Asma, L. J. F. (forthcoming). The relationship between free will and consciousness. Phenomenology and the Cognitive Sciences.



Asma, L. J. F. (2022). On the nature of implicit motives. Theory & Psychology.

Asma, L. J. F. (2022). Habitual virtuous action and acting for reasons. Philosophical Psychology 35(7), 1036-1056.



Asma, L. J. F. (2021). Mijn Intenties en Ik. Filosofie van de Vrije Wil. Amsterdam: Boom uitgevers Amsterdam.

Asma, L. J. F. (2021). The guidance theory of action: A critical review. Topoi, 40, 687-694.



Asma, L. J. F. (2019). Neurowetenschappen en de illusie van vrije wil. Algemeen Nederlands Tijdschrift voor de Wijsbegeerte, 111(3), 339-358. doi: 10.5117/antw2019.3.003.asma.



Asma, L. J. F. (2018). Consciousness in Intentional Action. Dissertation, Vrije Universiteit Amsterdam.



Asma, L. J. F. (2017). There is no free won’t: The role definitions play. Journal of Consciousness Studies, 24(5-6), 8-23.

Asma, L. J. F. (2017). Nomy Arpaly: Moral worth in the real world. In A. Halsema & A.Roothaan (red.). Scheuren in het Bolwerk – Vrouwen in de Filosofie. Amsterdam: VU Boekhandel.



Asma, L. J. F., de Bruin, L. C., & Glas, G. (2016). From impairments in reason-responsiveness to diminished moral responsibility AJOB Neuroscience. doi: 10.1080/21507740.2016.1251990.



Van Aalderen-Smeets, S. I., Walma van der Molen, J. H., & Asma, L. J. F. (2012). Primary teachers’ attitudes toward science: A new theoretical framework. Science Education, 96(1), 158-182. doi: 10.1002/sce.20467.



Asma, L. J. F., Walma van der Molen, J. H., & van Aalderen-Smeets, S. I. (2011). Primary teachers’ attitudes towards science: Results of a focus group study. In M. J. de Vries, H. van Keulen, S. Peters, & J. H. Walma van der Molen (Eds.). Professional development for primary teachers in science. The Dutch VTB-Pro project in an international perspective. Rotterdam: SensePublishers.