference (pp. 3627-3632) https://mindmodeling.org/cogsci2017/papers/0684/paper0684.pdf
Donné, L., Jansen, C. J. M., & Hoeks, J. (2017). Uncovering Factors Influencing Interpersonal Health Communication. Global Qualitative Nursing Research, 4, 1-10. https://doi.org/10.1177/2333393617711607
Donné, L., Hoeks, J., & Jansen, C. J. M. (2017). Using a narrative to spark safer sex communication. Health Education Journal, 76(6), 635-647. https://doi.org/10.1177/0017896917710967
Seuren, L., & Huiskes, M. (2017). Confirmation or Elaboration: What Do Yes/No Declaratives Want? Research on Language and Social Interaction, 50(2), 188-205. https://doi.org/10.1080/08351813.2017.1301307
Stec, K., Huiskes, M., Wieling, M., & Redeker, G. (2017). Multimodal character viewpoint in quoted dialogue sequences. Glossa: a journal of general linguistics, 2(1), Article 39. https://doi.org/10.5334/gjgl.255
Koole, T., & Verberg, N. (2017). Aligning Caller and Call-Taker: the Opening Phrase of Dutch Emergency Calls. Pragmatics and Society , 8(1), 129-153. https://doi.org/10.1075/ps.8.1.07koo
Koole, T., van Burgsteden, L., Harms, P., van Diemen, C. C., van Langen, I. M., & 5GPM-team (2017). Participation in interdisciplinary meetings on genetic diagnostics (NGS). European Journal of Human Genetics, 25(10), 1099-1105. https://doi.org/10.1038/ejhg.2017.111
Smedinga, R., Biehl, M., & Kramer, F. (Eds.) (2017). 14th SC@RUG 2017 proceedings 2016-2017. Rijksuniversiteit Groningen.
Ongena, Y. (2017). Interviewer-respondent interactions in CAPI and CATI: Rapport through laughter?. Abstract from European Survey Research Association, Lisbon, Portugal.
Mills, G., & Redeker, G. (2017). Amplifying signals of misunderstanding improves coordination in dialogue. In C. Howes, & H. Rieser (Eds.), FADLI 2017 Formal Approaches to the Dynamics of Linguistic Interaction 2017: Proceedings of the Workshop on Formal Approaches to the Dynamics of Linguistic Interaction 2017 co-located within the European Summer School on Logic, Language and Information (ESSLLI 2017) (Vol. 1863, pp. 52-54). (CEUR Workshop Proceedings). CEUR-WS.org.
van der Sluis, I., Kloppenburg, L., & Redeker, G. (2017). PAT Workbench: Annotation and Evaluation of Text and Pictures in Multimodal Instructions. Abstract from Het etmaal van de communicatiewetenschap 2017, Tilburg, Netherlands.
van der Sluis, I., Eppinga, A. N., & Redeker, G. (2017). Text-Picture Relations in Multimodal Instructions. In Proceedings of the 12th International Workshop on Computational Semantics (IWCS 2017): Proceedings of the FMSC workshop on Foundations of Situated or Multimodal Communication
Eppinga, A. N., van der Sluis, I., & Redeker, G. (2017). Van vóór naar achter of van links naar rechts? Gebruikersonderzoek naar de positionering van afbeeldingen en tekst in procedurele instructies. Poster session presented at Anéla Juniorendag 2017, Utrecht , Netherlands. https://www.rug.nl/research/clcg/research/dc2017_/dcresearchprojects/pat/documents/presentations/anela2017poster_eppingavandersluisredeker.pdf
Van't Hul, M., & van der Sluis, I. (2017). Does it work? Applying formative evaluation methods to test the usability of the PAT Workbench. Poster session presented at TABU Dag , Groningen, Netherlands.

2016

Haan, M., Ongena, Y., Vannieuwenhuyze , J., & de Glopper, K. (2017). Response Behavior in a Video-Web Survey: A Mode Comparison Study. Journal of Survey Statistics and Methodology, 5(1), 48-69. https://doi.org/10.1093/jssam/smw023
de Glopper, K. (2016). Fatsoen moet je doen: Over regels voor integer wetenschappelijk handelen. Tijdschrift voor taalbeheersing, 38(2), 147-151. https://doi.org/10.5117/TVT2016.2.GLOP
van Kruiningen, J., de Glopper, K., Jansen, C. J. M., & Kramer, F. (2016). Hoofdschudden over spelfouten of werken aan academische geletterdheid. Neerlandistiek: online tijdschrift voor taal- en letterkunde. http://www.neerlandistiek.nl/2016/09/hoofdschudden-over-spelfouten-of-werken-aan-academische-geletterdheid/
Neijt, A., Mantingh, E., Coppen, P.-A., Oosterholt, J., de Glopper, K., & Witte, T. (2016). Manifest voor het schoolvak Nederlands: ‘Bewust geletterd’ als nieuwe koers. Levende Talen Magazine, 103(1), 28-29.
Broekhuis, S., & de Glopper, K. (2016). Plaatsen in de tijd: de invloed van instructie in specifieke genrekenmerken op de planningsactiviteiten van groep 8-leerlingen tijdens het schrijven van een verhaal. Levende Talen Tijdschrift, 17(4), 3-14.
Kam, A., Andeweg, B., & de Glopper, K. (2016). Psychologisch teksteigenaarschap en de verwerking van feedback door schrijfgroepen: een verkenning van het verband. In D. Van De Mierop, L. Buysse, R. Coesemans, & P. Gillaerts (Eds.), De macht van de taal. Taalbeheersingsonderzoek in Nederland en Vlaanderen. (pp. 101-116). Uitgeverij Acco.
Gosen, M. (2016). Prentenboeken en interactiemogelijkheden: Aanknopingspunten om het denken te stimuleren. Nederlands tijdschrift voor logopedie, 7-8, 26-29.
Brouwer, H., Crocker, M., Venhuizen, N., & Hoeks, J. (2017). A neurocomputational model of the N400 and the P600 in semantic processing. Cognitive Science, 41(56), 1318-1352. https://doi.org/10.1111/cogs.12461
Ooms, J. A., Jansen, C. J. M., Hommes, S., & Hoeks, J. C. J. (2017). "Don't Make My Mistake": On the Processing of Narrative Fear Appeals. International Journal of Communication, 11, 4924-4945. Article 11.
Koops van 't Jagt, R., de Winter, A. F., Reijneveld, S. A., Hoeks, J. C. J., & Jansen, C. J. M. (2016). Development of a Communication Intervention for Older Adults With Limited Health Literacy: Photo Stories to Support Doctor-Patient Communication. Journal of Health Communication, 21(sup2), 69-82. https://doi.org/10.1080/10810730.2016.1193918
Ooms, J., Hoeks, J., & Jansen, C. J. M. (2016). Fear appeals in narratieven. In De macht van de taal. Taalbeheersingsonderzoek in Nederland en Vlaanderen (pp. 161-175). Uitgeverij Acco.
Donné, L., Jansen, C. J. M., Huijbers, P., & Hoeks, J. (2016). Interpersoonlijke communicatie over gezondheidsthema’s: Een verkennend onderzoek. In De macht van de taal. Taalbeheersingsonderzoek in Nederland en Vlaanderen (pp. 11-25). Uitgeverij Acco.
Donné, L., Jansen, C. J. M., Huijbers, P., & Hoeks, J. (2016). ‘Mijn kinderen luisteren toch niet’: Een verkennend onderzoek omtrent praten over gezondheidsthema’s. In D. Van De Mieroop, L. Buysse, R. Coesemans, & P. Gillaerts (Eds.), De macht van de taal: Taalbeheersingsonderzoek in Nederland en Vlaanderen (pp. 11-25). Uitgeverij Acco.
Donné, L., Hoeks, J., & Jansen, C. J. M. (2016). Talking about health messages: The relationship between perceived complexity, processing time, and conversational intentions. Dutch Journal of Applied Linguistics, 5(2), 126–144. https://doi.org/10.1075/dujal.5.2.02don
Stec, K., Huiskes, M., & Redeker, G. (2016). Multimodal quotation: Role shift practices in spoken narratives. Journal of Pragmatics, 104, 1-17. https://doi.org/10.1016/j.pragma.2016.07.008
Seuren, L., Huiskes, M., & Koole, T. (2016). Remembering and understanding with oh-prefaced yes/no declaratives in Dutch. Journal of Pragmatics, 104, 180-192. https://doi.org/10.1016/j.pragma.2016.02.006
Jager, M., Huiskes, M., Metselaar, J., Knorth, E. J., De Winter, A. F., & Reijneveld, S. A. (2016). Therapists' continuations following I don't know-responses of adolescents in psychotherapy. Patient Education and Counseling, 99(11), 1778-1784. Article 4. https://doi.org/10.1016/j.pec.2016.05.016
Penn, C., Koole, T., & Natrass, R. (2017). When seconds count: A study of communication variables in the opening segment of emergency calls. International journal of health psychology, 22(10), 1256-1264. https://doi.org/10.1177/1359105315625357
Schep, H. H., Koole, T., & Noordegraaf, M. (2016). Getting, receiving and holding attention: How adolescents’ telling initiatives work out in interaction with professional parents in family homes. International Journal of Child and Family Welfare, 17(1/2), 10-26.
Kramer, F. (2017). Writing, Telling and Showing Horsemanship in Rhetoricians’ farce. In P. Butterworth, & K. Normington (Eds.), Medieval Theatre Performance: Actors, Dancers, Automata and their Audiences (pp. 161-178). Boydell & Brewer.
Smedinga, R., Biehl, M., & Kramer, F. (Eds.) (2016). 13th SC@RUG 2016 proceedings 2015-2016. Rijksuniversiteit Groningen.
Kramer, F. (2016). Apollo, Apollo! An Ambiguous Call for Sophistication in Antwerp, 1561. European Medieval Drama, 20(2016).
Kramer, F. (2016, Dec 19). Langzaam schrijven. AOG school of management.
Kramer, F. (2016, Jan 18). Net als weerzin tegen wiskunde. NRC Handelsblad.
Ongena, Y., & Haan, M. (2016). Do interviewer-respondent interactions in CAPI and CATI-interviews show a difference in rapport?. Paper presented at 71st Annual Conference of the American Association for Public Opinion Research, Austin, United States.
Unger, S., & Ongena, Y. (2016). Expanded and non-conforming responses. Paper presented at International Conference on Questionnaire Design, Development, Evaluation, and Testing , Miami, United States.
Ongena, Y., & Unger, S. (2016). Helping respondents to format their answers: a question wording experiment in a telephone survey. Paper presented at International Conference on Questionnaire Design, Development, Evaluation, and Testing , Miami, United States.
Ongena, Y., Haan, M., & Dijkstra, W. (2016). Mulitnational Event History Calendar Interviewing. Paper presented at 3MC International Conference 2016, Chicago, United States.
Ongena, Y., & Haan, M. (2016). Using Interviewer-respondent Interaction Coding as a Manipulation Check on Interviewer Behavior in Persuading CATI Respondents. Survey Practice, 9(2).
You, G., Verheijen, L., Danu, J., Redeker, G., & Mills, G. (2016). Interactional consequences of overt and covert production of chat messages. Paper presented at TABU Dag, Groningen, Netherlands.
Mills, G., & Redeker, G. (2016). Making invisible trouble visible: Self-repair increases abstraction of referring expressions. Paper presented at CogSci 2016 , Philadelphia, Pennsylvania, United States.
Mills, G., & Redeker, G. (2016). Making invisible trouble visible: Self-repair increases abstraction of referring expressions. Abstract from Linking social effects in language processing to social effects in language evolution, Netherlands.
van der Sluis, I., Kloppenburg, L., & Redeker, G. (2016). PAT Workbench: Annotation and Evaluation of Text and Pictures in Multimodal Instructions. Poster session presented at LT for DH: Language Technology Resources and Tools for Digital Humanities, Osaka, Japan.
van der Sluis, I., Kloppenburg, L., & Redeker, G. (2016). PAT Workbench: Annotation and evaluation of text and pictures in multimodal instructions. In Proceedings of the Workshop on Language Technology Resources and Tools for Digital Humanities (LT4DH) at COLING2016 (pp. 131-139)
van der Sluis, I., Leito, S., & Redeker, G. (2016). Text-Picture Relations in Cooking Instructions. In H. Bunt (Ed.), Proceedings of LREC 2016, Tenth International Conference on Language Resources and Evaluation: Proceedings of the Twelfth Joint ISO - ACL SIGSEM Workshop on Interoperable Semantic Annotation (ISA-12) (Vol. 16, pp. 22-27). http://www.lrec-conf.org/proceedings/lrec2016/workshops/LREC2016Workshop-ISA12proceedings.pdf
van Burgsteden, L. M., Harms, P., Redeker, G., & Mills, G. (2016). The role of (self-)repair in semantic coordination. Paper presented at TABU Dag, Groningen, Netherlands.
Stukker, N., Spooren, W., & Steen, G. (2016). Genre in Language, Discourse and Cognition: Introduction to the volume. In Genre in Language, Discourse and Cognition (pp. 1-12). De Gruyter Mouton.
Stukker, N., Spooren, W., & Steen, G. (Eds.) (2016). Genre in Language, Discourse and Cognition. (Applications of Cognitive Linguistics; Vol. 33). De Gruyter Mouton.
Stukker, N. (2016). 'Gisteren gebeurt het': Stilistische variatie van de vrije indirecte gedachte in verhalende genres. In A. Reuneker, R. Boogaart, & S. Lensink (Eds.), Aries netwerk: een constructicon: columns aangeboden aan Arie Verhagen op 30 september 2016 ter gelegenheid van zijn afscheid als hoogleraar Nederlandse Taalkunde aan de Universiteit Leiden (pp. 91-93).
Stukker, N. (2016). The expressive potential of the Dutch Simple Present tense across narrative genres. In N. Stukker, W. Spooren, & G. Steen (Eds.), Genre in Language, Discourse and Cognition (pp. 75-106). (Applications of cognitive linguistics; Vol. 33). De Gruyter Mouton.

2015

Galbraith, D., & Baaijen, V. M. (2015). Conflict in writing: Actions and objects. In G. Cislaru (Ed.), Writing(s) at the crossroads: the process/product interface John Benjamins Publishers.
de Glopper, K., van Kruiningen, J., & Jansen, C. (2015). Academische geletterdheid van studenten in het hoger onderwijs. Tijdschrift voor taalbeheersing, 37(2), 117-125. https://doi.org/10.5117/TVT2015.2.GLOP
de Glopper, K., van Kruiningen, J., & Jansen, C. (Eds.) (2015). Academische geletterdheid van studenten in het hoger onderwijs: Themanummer . Tijdschrift voor taalbeheersing, 37(2), 117-239.
Linthorst, R., & de Glopper, K. (2015). De didactiek van begrijpend lezen in het voortgezet onderwijs: lesobservaties bij Nederlands en zaakvakken. Pedagogische Studiën, 92(2), 150-166.
de Glopper, K., & van Kruiningen, J. (2015). Gesignaleerd: Bart van der Leeuw & Theun Meestringa (2014): Genres in schoolvakken: Taalgerichte didactiek in het voortgezet onderwijs. Levende Talen Tijdschrift, 16(2), 49-54.
Gosen, M., Berenst, J., & de Glopper, K. (2015). Problem-solving during shared reading at kindergarten. Classroom Discourse, 6(3), 175-197. https://doi.org/10.1080/19463014.2014.991339
Gosen, M., Berenst, J., & de Glopper, C. (2015). Shared reading at kindergarten: Understanding book content through participation. Pragmatics and Society , 6(3), 367-397. https://doi.org/10.1075/ps.6.3.03gos
Gosen, M. (2015). Prentenboeken en interactiemogelijkheden. Aanknopingspunten om het denken te stimuleren. Tijdschrift Taal, 9(6), 31-35.
Gosen, M. (2015). Teachers’ orientation to kindergartners’ different interactional competences. Telling personal experiences during shared readings of picture books. Novitas-ROYAL, 9(2), 138-156. http://www.novitasroyal.org/archives/vol-9-issue-2
Koops van 't Jagt, R., Hoeks, J. C. J., Jansen, C. J. M., de Winter, A. F., & Reijneveld, S. A. (2016). Comprehensibility of Health-Related Documents for Older Adults with Different Levels of Health Literacy: A Systematic Review. Journal of Health Communication, 21(2), 159-177. https://doi.org/10.1080/10810730.2015.1049306
Ooms, J., Jansen, C., & Hoeks, J. (2015). The EPPM put to the test: Evaluating four basic propositions. Dutch Journal of Applied Linguistics, 4(2), 241-256. https://doi.org/10.1075/dujal.4.2.07oom
Dimitrova, D. V., Stowe, L. A., & Hoeks, J. C. J. (2015). When Correction Turns Positive: Processing Corrective Prosody in Dutch. PLoS ONE, 10(5), Article e0126299. https://doi.org/10.1371/journal.pone.0126299
Jager, M., De Winter, A. F., Metselaar, J., Knorth, E. J., Reijneveld, S. A., & Huiskes, M. (2015). Compliments and accounts: Positive evaluation of reported behavior in psychotherapy for adolescents. Language in Society, 44(5), 653-677. Article 3. https://doi.org/10.1017/S0047404515000615
Seuren, L., Huiskes, M., & Koole, T. (2015). Epistemics and the functions of declarative questions in Dutch talk-in-interaction. In M. Boogaard, B. van den Bogaerde, S. Bachinni, M. Crucic, N. de Jong, E. le Pichon, & L. Rasier (Eds.), Artikelen van de 8e Anéla Conferentie Toegepaste Taalwetenschap 2015 (pp. 59-78). Eburon.
Stec, K., Huiskes, M., & Redeker, G. (2015). Multimodal analysis of quotation in oral narratives. Open Linguistics, 1(1), 531-554. https://doi.org/10.1515/opli-2015-0018
Jager, M., de Winter, A., Metselaar, J., Knorth, E. J., Reijneveld, S. A., & Huiskes, M. (2015). Positieve evaluatie van gedrag in dialectische gedragstherapie: Een inkijk in de behandeling van adolescenten met zelfdestructief gedrag. Paper presented at Anéla 2015 Conferentie Toegepaste Taalwetenschap, Egmond aan Zee, Netherlands.
Groenewold, R., Bastiaanse, R., Nickels, L., Wieling, M., & Huiskes, M. (2015). The differential effects of direct and indirect speech on discourse comprehension in Dutch and English listeners with and without aphasia. Aphasiology, 29(6), 685-704. https://doi.org/10.1080/02687038.2014.977217
Wessels, T. M., Koole, T., & Penn, C. (2015). “And then you can decide”: Antenatal fetal diagnosis decision-making in South Africa. Health Expectations, 18(6), 3313-3324. https://doi.org/10.1111/hex.12322
Koole, T. (2015). Classroom Interaction. In K. Tracy (Ed.), International Encyclopedia of Language and Social Interaction Wiley-Blackwell. https://doi.org/10.1002/9781118611463.wbielsi092
Koole, T. (2015). Emotion Display. In J. Verschueren, & J.-O. Östman (Eds.), IPrA Handbook of Pragmatics John Benjamins Publishers. https://doi.org/10.1075/hop.19.emo1
Nell, L., Lentz, L., Pander Maat, H., & Koole, T. (2015). Pension helpdesk calls: A repair mechanism in the client communication of financial institutions. Studies in Communication Sciences, 15, 103-110. https://doi.org/10.1016/j.scoms.2015.02.002
Koole, T. (2015). The Interaction Tool. Dutch Journal of Applied Linguistics, 4(1), 86-100. https://doi.org/10.1075/dujal.4.1.08koo
Smedinga, R., Biehl, M., & Kramer, F. (Eds.) (2015). 12th SC@RUG 2015 proceedings: Student Colloquium 2014-2015. Rijksuniversiteit Groningen. Universiteitsbibliotheek.
van Kruiningen, J., & Kramer, F. (2015). Moeilijker, langer, serieuzer: Reflecties van eerstejaarsstudenten over schrijven in een academische setting. Tijdschrift voor taalbeheersing, 37(2), 187-216.
Jacobi, J., de Rechteren, A., Mills, G., & Redeker, G. (2015). Dutch-speaking children’s co-ordination skills in dialogue. Abstract from 36th TABU, Netherlands.
Engbrenghof, M., Mills, G., & Redeker, G. (2015). Manipulating evidence of grounding in a collaborative communication game. Abstract from TABU 2016, Groningen, Netherlands.
Stukker, N. (2015). Paulien Cornelisse voor gevorderden: Bespreking van: Ronny Boogaart (2015). Een sprinter is een stoptrein zonder WC. De sturende kracht van taal. . Tijdschrift voor taalbeheersing, 23(3).

2014

Baaijen, V. M., Galbraith, D., & de Glopper, C. (2014). Effects of beliefs and planning on writing performance. Learning and Instruction, (33), 81-91. https://doi.org/10.1016/j.learninstruc.2014.04.001
Baaijen, V. M. (2014). Leren door schrijven ontrafeld. Tekst[blad], 2, 6-10.
Haan, M., Ongena, Y., & de Glopper, C. (2014). A Humanized Mode, Mode Comparisons and Mode Choice in the European Social Survey. Abstract from 69th Annual Conference of the American Association for Public Opinion Research (AAPOR), Anaheim, CA, United States.
de Glopper, C., van Kruiningen, J., & Hemmen, N. (2014). Context in Writing Process Research: An exploratory analysis of context characteristics in writing process research in educational and workplace settings. In D. Knorr, C. Heine, & J. Engberg (Eds.), Methods in Writing Process Research. (pp. 15-39). (Textproduktion und Medium; Vol. 13). Peter Lang.
de Glopper, C. M., & van Kruiningen, J. F. (2014). Context in Writing Process Research: An exploratory analysis of context characteristics in writing process research in educational and workplace settings. Poster session presented at COWR (Conference on Writing Research) of the EARLI (European Associtation for Research on Learning and Instruction), 27-29 August 2014, Amsterdam, Netherlands.
Linthorst, R., & de Glopper, C. (2014). De invulling van het begrijpend leesonderwijs. Dag van Taal, Kunsten en Cultuur, Groningen, Netherlands.
de Glopper, C. (2014). Diagnostic testing of reading and writing skill: knowing chalk from cheese. Paper presented at Discourse op dinsdag, Netherlands.
Prenger, J., & de Glopper, C. (2014). Effecten van schrijven om te leren bij Nederlands, geschiedenis en science. Levende Talen Tijdschrift, 15(2), 27-36.
de Glopper, C., & Willemsen, A. (2014). Kunnen gesloten toetsen bijdragen aan de toetsing van schrijfvaardigheid? Levende Talen Tijdschrift, 15(1), 31-38.
de Glopper, C. (2014). Leesgesprekken onderzocht. Paper presented at Studiemiddag Leesgesprekken, Netherlands.
Ćurčić, M., Boychev, G., de Glopper, C., & van Kruiningen, J. F. (2014). Patchwriting. Tekst[blad], (03), 20-23.
Ćurčić, M., Boychev, G., de Glopper, C., & van Kruiningen, J. (2014). 'Patchwriting': knippen en plakken als overgangsstadium op weg naar professioneel academisch schrijven?. Paper presented at Expertmeeting NACV (Netwerk Academische Communicatieve Vaardigheden), 24 01 2014, Nijmegen, Netherlands.
de Glopper, C., & Prenger, J. (2014). Schrijfmeters maken: Het beoordelen van leerlingteksten. MeerTaal, 1(2), 28-29.
Prenger, J., & de Glopper, C. (2014). Schrijven om te leren bij Nederlands, geschiedenis en science. Paper presented at Onderwijs Researchdagen 2014, Groningen, Netherlands.
Hoeks, J., & Brouwer, H. (2014). Electrophysiological research on conversation and discourse processing. In T. Holtgraves (Ed.), Oxford University Handbook of Language and Social Cognition (pp. 365-386). Oxford University Press.
Koops van 't Jagt, R., Hoeks, J., Dorleijn, G., & Hendriks, P. (2014). Look before you leap: How enjambment affects the processing of poetry. Scientific Study of Literature, 4(1), 3-24. https://doi.org/10.1075/ssol.4.1.01jag
Hendriks, P., Koster, C., & Hoeks, J. C. J. (2014). Referential choice across the lifespan: why children and elderly adults produce ambiguous pronouns. Language, Cognition and Neuroscience, 29(4), 391-407. https://doi.org/10.1080/01690965.2013.766356
Hendriks, P., Hoeks, J. C. J., & Spenader, J. (2014). Reflexive choice in Dutch and German. The Journal of Comparative Germanic Linguistics, 17(3), 229-252. https://doi.org/10.1007/s10828-014-9070-x
Stec, K., & Huiskes, M. (2014). Co-constructing referential space in multimodal narratives. Cognitive Semiotics, 7(1), 31-59. https://doi.org/10.1515/cogsem-2014-0003
Jager, M., de Winter, A. F., Metselaar, J., Knorth, E. J., Reijneveld, S. A., & Huiskes, M. (2014). Evaluating positive behavior as an interactional strategy to address therapeutic goals: A conversational analysis. Paper presented at EACH International Conference on Communication in Healthcare, Amsterdam, Netherlands.
Groenewold, R., Bastiaanse, R., Nickels, L., & Huiskes, M. (2014). Perceived liveliness and speech comprehensibility in aphasia: the effects of direct speech in auditory narratives. International Journal of Language & Communication Disorders, 49(4), 486-497. https://doi.org/10.1111/1460-6984.12080
Jager, M., de Winter, A. F., Metselaar, J., Knorth, E. J., Reijneveld, S. A., & Huiskes, M. (2014). Positieve evaluatie van gedrag in dialectische gedragstherapie [Positive evaluation of behaviour in dialectical behaviour therapy]. Paper presented at 13de Congres van de Vereniging Interuniversitair Overleg Taalbeheersing (VIOT), 'De macht van de taal / De taal van de macht' , Leuven, Belgium. http://www.arts.kuleuven.be/ling/viot2014
Huiskes, M. (2014). Positive evaluation of reported behaviour as an interactional practice in dialectical behavior therapy for adolescents with severe emotional distress: A conversation analysis. Poster session presented at EUSARF 2014 'Making a difference', Copenhagen, Denmark.
Groenewold, R., Bastiaanse, R., Nickels, L., Wieling, M., & Huiskes, M. (2014). The effects of direct and indirect speech on discourse comprehension in Dutch listeners with and without aphasia. Aphasiology, 28(7), 862-884. https://doi.org/10.1080/02687038.2014.902916
Groenewold, R., Bastiaanse, Y., Nickels, L., Wieling, M., & Huiskes, M. (2014). The effects of direct and indirect speech on English discourse comprehension in aphasia. Stem-, spraak- en taalpathologie, 10(S01), 120-122.
de Widt, C., Koole, T., & van Berkum, J. (2014). Emotionele 112-gesprekken: emoties, reacties en effecten. Tijdschrift voor taalbeheersing, 36(3), 267-291. https://doi.org/10.5117/TVT2014.3.WIDT
Koole, T. (2014). Interactie als gereedschap. Rijksuniversiteit Groningen. http://www.rug.nl/staff/tom.koole/oratiekoole-6mei2014.pdf
Koole, T., & Elbers, E. (2014). Responsiveness in teacher explanations: A conversation analytical perspective on scaffolding. Linguistics and Education, 26, 57-69. https://doi.org/10.1016/j.linged.2014.02.001
Koole, T., & Mak, P. (2014). Using Conversation Analysis to Improve an Augmented Communication Tool. Research on Language and Social Interaction, 47(3), 280-291. https://doi.org/10.1080/08351813.2014.925665
Smedinga, R., Biehl, M., & Kramer, F. (Eds.) (2014). 11th SC@RUG 2014 proceedings: Student Colloquium 2013-2014. Rijksuniversiteit Groningen. Universiteitsbibliotheek.
Montoya, L., Junger, M., & Ongena, Y. (2016). The relation between residential property and its surroundings and day- and night-time residential burglary. Environment and Behavior, 09(2014), 516-549. https://doi.org/10.1177/0013916514551047
Ongena, Y., & Haan, M. (2014). Interviewer’s Arguments to Persuade Potential CATI Respondents. Poster session presented at 69th Annual Conference of the American Association for Public Opinion Research (AAPOR), Anaheim, CA, United States.
Dijkstra, W., Ongena, Y., & Loosveldt, G. (2014). Onderzoek doen met vragenlijsten: Een praktische handleiding. VU University Press. http://www.onderzoekmetvragenlijsten.nl
Haan, M., Ongena, Y. P., & Aarts, K. (2014). Reaching hard-to-survey populations: Mode choice and mode preference. Journal of Official Statistics, 30(2), 355–379. https://doi.org/10.2478/jos-2014-0021
Haan, M., & Ongena, Y. (2014). Tailored and targeted designs for hard-to-survey populations. In R. Tourangeau, B. Edwards, T. P. Johnson, K. M. Wolter, & N. Bates (Eds.), Hard-to-survey populations (pp. 555-574). Cambridge University Press. http://www.cambridge.org/nl/academic/subjects/psychology/psychology-research-methods-and-statistics/hard-survey-populations?format=PB
Haan, M., Ongena, Y., & Aarts, K. (2014). The Effects of Mixed-Mode Approach Techniques and Mode Choice on Response Rates of Hard-to-Survey Populations: An Experiment in the European Social Survey. In C. W. A. M. Aarts, & M. Wittenberg (Eds.), Stabiliteit en Verandering in Europa: Proceedings vierde Nederlandse Workshop European Social Survey. (pp. 150-154). Pallas/Amsterdam University Press..
Wegkamp, A., Ongena, Y., & Haan, M. (2014). The Influence of Interviewer Presence and Survey Mode on Question Sensitivity: Results From a Fake Good/Fake Bad Experiment. Abstract from VI European Congress of Methodology, Utrecht, Netherlands.
Ongena, Y., & Haan, M. (2014). Using Sequence Viewer to Analyze Verbal and Non-Verbal Behavior in Survey Interviews. Abstract from AWIA Symposium, Utrecht, Netherlands.
Redeker, G., & van der Vliet, N. (2014). Explicit and implicit coherence relations in Dutch texts. In H. Gruber, & G. Redeker (Eds.), The pragmatics of discourse coherence: Theory and applications (pp. 23-52). (Pragmatics & Beyond New Series; Vol. 254). John Benjamins Publishers.
Leito, S., van der Sluis, I., & Redeker, G. (2014). Het gebruik van tekst en beeld in kookinstructies. Poster session presented at Anéla/VIOT Juniorendag 2014, Leiden, Netherlands.
Redeker, G., & Gruber, H. (2014). Introduction. In H. Gruber, & G. Redeker (Eds.), The pragmatics of discourse coherence: Theory and applications (pp. 1-20). (Pragmatics & Beyond New Series; Vol. 254). John Benjamins Publishers.
Redeker, G., & Gruber, H. (Eds.) (2014). The pragmatics of discourse coherence: Theory and applications. (Pragmatics & Beyond New Series; Vol. 254). John Benjamins Publishers.
Jansen, F., & Stukker, N. (2014). A drift towards direct structures in Dutch direct mail sales letters. Text & Talk, 34(5), 549-590.
Stukker, N., & Sanders, T. (2014). Subjectivity and prototype structure in causal connective use across discourse contexts. In Nonveridicality and evaluation: Theoretical, computational and corpus approaches (pp. 153-187). Brill.

2013

Baaijen, V. M. (2013). Bespreking van: Mariëtte Hoogeveen (2012): Writing with peer response using genre knowledge. A classroom intervention. - Dissertatie Universiteit Twente. Tijdschrift voor taalbeheersing, 35(3), 277-281. https://doi.org/10.5117/TVT2013.3.BAAI
Deunk, M., Berenst, J., & de Glopper, C. (2013). Home-school book sharing comes in many forms: A microanalysis of teacher-child interaction during the activity of borrowing a school book. Journal of Early Childhood Literacy, 13(2), 242-270. https://doi.org/10.1177/1468798411430103
de Glopper, C., & Noord, L. (2013). Met coole groeten. Didactief, 43(1-2), 48-49.
Prenger, J., & de Glopper, C. M. (2013). Schrijven om te leren. s.n.
Gosen, M. N., Berenst, J., & de Glopper, K. (2013). The interactional structure of explanations during shared reading at kindergarten. International Journal of Educational Research, 62, 62-74. https://doi.org/10.1016/j.ijer.2013.06.006
Gosen, M. N. (2013). Actief meedenken tijdens interactief voorlezen. MeerTaal, 1(1), 10-13.
Brouwer, H., & Hoeks, J. C. J. (2013). A time and place for language comprehension: mapping the N400 and the P600 to a minimal cortical network. Frontiers in Human Neuroscience, 7, Article 758. https://doi.org/10.3389/fnhum.2013.00758
Taylor, R. C., Stowe, L. A., Redeker, G., & Hoeks, J. C. J. (2013). Comprehension of marked pronouns in Spanish and English: Object anaphors cross-linguistically. Quarterly Journal of Experimental Psychology, 66(10), 2039-2059. https://doi.org/10.1080/17470218.2013.773356
Donkers, J., Hoeks, J. C. J., & Stowe, L. A. (2013). D-linking or set-restriction? Processing Which-questions in Dutch. Language and Cognitive Processes, 28(1-2), 9-28. https://doi.org/10.1080/01690965.2011.566343
Yurchenko, A., den Ouden, D.-B., Hoeksema, J., Dragoy, O., Hoeks, J. C. J., & Stowe, L. A. (2013). Processing polarity: ERP evidence for differences between positive and negative polarity. Neuropsychologia, 51(1), 132-141. https://doi.org/10.1016/j.neuropsychologia.2012.10.028
Hoeks, J. C. J., Stowe, L. A., Hendriks, P., & Brouwer, H. (2013). Questions Left Unanswered: How the Brain Responds to Missing Information. PLoS ONE, 8(10), Article e73594. https://doi.org/10.1371/journal.pone.0073594
Groenewold, R., Bastiaanse, R., & Huiskes, M. (2013). Direct speech constructions in aphasic Dutch narratives. Aphasiology, 27(5), 546-567. https://doi.org/10.1080/02687038.2012.742484
Haan, M., Ongena, Y., & Huiskes, M. (2013). Interviewers' question rewording: not always a bad thing. In Interviewers' deviations in surveys: Impact, reasons, detection and prevention (pp. 173-194). (Schriften zur Empirischen Wirtschaftsforschung; Vol. 22). P.I.E. - Peter Lang. http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=67593&cid=527
Groenewold, R., Bastiaanse, Y., Nickels, L., & Huiskes, M. (2013). The effects of (in)direct speech on aphasic discourse comprehension.. 120. Abstract from Science of Aphasia conference 13, Groningen, Netherlands.
Koole, T. (2013). De kennisprocedure vraag: de IRF-sequentie opnieuw bekeken. In Von Eisbergen und ihren Spitzen: Spuren eines wissenschaftlichen Werdegangs : Festschrift für Wolfgang Herrlitz (pp. 71-75). Waxmann Verlag.
Koole, T., Verberg, N., & de Widt, C. (2013). Omgaan met de onervaren beller: de opening van 112-gesprekken. In R. Boogaart, & H. Janssen (Eds.), Studies in taalbeheersing 4 (pp. 223-232). Koninklijke Van Gorcum.
Smedinga, R., & Kramer, F. (Eds.) (2013). 10th SC@RUG 2013 proceedings: Student Colloquium 2012-2013. Rijksuniversiteit Groningen. Universiteitsbibliotheek.
Kramer, F. (2013). Anke van Herk, Fabels van liefde. Het mythologisch-amoureuze toneel van de rederijkers (1475-1621). BMGN - Low Countries Historical Review, 128(3), Article review 60. https://doi.org/10.18352/bmgn-lchr.8557
van der Vliet, N., Bouma, G., & Redeker, G. (2013). The automatic identification of discourse units in Dutch text. 411-421. Paper presented at Nordic Conference of Computational Linguistics , Oslo, Norway. http://www.ep.liu.se/ecp/article.asp?issue=085&volume=&article=037
Englert, C., & Engbersen, A. (2013). Age and language use. In J.-O. Östman, & J. Verschueren (Eds.), Handbook of Pragmatics: 2013 Installment (Vol. 17, pp. 1). John Benjamins Publishers.
Pulles, D. M., & Berenst, J. (2013). Nieuwe leesdidactiek voor slechthorende en dove kinderen. s.n.

2012

Baaijen, V. M., Galbraith, D., & de Glopper, C. (2012). Explaining knowledge change through writing. In Learning to write effectively: Current trends in European research (pp. 150-154). Emerald Group Publishing Limited.
Baaijen, V. M., Galbraith, D., & de Glopper, C. M. (2012). Keystroke Analysis: Reflections on Procedures and Measures. Written Communication, 29(3), 246 - 277. https://doi.org/10.1177/0741088312451108
Baaijen, V. M. (2012). The development of understanding through writing. [Thesis fully internal (DIV), University of Groningen]. s.n.
Galbraith, D., Baaijen, V. M., Torrance, M., & Smith-Spark, J. (2012). The effects of dyslexia on the writing processes of students in higher education. In Learning to write effectively: Current trends in European Reseach (pp. 167-171). Emerald Group Publishing Limited.
van der Schaaf, N. T., Berenst, J., Doornenbal, J., & de Glopper, C. M. (2012). Communicatieve activiteiten in de buitenschoolse opvang: een veldverkenning. Pedagogiek, 32(3), 217 - 233.
de Glopper, C. M., Duursma, E., & Lantinga, R. (2012). Expert of medelezer? Effecten op interactie van twee voorleesstijlen tijdens tutorlezen. In K. de Glopper, M. Gosen, & J. van Kruiningen (Eds.), Gesprekken in het onderwijs. Bijdragen over onderzoek naar interactie en leren voor Jan Berenst. (pp. 73 - 96). Eburon.
de Glopper, C. M., Gosen, M. N., & van Kruiningen, J. F. (Eds.) (2012). Gesprekken in het onderwijs: Bijdragen over onderzoek naar interactie en leren voor Jan Berenst. Eburon.
de Glopper, C. M., & Hof, M. (2012). Leren in interactie en leren van interactie: Itie van den Berg aan het woord. In K. de Glopper, M. Gosen, & J. van Kruiningen (Eds.), Gesprekken in het onderwijs. Bijdragen over onderzoek naar interactie en leren voor Jan Berenst. (pp. 241-262). Eburon.
Gosen, M. N. (2012). Over de grenzen van de voorleessessie. Een analyse van kennisontwikkeling in opeenvolgende voorleesinteracties. In K. de Glopper, M. Gosen, & J. van Kruiningen (Eds.), Gesprekken in het onderwijs. Bijdragen over onderzoek naar interactie en leren voor Jan Berenst. (pp. 97 - 124). Eburon.
Gosen, M. N. (2012). Tracing learning in interaction: an analysis of shared reading of picture books at kindergarten. [Thesis fully internal (DIV), University of Groningen]. s.n.
Brouwer, H., Fitz, H., & Hoeks, J. (2012). Getting real about Semantic Illusions: Rethinking the functional role of the P600 in language comprehension. Brain Research, 1446, 127-143. https://doi.org/10.1016/j.brainres.2012.01.055
van den Akker, S., Hoeks, J. C. J., Spenader, J., & Hendriks, P. (2012). Is the Dutch Delay of Principle B Effect dependent on verb type? In S. Aalberse, & M. Elenbaas (Eds.), Linguistics in the Netherlands 2012 (pp. 1 - 14). John Benjamins Publishers.
Dimitrova, D. V., Stowe, L. A., Redeker, G., & Hoeks, J. C. J. (2012). Less is not more: Neural responses to missing and superfluous accents in context. Journal of Cognitive Neuroscience, 24(12), 2400-2418. https://doi.org/10.1162/jocn_a_00302
Hendriks, P., Koops van 't Jagt, R., & Hoeks, J. C. J. (2012). Restricting quantifier scope in Dutch: Evidence from child language comprehension and production. In B. Stolterfoht, & S. Featherston (Eds.), Empirical approaches to linguistic theory: Studies of meaning and structure (pp. 147-168). (Studies in Generative Grammar). De Gruyter Mouton.
Groenewold, R., Bastiaanse, Y. R. M., & Huiskes, M. (2012). Kom op! Brek 'm de poaten! Directe rede bij afasie. Logopedie en Foniatrie, 6, 184 - 190.
Cornelis, L., & Huiskes, M. (2012). Take your turn in writing. E-Organisations and People, 19(1), 33 - 39.
Groenewold, R., Bastiaanse, Y., & Huiskes, M. (2012). The effect of direct speech on liveliness and comprehensibility in individuals with and without aphasia.. 50. Paper presented at Science of Aphasia conference 13, Groningen, Netherlands.
Koole, T. (2012). Bespreking van Myrte Gosen "Tracing learning interaction : an analysis of shared reading of picture books at kindergarten. Tijdschrift voor taalbeheersing, 3, 258-260.
Koole, T. (2012). conversation analysis and education. In The encyclopedia of applied linguistics (pp. 977-982). Wiley-Blackwell. http://onlinelibrary.wiley.com/book/10.1002/9781405198431
Koole, T. (2012). Teacher Evaluations: Assessing 'Knowing',' 'Understanding',' and 'Doing'. In G. Rasmussen, C. E. Brouwer, & D. Day (Eds.), Evaluating Cognitive Competences in Interaction (pp. 43-66). John Benjamins Publishers. http://search.ebscohost.com.proxy-ub.rug.nl/login.aspx?direct=true&db=mzh&AN=2013931185&site=ehost-live&scope=site
Koole, T. (2012). The epistemics of student problems: Explaining mathematics in a multi-lingual class. Journal of Pragmatics, 44(13), 1902-1916. https://doi.org/10.1016/j.pragma.2012.08.006
Koole, T. (2012). Werk in uitvoering: Jan Berenst onverdroten voort. In Gesprekken in het onderwijs: bijdragen over onderzoek naar interactie en leren voor Jan Berenst (pp. 1-15). Eburon.
Smedinga, R., Biehl, M., & Kramer, F. (Eds.) (2012). 9th SC@RUG 2012 proceedings: Student Colloquium 2011-2012. Rijksuniversiteit Groningen. Universiteitsbibliotheek.
Kramer, F. (2012). Exhibitionistische emotie hadden we vroeger ook al. NRC Handelsblad, Opinie.
Kramer, F. (2012). Lost in translation. Over Bas Jongenelen & Ben Parsons, Comic Drama in the Low Countries, c.1450-1560: A Critical Anthology. Spiegel der Letteren, 54(4), 509-511.
Kramer, F. (2012). Nederlands leer je eerder dan op een hogeschool. NRC Handelsblad, Opinie.
Kramer, F. (2012). Sixteenth-century Netherlandish farce and the disparagement of laughter. Codes of Humour, 3(2), 9-22.
Kramer, F. (2012). 'Urenlang tot zweten toe met opzeggen bezig': Het geheim van Petrus Francius (1645-1704). In Z. von Martels, & R. Regtuit (Eds.), Geheimen van de retorica: Tien Groninger opstellen opgedragen aan Sjef Kemper (pp. 79-107). Uitgeverij Damon.
Schober, M. F., Conrad, F. G., Dijkstra, W., & Ongena, Y. P. (2012). Disfluencies and gaze aversion in unreliable responses to survey questions. Journal of Official Statistics, 28(4), 555-582.
Benitez Baena, I., Padilla Garcia, J. L., & Ongena, Y. (2012). Evaluation of the convergence between "self-reporters" and "proxies" in a disability questionnaire by means of behaviour coding method. Quality and Quantity, 46(4), 1311-1322. https://doi.org/10.1007/s11135-011-9443-z
Berzlánovich, I., & Redeker, G. (2012). Coherence structure and lexical cohesion in expository and persuasive texts. In A. Benz, M. Stede, & P. Kühnlein (Eds.), Constraints in Discourse 3: Representing and inferring discourse structure (pp. 137 - 163). John Benjamins Publishers.
Berzlánovich, I., & Redeker, G. (2012). Genre-dependent interaction of coherence and lexical cohesion in written discourse. Corpus Linguistics and Linguistic Theory, 8(1), 183-208. https://doi.org/10.1515/cllt-2012-0008
Redeker, G., Berzlánovich, I., van der Vliet, N. H., Bouma, G., & Egg, M. (2012). Multi-Layer Discourse Annotation of a Dutch Text Corpus. In N. Calzolari, K. Choukri, T. Declerck, M. U. Doğan, B. Maegaard, J. Mariani, J. Odijk, & S. Piperidis (Eds.), Proceedings of LREC 2012 (pp. 2820 - 2825). European Language Resources Association (ELRA).
van der Sluis, I., Luz, S., Breitfuss, W., Ishizuka, M., & Prendinger, H. (2012). Cross-cultural assessment of automatically generated multimodal referring expressions in a virtual world. International journal of human-Computer studies, 70(9), 611-629. https://doi.org/10.1016/j.ijhcs.2012.05.002
van Deemter, K., Gatt, A., van der Sluis, I., & Power, R. (2012). Generation of Referring Expressions: Evaluating some Classic Algorithms. Cognitive Science, 36(5), 799-836. https://doi.org/10.1111/j.1551-6709.2011.01205.x
Sanders, T., & Stukker, N. (2012). Causal connectives in discourse: A cross-linguistic perspective. Journal of Pragmatics, 44(2), 131-137. https://doi.org/10.1016/j.pragma.2011.12.007
Fagel, S., Stukker, N., & van Andel, L. (2012). Hoe telbaar is stijl? Een kwantitatieve analyse van observatie en participatie in de stijl van Arnon Grunberg. Nederlandse Letterkunde, 17(3), 178-203.
Stukker, N., & Sanders, T. (2012). Subjectivity and prototype structure in causal connectives: a cross-linguistic perspective. Journal of Pragmatics, 44(2), 169-190. https://doi.org/10.1016/j.pragma.2011.06.011

2011

van der Schaaf, N. T., Vrij, M., Berenst, J., Doornenbal, J., & de Glopper, C. M. (2011). De interactie tussen leiding en kinderen en tussen kinderen onderling in twee verschillende typen buitenschoolse opvang. Toegepaste Taalwetenschap in Artikelen, 84/85(1/2), 135 - 144.
Andringa, S., de Glopper, C. M., & Hacquebord, H. (2011). Effect of Explicit and Implicit Instruction on Free Written Response Task Performance. Language Learning, 61(3), 868-903. https://doi.org/10.1111/j.1467-9922.2010.00623.x
Schoonen, R., van Gelderen, A., Stoel, R. D., Hulstijn, J., & de Glopper, C. (2011). Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students. Language Learning, 61(1), 31-79. https://doi.org/10.1111/j.1467-9922.2010.00590.x
de Glopper, C. M., & van den Geest, W. (2011). Rekenen op groep nul? Taal Lezen primair, 1, 16 - 18.
Hendriks, P., Banga, A., van Rij, J., Cannizzaro, C. L., & Hoeks, J. C. J. (2011). Adult's comprehension of object pronouns in discourse: An eye-tracking study. In A. Grimm, A. Müller, C. Hamann, & E. Ruigendijk (Eds.), Production-Comprehension Asymmetries in Child Language (pp. 193-216). (Studies on language aquisition; Vol. 43). De Gruyter Mouton.
Greaves-Lord, K., van Lang, N., Bol, G. W., Stowe, L. A., & Hoeks, J. C. J. (2011). Ambiguïteitverwerking en centrale coherentie bij kinderen met Autisme Spectrum Stoornissen. Een verkennend onderzoek. Wetenschappelijk Tijdschrift Autisme, 10(3), 80 - 88.
Koster, C., Hoeks, J. C. J., & Hendriks, P. (2011). Comprehension and production of subject pronouns in child Dutch. In A. Grimm, A. Muller, C. Hamann, & E. Ruigendijk (Eds.), Production-Comprehension Asymmetries in Child Language (pp. 99-122). (Studies in Language Acquisition; No. 43). De Gruyter Mouton.
Brandenburg, D., Hoeks, J. C. J., & Gilbers, D. G. (2011). Het hyperspace-effect verdwijnt bij keuzebeperking. TABU, 39(3/4), 149 - 159.
Hoeks, J. C. J., & Hendriks, P. (2011). Optimality Theory and human sentence processing: Towards a cross-modular analysis of coordination. Journal of Cognitive Science, 12(1), 83-128.
Smedinga, R., Biehl, M., & Kramer, F. (Eds.) (2011). 8th SC@RUG 2011 proceedings: Student Colloquium 2010-2011. Rijksuniversiteit Groningen. Universiteitsbibliotheek.
Kramer, F. (2011). Capturing Language and Releasing its Spirit: Sixteenth-Century Innovations in Netherlandish Farce. Zeitschrift für deutsche Philologie, 130, 329-340.
Montoya, L., Ongena, Y., & Junger, M. (2011). The influence of physical property and nearby characteristics on burglary risk. Polizei & Wissenschaft. Unabhängige interdisziplinäre Zeitschrift für Wissenschaft und Polizei, 3, 41-57. http://www.polizeiundwissenschaft-online.de/archiv/#archiv
van der Vliet, N. H., Berzlánovich, I., Bouma, G., Egg, M., & Redeker, G. (2011). Building a Discourse-annotated Dutch Text Corpus. In S. Dipper, & H. Zinsmeister (Eds.), Beyond Semantics (Vol. 3, pp. 157 - 171). (Bochumer Linguistische Arbeitsberichte). Ruhr-Universität Bochum. http://www.linguistics.rub.de/bla/beyondsem2011/bla3_online_proceedings_110301.pdf
van der Vliet, N. H., & Redeker, G. (2011). Complex Sentences as Leaky Units in Discourse Parsing. In Proceedings of Constraints in Discourse 2011, Agay–Saint Raphaël, 13-16 September 2011 (pp. 1 - 9). ALPAGE (INRIA, Centre de Recherche de Paris-Rocquencourt). http://passage.inria.fr/ProcCID2011.zip
van der Sluis, I., & Luz, S. (2011). A Cross-Linguistic Study on the Production of Multimodal Referring Expressions in Dialogue. In Proceedings of the 13th European Workshop on Natural Language Generation (ENLG11) (pp. 53-62).
van der Sluis, I., Mellish, C., & Doherty, G. (2011). Affective Text: Generation Strategies and Emotion Measurement Issues. In Proceedings of the 24th Florida Artificial Intelligence Research Society Conference (FLAIRS-24)
van der Sluis, I., & Luz, S. (2011). Multilingual generation of Referring Expressions, Issues in Translating and Producing Japanese Referring Expressions for Dialogues. Linguistic Issues in Language Technology (LiLT), 5(1), 1 - 42.
van der Sluis, I., & Luz, S. (2011). Production of Demonstratives in Dutch, English and Portuguese dialogues. In Proceedings of the 13th European Workshop on Natural Language Generation (ENLG'11) (pp. 181-186). Association for Computational Linguistics (ACL).
Stukker, N. (2011). Causality marking and viewpoint effects in literary fiction and in newspaper genres: Linguistic ‘style’ mechanisms across discourse types. In Proceedings of ‘Stylistics Across Discipline' Leiden University.
Berenst, J., & Pulles, M. (2011). Voortgangsverslag onderwijsbewijs 2010-2011: Nieuwe leesdidactiek voor dove en slechthorende kinderen. Etoc/ Guyot-Effatha.

2010

Baaijen, V. M., Galbraith, D., & de Glopper, C. M. (2010). Writing: the Process of Discovery. In S. Ohlsson, & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitieve Science Society (pp. 1774-1779). Cognitive Science Society.
Deunk, M. I., Berenst, J., & de Glopper, C. M. (2010). "Miss! I'm done!" Finishing craft assignments as a Situated Activity System in preschool. Linguistics and Education, 21(2), 101 - 117. https://doi.org/10.1016/j.linged.2010.04.002
Dimitrova, D. V., Stowe, L. A., Redeker, G., & Hoeks, J. C. J. (2010). ERP correlates of focus accentuation in Dutch. In Speech Prosody 2010 (Vol. 100873, pp. 1 - 4) http://speechprosody2010.illinois.edu/papers/100873.pdf
Dimitrova, D. V., Stowe, L. A., Redeker, G., & Hoeks, J. C. J. (2010). Focus Particles and Prosody Processing in Dutch: Evidence from ERPs. In Speech Prosody 2010 (Vol. 100979, pp. 1 - 4) http://speechprosody2010.illinois.edu/papers/100979.pdf
Hoeks, J. C. J., Hendriks, P., Redeker, G., & Stowe, L. A. (2010). Gricean brainwaves: Brain responses to pragmatic violations in dialogues. In S. Ohlsson, & R. Catrambone (Eds.), Proceedings of the 32nd Annual Meeting of the Cognitive Science Society (pp. 1325 - 1329). Cognitive Science Society. http://palm.mindmodeling.org/cogsci2010/papers/0368/paper0368.pdf
Brouwer, H., Fitz, H., & Hoeks, J. C. J. (2010). Modeling the Noun Phrase versus Sentence Coordination Ambiguity in Dutch: Evidence from Surprisal Theory. In J. T. Hale (Ed.), Proceedings of the 2010 Workshop on Cognitive Modeling and Computational Linguistics, ACL2010 (pp. 72 - 80) http://www.aclweb.org/anthology/W/W10/W10-2009.pdf
Spooren, W., Sanders, T., Huiskes, M., & Degand, L. (2010). Subjectivity and causality: A corpus study of spoken language. In S. Rice, & J. Newman (Eds.), Empirical and Experimental Methods in Cognitive/Functional Research (pp. 241 - 255). (1st). CSLI Publications.
Borgsteede, S., Bruggeman, R., Hoefnagel, R., Huiskes, M., & van Puijenbroek, E. (2010). Tamsulosin and hyperglycaemia in patients with diabetes. The Netherlands Journal of Medicine, 68(3), 141-143.
Huiskes, M. (2010). The role of the clause for turn-taking in Dutch conversations. [Thesis fully internal (DIV), UiL OTS].
Koole, T., Penn, C., Watermeyer, J., De Picciotto, J., Ogilvy, D., & Fisch, M. (2010). Cultural Brokerage in Mediated Health Consultations: An Analysis of Interactional Features and Participant Perceptions in an Audiology Context. Journal of Interactional Research in Communication Disorders, 1(1), 135-156.
Koole, T. (2010). Displays of Epistemic Access: Student Responses to Teacher Explanations. Research on Language and Social Interaction, 43(2), 183-209. Article 922250995. https://doi.org/10.1080/08351811003737846
Stommel, W., & Koole, T. (2010). The online support group as a community: A micro-analysis of the interaction with a new member. Discourse Studies, 12(3), 357-378. https://doi.org/10.1177/1461445609358518
Smedinga, R., Biehl, M., & Kramer, F. (Eds.) (2010). 7th SC@RUG 2010 proceedings: Student Colloquium 2009-2010. Rijksuniversiteit Groningen. Universiteitsbibliotheek.
Benítez Baena, I., Padilla García, J. L., & Ongena, Y. (2010). Analysis of Quality of Proxy Questions in Health Surveys by Behavior Coding. Western Journal of Nursing Research, 34(7), 917-932. https://doi.org/10.1177/0193945910388049
Ongena, Y. (2010). Interviewer and respondent interaction in survey interviews: Empirical evidence from behavior coding studies and question wording experiments. LAP LAMBERT Academic Publishing.
Ongena, Y. P., & Dijkstra, W. (2010). Preventing mismatch answers in standardized survey interviews. Quality and Quantity, 44(4), 641-659. https://doi.org/10.1007/s11135-009-9227-x
Egg, M., & Redeker, G. (2010). How complex is discourse structure? In N. Calzolari, K. Choukri, B. Maegaard, J. Mariani, J. Odijk, S. Piperidis, M. Rosner, & D. Tapias (Eds.), Proceedings of the Seventh Conference on International Language Resources and Evaluation (LREC'10), Valletta, Malta, 19-21 May, 2010 (pp. 1619 - 1623). European Language Resources Association (ELRA). http://www.lrec-conf.org/proceedings/lrec2010/index.html
Redeker, G., Groenewold, R., & Guyot, J.-C. (2010). Joint Design of Competences. LLP-Erasmus. http://www.cdcseurope.org/images/stories/wp2_def_-_final_report.pdf
Borisova, I., & Redeker, G. (2010). Same and Elaboration in the Discourse Graphbank. In Y. Katagiri, & M. Nakano (Eds.), Proceedings of the SIGDIAL 2010 Conference, Tokyo, September 24-25, 2010 (pp. 63 - 66). Association for Computational Linguistics (ACL). http://www.sigdial.org/workshops/workshop11/proc/
van der Sluis, I., Luz, S., & Schneider, A. (2010). Comparing Intrinsic and Extrinsic Evaluation of MT Output in a Dialogue System. In M. Federico (Ed.), Proceedings of the 7th International Workshop on Spoken Language Translation : IWSLT 2010 (pp. 329-336). https://www.isca-speech.org/archive/iwslt_10/slta_329.html
van der Sluis, I., Hielkema, F., Mellish, C., & Doherty, G. (2010). Ontology Based Queries - Investigating a Natural Language Interface. In Proc. of the Workshop on Visual Interfaces to the Social and Semantic Web (VISSW 2010) at the International Conference on Intelligent User Interfaces (IUI 2010)
van der Sluis, I., & Mellish, C. (2010). Towards Empirical Evaluation of Affective Tactical NLG. In E. Krahmer, & M. Theune (Eds.), Empirical Methods in Natural Language Generation (Vol. LNCS 5980). Springer.
Stukker, N., & Sanders, T. (2010). Diverging frequency effects in causal connectives across discourse contexts: A usage-based interpretation. In Contribution to proceedings of the 34th International LAUD symposium ‘Cognitive Sociolinguistics: Language variation in its structural, conceptual and cultural dimensions (Vol. 766, pp. 110-111). Laud Linguistic Agency.
Englert, C. (2010). Questions and responses in Dutch conversations. Journal of Pragmatics, 42(10), 2666 - 2684. https://doi.org/10.1016/j.pragma.2010.04.005
Berenst, J., & Pulles, M. (2010). Voortgangsverslag Onderwijsbewijs 2009-2010: Nieuwe leesdidactiek voor dove en slechthorende kinderen. Etoc, RuG.

2009

Gosen, M. N., Besselse, M., de Glopper, C. M., & Berenst, J. (2009). De ontwikkeling van een instrument voor het meten van de voorleeservaring van kleuters. Toegepaste Taalwetenschap in Artikelen (TTWiA), 82(2), 69 - 80.
Beekhoven, S., Berenst, J., de Glopper, C. M., Herder, A., Jepma, IJ., Prenger, J., & van der Vegt, A. L. (2009). Evaluatie SpraakMakend; tussenrapportage over de eerste meting. Etoc (RuG), Groningen & Sardes, Utrecht. http://www.spraakmakendgroningen.nl/front/index.php?id=20
Gosen, M. N., Berenst, J., & de Glopper, C. M. (2009). Participeren tijdens het voorlezen van prentenboeken in de kleuterklas. Een pilotstudy. Toegepaste Taalwetenschap in Artikelen (TTWiA), 81(1), 53 - 63.
Hendriks, P., Hoeks, J. C. J., de Hoop, H., Krämer, I., Smits, E., Spenader, J., & de Swart, H. E. (2009). A large-scale investigation of scalar implicature. In U. Sauerland, & K. Yatsushiro (Eds.), Semantics and pragmatics: From experiment to theory (pp. 30 - 50). (Palgrave Studies in Pragmatics, Language and Cognition). Palgrave MacMillan.
Dimitrova, D. V., Redeker, G., & Hoeks, J. C. J. (2009). Did you say a BLUE banana? The prosody of contrast and abnormality in Bulgarian and Dutch. In M. Uther, R. Moore, & S. Cox (Eds.), INTERSPEECH 2009: 10TH ANNUAL CONFERENCE OF THE INTERNATIONAL SPEECH COMMUNICATION ASSOCIATION 2009, VOLS 1-5 (pp. 999-1002). ISCA.
Hoeks, J. C. J., Redeker, G., & Hendriks, P. (2009). Fill the gap! Combining pragmatic and prosodic information to make gapping easy. Journal of Psycholinguistic Research, 38(3), 221-235. https://doi.org/10.1007/s10936-009-9107-5
Dimitrova, D. V., Redeker, G., & Hoeks, J. C. J. (2009). Semantic Abnormality and Prosodic Prominence in Bulgarian and Dutch. In H. van Rijn, & N. Taatgen (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2038).
Wubs, E., Hendriks, P., Hoeks, J. C. J., & Koster, C. (2009). Tell me a story! Children's capacity for topic shift. In J. Crawford, K. Otaki, & M. Takahashi (Eds.), Proceedings of the 3rd Conference on Generative Approaches to Language Acquisition North America (GALANA 2008) (Proceedings of GALANA ed., Vol. 3, pp. 313 - 324). Cascadilla Press.
Taylor, R. C., Stowe, L. A., Redeker, G., & Hoeks, J. C. J. (2009). The referent of accented pronouns is determined by coherence relations. In N. Taatgen, & H. v. Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1621 - 1626)
Stommel, W., & Koole, T. (2009). Een internetforum als gemeenschap: de interactie met nieuwkomers. In A. Backus, M. Keijzer, I. Vedder, & B. Weltens (Eds.), Artikelen van de zesde Anéla-conferentie (pp. 358-368). Eburon.
Koole, T. (2009). Erklären in der Mathematikklasse: eine angewandte Konversationsanalyse. In Erklären: Gesprachsanalytische und fachdidaktische Perspektiven (pp. 109-121). Stauffenburg Verlag.
Kramer, F. (2009). Fabre en Lauwers zijn net rederijkers: De vergeten theatervernieuwers uit de zestiende eeuw. TM Tijdschrift over theater, muziek & dans, 13(8), 44-50.
Kramer, F. (2009). Mooi vies, knap lelijk: Grotesk realisme in rederijkerskluchten. (Middeleeuwse Studies en Bronnen; Vol. 68). Uitgeverij Verloren. http://www.verloren.nl/boeken/2086/262/2196/middeleeuwen/mooi-vies-knap-lelijk
Kramer, F. (2009). Wetenschappelijk proza. NRC Handelsblad.
Berzlánovich, I., Egg, M., & Redeker, G. (2009). The interaction of coherence and lexical cohesion across genres. In A. Backus, M. Keijzer, I. Vedder, & B. Weltens (Eds.), Artikelen van de zesde Anéla conferentie (pp. 33 - 42). Eburon.
Karamanis, N., Schneider, A., van der Sluis, I., Schlogl, S., Doherty, G., & Luz, S. (2009). Do HCI and NLP Interact? In Proceedings of the 27th CHI-2009
van der Sluis, I., Breitfuss, W., Luz, S., & Prendinger, H. (2009). Evaluating an Algorithm for the Generation of Multimodal Referring Expressions in a Virtual World: A Pilot Study. In Proc. of IVA-2009
van der Sluis, I., Nagai, J., & Luz, S. (2009). Producing Referring Expressions in Dialogue: Insights from a Translation Exercise. In Proceedings of preCogsci 2009: Production of Referring Expressions: Bridging the gap between computational and empirical approaches to reference
van der Sluis, I., & Mellish, C. (2009). Towards Empirical Evaluation of Affective Tactical NLG. In E. Krahmer, & M. Theune (Eds.), Empirical Methods in Natural Language Generation (pp. 146-153). (Lecture Notes in Computer Science; Vol. 5790). Springer. https://doi.org/10.1007/978-3-642-15573-4_13
Stukker, N., & Sanders, T. (2009). Another(’s) perspective on subjectivity in causal connectives: A usage-based analysis of volitional causal relations. Discours : A journal of linguistics, psycholinguistics and computational linguistics, 4. https://doi.org/10.4000/discours.7260
Stukker, N., Sanders, T., & Verhagen, A. (2009). Categories of subjectivity in Dutch causal connectives: A usage-based analysis. In T. Sanders, & E. Sweetser (Eds.), Causal categories in discourse and cognition (pp. 119-171). Mouton de Gruyter.
Stivers, T., Enfield, N. J., Brown, P., Englert, C., Hayashi, M., Heinemann, T., Hoymann, G., Rossano, F., de Ruiter, J. P., Yoon, K.-E., & Levinson, S. C. (2009). Universals and cultural variation in turn-taking in conversation. Proceedings of the National Academy of Sciences of the United States of America, 106(26), 10587-10592. https://doi.org/10.1073/pnas.0903616106

2008

de Glopper, C. M. (2008). Barbertje moet hangen. Didaktief, 38, 4 - 6.
Prenger, J., Berenst, J., de Glopper, C. M., & Hacquebord, H. I. (2008). Problems when working on graph-based mathematics assignments. In J. Deen, M. Hajer, & T. Koole (Eds.), Interaction in two multicultural mathematics classrooms. Mechanisms of inclusion and exclusion (pp. 69 - 105). (NWO-reeks Sociale Cohesie; No. 15). Aksant Academic Publishers.
Deunk, M. I., Berenst, J., & de Glopper, C. M. (2008). The development of early sociodramatic play. Discourse Studies, 10(5), 615-633. https://doi.org/10.1177/1461445608094215
Hendriks, P., Englert, C., Wubs, E., & Hoeks, J. C. J. (2008). Age differences in adults’ use of referring expressions. Journal of Logic, Language and Information, 17(4), 443-466. https://doi.org/10.1007/s10849-008-9065-6
Dimitrova, D. V., Redeker, G., Egg, M., & Hoeks, J. C. J. (2008). Linguistic and extra-linguistic determinants of accentuation in Dutch. In P. Barbosa (Ed.), Proceedings of the Fourth Conference on Speech Prosody (pp. 409 - 412). ISCA.
Dimitrova, D. V., Redeker, G., Egg, M., & Hoeks, J. C. J. (2008). Prosodic correlates of linguistic and extra-linguistic information in Dutch. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2191 - 2196). Cognitive Science Society.
Deen, J. Y., Hajer, M., & Koole, T. (2008). Conclusions. In J. Deen, M. Haker, & T. Koole (Eds.), Interaction in two multicultural mathematics classrooms (pp. 281 - 296). (NWO-reeks Sociale Cohesie; No. 15). Aksant Academic Publishers.
Elbers, E., Hajer, M., Jonkers, M., & Koole, T. (2008). Instructional dialogues: Participation in dyadic interactions in multicultural classrooms. In Interaction in two multicultural mathematics classrooms: mechanisms of inclusion and exclusion (pp. 139-170). Aksant Academic Publishers.
Deen, J., Hajer, M., & Koole, T. (Eds.) (2008). Interaction in two multicultural mathematics classrooms: Mechanisms of inclusion and exclusion. (NWO-reeks sociale cohesie; Vol. 15). Aksant Academic Publishers.
Koole, T., & Berenst, J. (2008). Pupil participation in plenary interaction. In J. Deen, M. Hajer, & T. Koole (Eds.), Interaction in two multicultural mathematics classrooms. Mechanisms of Inclusion and Exclusion (pp. 107-139). (NWO-reeks Sociale Cohesie; No. 15). Aksant Academic Publishers.
Kramer, F. (2008). Mooi vies, knap lelijk: Grotesk realisme in rederijkerskluchten. [Thesis fully internal (DIV), University of Groningen]. Rosendal Produkties.
Berzlánovich, I., Egg, M., & Redeker, G. (2008). Coherence structure and lexical cohesion in expository and persuasive texts. In A. Benz, P. Kühnlein, & M. Stede (Eds.), Proceedings of the Workshop on Constraints in Discourse III (pp. 19 - 26). University of Potsdam.
Egg, M., & Redeker, G. (2008). Underspecified discourse representation. In A. Benz, & P. Kühnlein (Eds.), Constraints in Discourse (pp. 117 - 138). (Pragmatics and Beyond New Series; No. 172). John Benjamins Publishers.
van der Sluis, I., Piwek, P., Gatt, A., & Bangerter, A. (2008). Multimodal Referring Expressions in Dialogue. In Proceedings of the Symposium on Multimodal Output Generation (MOG 2008) held at the AISB 2008 convention
van der Sluis, I., & Mellish, C. (2008). Towards Affective Natural Language Generation: Empirical Investigations. In Proc. of the Symposium on Aff ective Language in Human and Machine at the AISB 2008 Convention, 1st-2nd April 2008, Aberdeen, UK
van der Sluis, I., & Mellish, C. (2008). Using Tactical NLG to Induce Affective States: Empirical Investigations. In Proceedings of the fifth international natural language generation conference (INLG 2008) (pp. 68-76).
Stukker, N., & Sanders, T. (2008). Another(‘s) perspective on subjectivity in causal connectives: Analyzing typical and non-typical use in corpora. In W. Ramm, & C. Fabricius Hansen (Eds.), Linearisation and segmentation in Discourse: Multidisciplinary Approaches to Discourse (pp. 113-122). Oslo University.
Stukker, N., Sanders, T., & Verhagen, A. (2008). Causality in verbs and in discourse connectives: Converging evidence of cross-level parallels in Dutch linguistic categorization. Journal of Pragmatics, 40(7), 1296-1322. https://doi.org/10.1016/j.pragma.2007.10.005
Herder, A., & Berenst, J. (2008). Perspectieven op Taalbeleid. Remediaal, 8(6), 9 - 14.
Hacquebord, H. I., Linthorst, R., & Pulles, M. (2008). Diataal, tekstbegriptoets voor de groepen 7 en 8 van het primair onderwijs. www.diataal.nl.

2007

Stellingwerf, B. P., Bienfait, N., Berenst, J., & de Glopper, C. M. (2007). Cognities omtrent interactie van vakdocenten in het VMBO: Nascholing en verandering. In R. J. Bosker, S. Doolaard, & A. E. Jacobse (Eds.), Zorgvuldig en veelbelovend onderwijs: Proceedings van de 34e Onderwijs Research Dagen . (pp. 182 - 184)
van Gelderen, A., Schoonen, R., Stoel, R. D., de Glopper, C. M., & Hulstijn, J. (2007). Development of adolescent reading comprehension in language 1 and language 2: A longitudinal analysis of constituent components. Journal of Educational Psychology, 99(3), 477-491. https://doi.org/10.1037/0022-0663.99.3.477
Andrea, M., Beijaard, D., Goedhart, M. J., & de Glopper, C. M. (2007). Het bestuderen van leerlingwerk in docentnetwerken en de invloed daarvan op de professionele ontwikkeling van docenten. In R. J. Bosker, S. Doolaard, & A. E. Jacobse (Eds.), Zorgvuldig en veelbelovend onderwijs: Proceedings van de 34e Onderwijs Research Dagen. RUG/GION.
Stevenson, M., Schoonen, R., & de Glopper, C. M. (2007). Inhibition or Compensation? A Multidimensional Comparison of Reading Processes in Dutch and English. Language Learning, 57(Suppl. 1), 115-154. https://doi.org/10.1111/j.1467-9922.2007.00414.x
Hoeks, J. C. J., Hendriks, P., & Redeker, G. (2007). Prosody, context, and thematic fit meet “Gapping”: The interaction of multiple constraints in spoken sentence comprehension. In D. S. McNamara, & J. G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 1085 - 1090).
Zempleni, M.-Z., Renken, R., Hoeks, J. C. J., Hoogduin, J. M., & Stowe, L. A. (2007). Semantic ambiguity processing in sentence context: Evidence from event-related fMRI. Neuroimage, 34(3), 1270-1279. https://doi.org/10.1016/j.neuroimage.2006.09.048
Koole, T. (2007). Language in late modernity: Interaction in an urban school. Journal of Pragmatics, 39(4), 778-780. https://doi.org/10.1016/j.pragma.2006.12.001
Koole, T. (2007). Parallel Activities in the Classroom. Language and Education, 21(6), 487-501. http://search.ebscohost.com.proxy-ub.rug.nl/login.aspx?direct=true&db=aph&AN=27449250&site=ehost-live&scope=site
Ongena, Y. P., & Dijkstra, W. (2007). A model of cognitive processes and conversational principles in survey interview interaction. Applied Cognitive Psychology, 21(2), 145-163. https://doi.org/10.1002/acp.1334
van der Sluis, I., Gatt, A., & van Deemter, K. (2007). Evaluating Algorithms for the Generation of Referring Expressions: Going beyond Toy Domains. In Proceedings of the RANLP-2007
Gatt, A., van der Sluis, I., & van Deemter, K. (2007). Evaluating algorithms for the Generation of Referring Expressions using a balanced corpus. In Proceedings of the 11th European Workshop on Natural Language Generation, ENLG-07.
van der Sluis, I., & Krahmer, E. (2007). Generating Multimodal References. Discourse Processes, 44(3), 145-174.

2006

Andreae, M., Baaijen, V. M., Besselse, M., Buis, H., Gosen, M. N., Hoegee, H. V., Kuiper, H. A., Kwant, A., Wever, D., & Berenst, J. (2006). Spelen met taal, een onderzoek naar taalstimulering op peuterspeelzalen in Veendam.
Hoeks, J., Hendriks, P., & Redeker, G. (2006). Communicatie en het brein: Het gebruik van neuroimaging bij onderzoek naar dialogen. Tijdschrift voor taalbeheersing, 28, 245 - 264.
van der Feen, M., Hendriks, P., & Hoeks, J. C. J. (2006). Constraints in Language Processing: Do Grammars Count? In P. Blache (Ed.), Proceedings of the 3rd Workshop on Constraints and Language Processing (CSLP-06) (pp. 1-8). Association for Computational Linguistics (ACL).
Hoeks, J. C. J., Hendriks, P., Vonk, W., Brown, C. M., & Hagoort, P. (2006). Processing the noun phrase versus sentence coordination ambiguity: Thematic information does not completely eliminate processing difficulty. Quarterly Journal of Experimental Psychology, 59(9), 1581-1599. https://doi.org/10.1080/17470210500268982
Hoeks, J., Hendriks, P., & Zijlstra, L. (2006). The predominance of nonstructural factors in the processing of gapping sentences. In R. Sun (Ed.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1511-1516). Lawrence Erlbaum Associates.
Koole, T., Nortier, J., & Tahitu, B. (2006). Artikelen van de Vijfde sociolinguistische conferentie. Eburon.
Koole, T., & Nortier, J. (2006). De sociolinguïstiek in het Nederlands taalgebied anno 2006. In A. J. A. Meijers (Ed.), Thema's en trends in de sociolingui͏̈stiek 5 (pp. 9-12). (Toegepaste taalwetenschap in artikelen; Vol. 76, No. 2006, 2). ANéLA.
Koole, T. (2006). "Maar hoe kom ik daar nou aan?": een 'single case' analyse van interactionele samenhang in docent-leerling interactie. In T. Koole, J. Nortier, & B. Tahitu (Eds.), Artikelen van de vijfde sociolinguïstische conferentie (pp. 308-318). Eburon.
Koole, T. (2006). Recensie: Joy de Jong - Uitgesproken complex : interactie tussen scripiteschrijvers en -begeleiders (dissertatie Universiteit Utrecht). Onderzoek van onderwijs, 35(2), 36.
Kramer, F. (2006). Producing Late Medieval Dutch Plays Today. In E. Strietman, & P. Happe (Eds.), Urban Theatre in the Low Countries, 1400-1625 (pp. 283-312). Brepols Publishers.
Kramer, F. L., & Mulder, H. A. J. (2006). The scientist as a global citizen. In Proceedings from PCST-9 Korea Science Foundation.
Van Der Vaart, W., Ongena, Y., Hoogendoorn, A., & Dijkstra, W. (2006). Do interviewers' voice characteristics influence cooperation rates in telephone surveys? International Journal of Public Opinion Research, 18(4), 488-499. https://doi.org/10.1093/ijpor/edh117
Dijkstra, W., & Ongena, Y. (2006). Question-answer sequences in survey-interviews. Quality and Quantity, 40(6), 983-1011. https://doi.org/10.1007/s11135-005-5076-4
Redeker, G. (2006). Discourse markers as attentional cues at discourse transitions. In K. Fischer (Ed.), Approaches to Discourse Particles. Studies in Pragmatics, 1 (pp. 339 - 358). Elsevier.
Redeker, G. (2006). Gendered interaction strategies in televised panel interviews. In T. Koole, J. Nortier, & B. Tahitu (Eds.), Sociolinguistische Conferentie (pp. 405 - 416). Eburon.
Redeker, G. (2006). Naar een semi-automatische analyse van tekstructuren in corpora. In H. Boeken, B. Hendriks, & P. J. Schellens (Eds.), Studies in taalbeheersing 2 (pp. 41 - 52). Koninklijke Van Gorcum.
Redeker, G. (2006). Pragmatische hersengolven. De reactie van het brein op de schending van Griceaanse Maximes. In H. Boeken, B. Hendriks, & P. J. Schellens (Eds.), Studies in taalbeheersing 2 (pp. 108 - 119). Koninklijke Van Gorcum.
Vroom, ., & Redeker, G. (2006). Saamhorigheid, solidariteit of gemeenschapsgevoel? Ideologisch taalgebruik van hedendaagse Nederlandse politici. In T. Koole, J. Nortier, & B. Tahitu (Eds.), Sociolinguistische Conferentie (pp. 549 - 560). Eburon.
Redeker, G. (2006). Says who? On the treatment of speech attributions in discourse structure. In A. Benz, & P. Kühnlein (Eds.), Proceedings of the Workshop Constraints in Discourse 2006 (pp. 141 - 147). Maynooth University.
van Deemter, K., van der Sluis, I., & Gatt, A. (2006). Building a semantically transparent corpus for the generation of referring expressions. In Proceedings of the 4th International Conference on Natural Language Generation (Special Session on Data Sharing and Evaluation), INLG-06.
Berenst, J., Herder, A., & Pulles, M. (2006). Het Karrepad in de taalsteiger. Diagnoserapport. Expertisecentrum taal, onderwijs en communicatie, Rijksuniversiteit Groningen.
de Glopper, C. M., & Herder, A. (2006). Modulen taalkunde voor de tweede fase van het voortgezet onderwijs. Expertisecentrum taal, onderwijs en communicatie, Rijksuniversiteit Groningen.
Herder, A., & Berenst, J. (2006). Over taalbeleid gesproken. Een onderzoek naar de wjize waarop verschillende actoren in het voortgezet onderwijs invulling geven aan het begrip taalbeleid. Expertisecentrum taal, onderwijs en communicatie, Rijksuniversiteit Groningen.
Herder, A. (2006). Taalactiverende didactiek in nieuwe geschiedenismethode. Taal Lezen primair, 19, 1 - 3.
Herder, A. (2006). Taalkundemodulen voor de tweede fase. Levende Talen Magazine, 7, 8 - 11.
van Eerde, D., Hacquebord, H. I., Hajer, M., & Pulles, M. (2006). Kijkwijzer voor taalgericht onderwijs. SLO/Platform Taalgericht Vakonderwijs.
Pulles, M. (2006). Scholen in de Taalsteigers. Werken aan taalbeleid in de gemeente Groningen. Taal Lezen primair, 19, 13 - 15.

2005

Hoeks, J. C. J., & Hendriks, P. (2005). Optimality Theory and human sentence processing: The case of coordination. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society (pp. 959-964). Lawrence Erlbaum Associates. http://www.let.rug.nl/~hoeks/f286-hoeks.pdf
Hoeks, J. C. J. (2005). Optimality Theory and the processing of coordinated structures. In B. Hommel, G. Band, W. LaHey, & G. Wolters (Eds.), Proceedings of the 14th meeting of the European Society for Cognitive Psychology (pp. 110 - 111). Leiden University Press.
Hoeks, J. C. J., Stowe, L. A., & Pijnacker, J. (2005). The neural substrate of the semantic illusion effect in sentence processing (Abstract in proceedings). In Host Publication (pp. 40 - 40). Leiden University Press.
Hoeks, J. C. J., Stowe, L. A., & Wunderink, C. (2005). Time is of the Essence: Processing Temporal Connectives During Reading. In K. D. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26th annual meeting of the Cognitive Science Society (pp. 577-582). Lawrence Erlbaum Associates.
Koole, T., & Waller, M. (2005). De vraag na het antwoord: herstelwerk in nieuwsinterviews . Tijdschrift voor taalbeheersing, 27(2), 89-105.
Koole, T. (2005). Inleiding in de Conversatie Analyse (Introduction to Conversation Analysis): Harrie Mazeland. Journal of Pragmatics, 37(1), 89-91. https://doi.org/10.1016/j.pragma.2004.01.013
Egg, M., & Redeker, G. (2005). Underspecified discourse representation. In Host Publication (pp. 46 - 53)
van der Sluis, I., & Krahmer, E. (2005). Towards the Generation of Overspecified Multimodal Referring Expressions. In Proceedings of the Symposium on Dialogue Modelling and Generation at the 15th Annual meeting of the Society for Text and Discourse
Herder, A. (2005). Schrijven om te leren. Taal Lezen primair, 16, 18 - 20.
Herder, A., & Janssen, N. (2005). Vaktaal op niveau aan risicojongeren. Profiel, jrg. 14(3), 37 - 39.
Herder, A., & de Bot, K. (2005). Vroeg vreemdetalenonderwijs in internationaal perspectief. Een Literatuurstudie. University of Antwerp. Center for Dutch Language and Speech.
Pulles, M., & Prenger, J. (2005). Instrumentontwikkeling thuistaalsituatie.Rapportage Kansrijk Oost-Groningen 2004-2005. University of Antwerp. Center for Dutch Language and Speech.
Pulles, M., & Stellingwerf, B. P. (2005). Thuistaal belangrijke factor voor schoolsucces. TooN, 2, 12 - 13.

2004

Hoeks, J. C. J. (2004). Do readers use prediction in on-line sentence processing? In A. Widmer, E. Schröger, & T. Jacobsen (Eds.), Leipzig Studies in Cognitive Science: Proceedings of Epic (Evoked Potentials International Conference XIV) (pp. 106 - 106). Leipziger Universitätsverlag.
Stowe, L. A., & Hoeks, J. C. J. (2004). Neurocognitie en taal. 104, 146-153. Tijdschrift voor Neurologie en Neurochirurgie, 104, 146 - 153.
Hoeks, J. C. J., Stowe, L. A., & Doedens, G. (2004). Seeing Words in Context: The interaction of lexical and sentence level information during reading. Cognitive-Brain-Research, 19(1), 59-73. https://doi.org/10.1016/j.cogbrainres.2003.10.022
Hoeks, J. C. J. (2004). Semantic Illusions during Sentence Comprehension. In A. Widmer, E. Schröger, & T. Jacobsen (Eds.), Leipzig Studies in Cognitive Science: Proceedings of Epic (Evoked Potentials International Conference XIV) (pp. 187 - 188). Leipziger Universitätsverlag.
Antaki, C., Ten Have, P., & Koole, T. (2004). Special issue: Scripted practices: special issue in honour of Hanneke Houtkoop-Steenstra - Introduction. Discourse Studies, 6(1), 5-5. https://doi.org/10.1177/1461445604039435
Kramer, F. (2004). Zestiende-eeuwse kluchten, grotesk en gestileerd. De theater NV, 2.
Redeker, G. (2004). Recensies van: F. van Eemeren, P. van den Hoven & P.J. Schellens (red.), "Tussenstand: 25 jaar Tijdschrift voor Taalbeheersing", (Assen: Van Gorcum, 2002) en C. van den Brandt, M. van Mulken (red.), "Bedrijfscommunicatie II", (Nijmegen: Nijmegen Universi. Tijdschrift voor communicatiewetenschap, 1, 99 - 101.
van der Sluis, I., & Krahmer, E. (2004). Evaluating Multimodal NLG using Production Experiments. In Proceedings of the 4th International Conference on Language Resources and Evaluation (LREC'04)
Geertzen, J., Girard, Y., Morante, R., van der Sluis, I., van Dam, H., Suijkerbuijk, B., van der Werf, R., & Bunt, H. (2004). The DIAMOND project. In Presented at the 8th Workshop on the Semantics and Pragmatics of Dialogue, Catalog'04
van der Sluis, I., & Krahmer, E. (2004). The Influence of Target Size and Distance on the Production of Speech and Gesture in Multimodal Referring Expressions. In Proceedings of the 5th International Conference on Spoken Language Processing (ICSLP'04)
Herder, A. (2004). Brainbox vervangt het boek. Van twaalf tot achttien, 1, 28 - 29.
Herder, A. (2004). Schrijvend-leren en tekstanalyse: grafische representatie van kennisstructuren. Toegepaste Taalwetenschap in Artikelen (TTWiA), 2, 9 - 22.
Herder, A. (2004). Speurtocht. Geschiedenis voor het basisonderwijs. Deel 5 en deel 6. Geschiedenismethode voor het primair onderwijs. Thieme Meulenhoff.
Stellingwerf, B. P., Pulles, M., & Dusseljee, F. (2004). Rapportage: Kansen in het graan. Expertisecentrum taal, onderwijs en communicatie, Rijksuniversiteit Groningen.
Stellingwerf, B. P., Pulles, M., & Dusseljee, F. (2004). Rapportage: Kansen in het graan. - (Project t.b.v. basisscholen). University of Antwerp. Center for Dutch Language and Speech.

2003

Hoeks, J. C. J., & Stowe, L. A. (2003). Abstract: Temporal and referential processing interact during sentence processing. Brain and Language, 434 - 434.
Stowe, L. A., & Hoeks, J. C. J. (2003). Functioneel beeldvormend onderzoek van taal. [Neuroimaging and language]. Tijdschrift voor Neurologie en Neurochirurgie, 3, 146 - 153.
Koole, T. (2003). Affiliation and detachment in interviewer answer receipts. In H. V. D. Berg, M. Wetherell, & H. Houtkoop-Steenstra (Eds.), Analyzing Race Talk: Multidisciplinary Perspectives on the Research Interview (pp. 178-199). Cambridge University Press.
Koole, T., Nortier, J., & Tahitu, B. (2003). Artikelen van de vierde sociolinguïstische conferentie. Eburon.
Koole, T., & Nortier, J. (2003). De sociolinguïstiek in het Nederlands taalgebied anno 2003. Toegepaste Taalwetenschap in Artikelen (TTWiA), 70(2), 9-14.
Koole, T. (2003). De Studie van Identiteit: Een Synthetiserende Studie van Onderzoek aan de Universiteit Utrecht. University of Utrecht.
Koole, T., Herrlitz, W., & Loos, E. (2003). Interkulturelle Pragmatik. In A. Wierlacher, & A. Bogner (Eds.), Handbuch interkulturelle Germanistik (pp. 388-395). J.B. Metzler Verlag.
Koole, T. (2003). Merging Frames: A frame analysis of the South African, Canadian, Australian, and New Zealand addresses. In T. Ensink, & C. Sauer (Eds.), The Art of Commemoration: Fifty years after the Warsaw Uprising (pp. 193-211). (Series DAPSAC (Discourse Analysis, Politics, Society and Culture)). John Benjamins Publishers.
Koole, T., & Have, P. T. (2003). Obituary: Hanneke Houtkoop-Steenstra. Pragmatics, 12(4), 509-510.
Koole, T. (2003). Parallel Activities in Classroom Interaction. In T. Koole, J. Nortier, & B. Tahitu (Eds.), Artikelen van de Vierde Sociolinguïstische Conferentie (pp. 234-244). Eburon.
Hauwe, J. V. D. (Ed.), Koole, T. (Ed.), & American Speech-Language-Hearing Association (2003). Student participation in heterogeneous classes. Linguistics and Education, 14(1).
Koole, T. (2003). The Interactive Construction of Heterogeneity in the Classroom. Linguistics and Education, 14(1), 3-26.
Kramer, F., van Kruiningen, J., & Padmos, H. (2003). Creating a basis for a faculty-oriented writing programme: Approaches, opportunities and pitfalls in the academic writing project in Groningen. In L. Björk, G. Bräuer, L. Rienecker, & P. Stray Jörgensen (Eds.), Teaching Academic Writing in European Higher Education (pp. 185-194). (Studies in writing). Kluwer Academic Publishers.
Krahmer, E., & van der Sluis, I. (2003). A New Model for Generating Multimodal Referring Expressions. In Proceedings of the 9th European Workshop on Natural Language Generation (ENLG'03) (pp. 47- 54).
Stukker, N., & Jansen, F. (2003). Met de deur in huis: Wordt direct mail steeds directer? . Onze Taal, 27(mei).
Stukker, N., & Evers-Vermeul, J. (2003). Subjectificatie in de ontwikkeling van causale connectieven? De diachronie van daarom, dus, want en omdat. Gramma/TTT, 9, 111-139.
Bekkers, L., Herder, A., Hofstede, D., Kennedy, C., & Linthorst, C. (2003). CD-ROM: Zebra cd-rom 4. Thieme Meulenhoff.
Herder, A. (2003). Leerlingen over taaltaken in het voortgezet onderwijs. Expertisecentrum taal, onderwijs en communicatie, Rijksuniversiteit Groningen.
Herder, A. (2003). Lesmap. Studietaalvaardigheden in de tweede fase van het voortgezet onderwijs. Onderzoeken & schrijven. Expertisecentrum taal, onderwijs en communicatie, Rijksuniversiteit Groningen.
Herder, A. (2003). Toekomst met taalbeleid. Expertisecentrum taal, onderwijs en communicatie, Rijksuniversiteit Groningen.
Pulles, M. (2003). Kleine wereld taal. Eindrapportage taalbeleidsproject De Kleine Wereld. Expertisecentrum taal, onderwijs en communicatie, Rijksuniversiteit Groningen.
Hacquebord, H. I., & Pulles, M. (2003). Tekst in zicht! Docentenhandleiding. Noordhoff Uitgevers.
Hacquebord, H. I., & Pulles, M. (2003). Tekst in zicht! Module Studerend lezen. Noordhoff Uitgevers.
Hacquebord, H. I., & Pulles, M. (2003). Tekst in zicht! Woorden in teksten. Noordhoff Uitgevers.
Hacquebord, H. I., & Pulles, M. (2003). Twee modules: Studerend lezen en Woorden in teksten. In Tekst in zicht Noordhoff Uitgevers.
Berenst, J., Oosterloo, A., Pulles, M., & Stuulen, J. (2003). Weblezen. Digitaal onderwijsmateriaal op het gebied van leesvaardigheid. Gepubliceerd op de website van de methode Leeszin. http://www.leeszin.wolters.nl.

2002

Hoeks, JCJ., Vonk, W., & Schriefers, H. (2002). Processing coordinated structures in context: The effect of topic-structure on ambiguity resolution. Journal of Memory and Language, 46(1), 99-119. https://doi.org/10.1006/jmla.2001.2800
van Eerde, D., Hajer, M., Koole, T., & Prenger, J. (2002). Betekenisconstructie in de wiskundeles: De samenhang tussen interactief wiskunde- en taalonderwijs. Pedagogiek. Wetenschappelijk forum voor opvoeding, onderwijs en vorming, 2, 134-147.
Koole, T. (2002). Communicatieve Principes: Betekenisgeven als Activiteit. In Taal in Gebruik: Een inleiding in de taalwetenschap (pp. 131-142). Sdu Uitgevers.
Elbers, E., Hajer, M., Koole, T., Jonkers, M., & Prenger, J. (2002). Leerzame tweegesprekken: individuele begeleiding in multiculturele klassen. Pedagogiek. Wetenschappelijk forum voor opvoeding, onderwijs en vorming, 2, 159-171.
Hanson, M., & Koole, T. (2002). The Category 'Moroccan' in a Multi-Ethnic Class. In S. Hester, & W. Housley (Eds.), Language, Interaction and National Identity.: Studies in the social organisation of national identity in talk-in-interaction (pp. 211-232). Ashgate Publishing.
Kramer, F. (2002). Fragmentarische bundel over middeleeuws toneel: [book review of H. van Dijk, B. Ramakers e.a., Spel en spektakel]. Literatuur, 19(1).
Herder, A., & Berenst, J. (2002). CD-ROM Evaluatie-instrumentarium Boekenpret. Stichting lezen/Vereniging NBLC.
Bienfait, G. N., & Herder, A. (2002). Samen werken, samen praten. Handreiking samenwerkend leren bij wereldoriëntatie in het primair onderwijs. Expertisecentrum taal, onderwijs en communicatie, Rijksuniversiteit Groningen.
Bienfait, G. N., & Herder, A. (2002). Samen werken, samen praten - samenwerkend leren bij wereldorientatie (1). Taal Lezen primair, 7, 19 - 21.
van den Berg, I., Doze, G., & Herder, A. (2002). Samen werken tijdens zaakvakken is taalwinst - samenwerkend leren bij wereldorientatie (2). Taal Lezen primair, 8, 16 - 18.
Herder, A. (2002). Uitgangspunten taalbeleid in Speurtocht. Expertisecentrum taal, onderwijs en communicatie, Rijksuniversiteit Groningen.

2001

Berenst, J., Hajer, J., & Koole, T. (2001). Leerlingcategoriseringen en klasse-interactie. Tijdschrift voor taalbeheersing, 3, 178 - 198.
Koole, T. (2001). Recensie: Agnes Sneller & Agnes Verbiest (2000) Wat woorden doen: Cursusboek Genderlinguïstiek. Nederlandse Taalkunde, 6(2), 157-159.
Redeker, G. (2001). Onderzoeksrapport Internetbeleid Dienst RO/EZ. Rijksuniversiteit Groningen.
van der Sluis, I. (2001). An Empirically Motivated Algorithm for the Generation of Multimodal Referring Expressions. In Proceedings of the Student Research Workshop of the 39th Annual Meeting of the Association of Computational Linguistics (ACL'01) (pp. 67-72).
I. van der Sluis, I., & Krahmer, E. (2001). Generating Referring Expressions in a Multimodal Context. In Selected Papers of the 11th CLIN Meeting (pp. 158-176). Rodopi.
Jansen, F., & Stukker, N. (2001). Kramers Direct Mail: handleiding voor het schrijven van overtuigende brieven. Het Spectrum.

2000

Kramer, F. (2000). How to deal with farces? Suggestions for an alternative research program. Medieval English Theatre, 22, 66-78.
Kramer, F., van Kruiningen, J., & Padmos, H. (2000). Onderwijsvernieuwing als cultuurverandering: Een terugblik op het project Academische Schrijfvaardigheden. In O. Hokwerda (Ed.), Een duwtje in de rug: Drie jaar kwaliteit en studeerbaarheidsprojecten aan de RuGroningen (pp. 167-179). Rijksuniversiteit Groningen.
Redeker, G. (2000). Coherence and structure in text and discourse. In H. Bunt, & W. Black (Eds.), Abduction, belief and context in dialogue (pp. 233 - 263). John Benjamins Publishers.
van der Sluis, I., & de Jong, F. (2000). Enriching Textual Documents with Timecodes from Video Fragments. In Proceedings of RIAO'2000

1999

Heesters, C. F. M., Kramer, F., Kwakernaak, E. J., & Visser, I. (1999). Is dit een betoog, een beschouwing of een uiteenzetting? Tekstsoorten in het onderwijs. Levende Talen Magazine, 541, 415 - 419.
Kramer, F. (1999). Rederijkers-esbatementen: Om tot lachen te berueren. Literatuur, 16(2), 90-97.
Kramer, F. (1999). Rigid readings of flexible texts. In H. L. J. Vanstiphout, & B. Roest (Eds.), Aspects of genre and type in pre-modern literary cultures (pp. 33-46). Styx Publications.
Visser, I., van Kruiningen, J. F., Kramer, F., & Nip, R. I. A. (1999). Towards a Writing Programme for the Faculty of Arts, University of Groningen: Exploring the possibilities of a faculty-wide writing programme within a pluriform academic world. In E.-M. Jakobs, O. Kruse, & G. Ruhmann (Eds.), Schlüsselkompetenz Schreiben. Konzepte, Methoden, Projekte für Schreibberatung und Schreibdidaktik an der Hochschule (pp. 191 - 207). Luchterhand.
Janssen, T., & Redeker, G. (1999). Cognitive Linguistics: Foundations, Scope, and Methodology. De Gruyter Mouton.
Redeker, G. (1999). De creatieve criticus. Taalbeheersing, 4, 295 - 310.
Stukker, N., Sanders, T., & Verhagen, A. (1999). Waar een wil is, is geen wet: De categorisering van causale relaties binnen en tussen zinnen. Gramma/TTT, 7(1), 66-86.
Berenst, J., Herder, A., & Goedhart, H. (1999). Praten in de klas. Expertisecentrum taal, onderwijs en communicatie, Rijksuniversiteit Groningen.

1998

Kramer, F. (1998). How to Stage an Abel Spel: Reflections on the Theatrical Treatment of Historical Play-texts. In S. Higgins (Ed.), European Medieval Drama 2: Papers from the Second International Conference on 'Aspects of European Medieval Drama' Camerino, 4-6 July 1997 (pp. 151-165). Brepols Publishers.
Redeker, G. (1998). Kwalitatieve en kwantitatieve analyse van corpora. STDH Nieuwsbrief, 8, 4 - 6.

1997

Mazeland, H. J., & Huiskes, M. (1997). 'Maar' als sequentiële conjunctie. Taalbeheersing, 3, 265 - 277.
Kramer, F., & Tersteeg, J. (1997). Theatergroep Marot speelt rederijkerstoneel. Jaarboek De Fonteine, 47-48, 103-178.
Liebert, W. .-A., Redeker, G., & Waugh, L. (1997). Discourse and Perspective in Cognitive Linguistics. (151 ed.) John Benjamins Publishers.

1996

Kramer, F. (1996). Recensie van A. Schippers, Middelnederlandse fabels. Millennium. Tijdschrift voor Middeleeuwse Studies, 1, 80 - 83.
Kramer, F. (1996). Rederijkers on Stage: A Closer Look at 'Meta-theatrical' Sources. Research Opportunities in Renaissance Drama, 35, 97 - 109.
Kramer, F. (1996). Staging practice in Brussels, 1559. In F. Massip (Ed.), Formes teatrals de la tradicio medieval. (pp. 283 - 292)
Kramer, F. (1996). Why a Peasant is Taught How to 'Shoot'. In M. Twycross (Ed.), Festive Drama. (pp. 180 - 189). Cambridge University Press.

1995

de Groot, A. M. B., & Hoeks, J. C. J. (1995). The Development of Bilingual Memory: Evidence from Word Translation by Trilinguals. Language Learning, 45(4), 683-724. https://doi.org/10.1111/j.1467-1770.1995.tb00458.x

1993

Kramer, F. (1993). De ‘Abele Spelen’: Een perverse uitdaging voor een chic herengezelschap. Madoc : Tijdschrift over de Middeleeuwen, 7, 13-19.
Kramer, F. (1993). De kwakzalver: Een element uit het register van de rederijkersklucht. In F. Berndsen, & H. van Dijk (Eds.), Poëtica-onderzoek in de praktijk (pp. 39-52). Uitgeverij Passage.

1992

Kramer, F., van Dijk, H., & Tersteeg, J. (1992). Die Buskenblaser. In H. van Dijk, W. P. Gerritsen, O. Lie, & D. van der Poel (Eds.), Klein kapitaal uit het handschrift-Van Hulthem: Zeventien teksten uit Hs. Brussel, K.B., 15.589-623 (pp. 164-179). (Middeleeuwse Studies en Bronnen; Vol. 33). Uitgeverij Verloren.

1991

Kramer, F., & van Dijk, H. (1991). Hue Mars en Venus tsaemen bueleerden: Het overspel van Mars en Venus. In M. Gosman (Ed.), Europees toneel van Middeleeuwen naar Renaissance (pp. 229-302). Boekwerk.
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