杨春亮 - 北京师范大学

个人简介

学习经历 2014.10-2018.08 伦敦大学学院心理学与语言科学部，博士（实验心理学）导师：Prof. David R. Shanks和Dr. Rosalind Potts 2010.09-2014.07 武汉大学心理学系，本科工作经历 2019.08 – 至今北京师范大学心理学部副教授 2019.01 – 至今伦敦大学学院心理学与语言科学部荣誉副研究员 2018.10 – 2019.08 新加坡国立大学心理学系博士后 2018.08 – 2019.01 伦敦大学学院心理学与语言科学部荣誉助理研究员科研项目国家自然科学基金（青年项目），“前向测试效应的认知神经机制”，2021-2024（30万RMB），主持北京师范大学中国基础教育质量监测协同创新中心自主课题，“中国小学生学习策略使用现状及影响因素的追踪研究”，2021-2022（10万RMB），主持北京师范大学教学建设与改革项目，““心理统计”交互式可视化教学平台的研发与应用”，2021-2023（10万RMB），参与北京师范大学青年教师发展基金项目，“课堂测试提高《认知心理学》教学成果”，2020-2021（1万RMB），主持科技部国家重点研发计划课题，“老年人心理健康评估标准与体系”，2020-2023，参与中央高校基本科研业务费专项资金项目，“产生效应的认知机制研究”，2019-2023（10万RMB），主持 United Kingdom Economic & Social Research Council, “Enhancing learning through testing: Investigating the practical uses and theoretical understanding of the forward testing effect.” 2020-2023 (￡642,734.80 total cost；560万RMB). Investigators: David R. Shanks & Chunliang Yang NUS Faculty of Arts & Social Sciences, “Applying the principles from cognitive psychology to enhance educational practice.” 2019-2020 (S$8,000 total cost；4万RMB). Investigators: Chunliang Yang & Rongjun Yu

研究领域

学习策略与记忆巩固方法；元认知（元记忆）监测、元认知控制与元认知发展；教学技术与学习心理；走神（mind wandering）；学习行为决策等

近期论文

查看导师最新文章（温馨提示：请注意重名现象，建议点开原文通过作者单位确认）

The Relationship between Dispositional Mindfulness and Relative Accuracy of Judgments of Learning: The Moderating Role of Test Anxiety Decision criteria in signal detection model are not based on the objective likelihood ratio Does the reactivity effect of judgments of learning transfer to learning of new information? Memory for inter-item relations is reactively disrupted by metamemory judgments Evaluating the conceptual strategy change account of test-potentiated new learning in list recall Metamemory judgments have dissociable reactivity effects on item and interitem relational memory The Effects of emotion on judgments of learning and memory: a meta-analytic review Long-Lasting Effects of an Instructional Intervention on Interleaving Preference in Inductive Learning and Transfer Judgments of learning reactively facilitate visual memory by enhancing learning engagement Do partial and distributed tests enhance new learning? Retrospective confidence rating about memory performance is affected by both retrieval fluency and non-decision time How does parental involvement matter for children's academic achievement during school closure in primary school? Mind the Gap Between Comprehension and Metacomprehension: Meta-Analysis of Metacomprehension Accuracy and Intervention Effectiveness Soliciting judgments of forgetting reactively enhances memory as well as making judgments of learning: Empirical and meta-analytic tests When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children’s learning Developmental trajectory of the forward testing effect: The role of reset-of-encoding The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor? How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: methods and pitfalls Testing potential mechanisms underlying test-potentiated new learning Age difference in the forward testing effect: The roles of strategy change and release from proactive interference A Bayesian inference model for metamemory The tDCS effect on Prosocial Behavior: A Meta-Analytic Review The tDCS effect on Prosocial Behavior: A Meta-Analytic Review Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review Perceptual Fluency Affects Judgments of Learning Non-analytically and Analytically Through Beliefs About How Perceptual Fluency Affects Memory Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning? Metacognition-related regions modulate the reactivity effect of confidence ratings on perceptual decision-making Using Multilevel Mediation Model to Measure the Contribution of Beliefs to Judgments of Learning The Forward Effects of Testing Transfer to Different Domains of Learning Enhancing learning and retrieval of new information: a review of the forward testing effect Perceptual fluency affects judgments of learning: The font size effect Registered Replication Report: Dijksterhuis & van Knippenberg (1998) The anchoring effect in metamemory monitoring The Forward Testing Effect: Interim Testing Enhances Inductive Learning The Forward Testing Effect on Self-Regulated Study Time Allocation and Metamemory Monitoring Metacognitive Unawareness of the Errorful Generation Benefit and Its Effects on Self-Regulated Learning

学术兼职

2020年-至今《发展心理与教育》编委 2020年-至今《Frontiers in Psychology》编委