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