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Veronica Yan
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An identity-based motivation framework for self-regulation
D Oyserman, NA Lewis Jr, VX Yan, O Fisher, SC O'Donnell, E Horowitz
Psychological Inquiry 28 (2-3), 139-147, 2017
2112017
On the difficulty of mending metacognitive illusions: A priori theories, fluency effects, and misattributions of the interleaving benefit.
VX Yan, EL Bjork, RA Bjork
Journal of Experimental Psychology: General 145 (7), 918, 2016
2082016
Habits and beliefs that guide self-regulated learning: Do they vary with mindset?
VX Yan, KP Thai, RA Bjork
Journal of Applied Research in Memory and Cognition, 2014
1902014
Type I error inflation in the traditional by-participant analysis to metamemory accuracy: a generalized mixed-effects model perspective.
K Murayama, M Sakaki, VX Yan, GM Smith
Journal of Experimental Psychology: Learning, Memory, and Cognition 40 (5), 1287, 2014
1472014
Study sequence matters for the inductive learning of cognitive concepts.
F Sana, VX Yan, JA Kim
Journal of Educational Psychology 109 (1), 84, 2017
882017
How should exemplars be sequenced in inductive learning? Empirical evidence versus learners’ opinions.
VX Yan, NC Soderstrom, GS Seneviratna, EL Bjork, RA Bjork
Journal of Experimental Psychology: Applied 23 (4), 403, 2017
702017
Optimal sequencing during category learning: Testing a dual-learning systems perspective
SM Noh, VX Yan, RA Bjork, WT Maddox
Cognition 155, 23-29, 2016
492016
Memory and metamemory considerations in the instruction of human beings revisited: Implications for optimizing online learning
VX Yan, CM Clark, RA Bjork
From the Laboratory to the Classroom, 61-74, 2016
462016
Why does guessing incorrectly enhance, rather than impair, retention?
VX Yan, Y Yu, MA Garcia, RA Bjork
Memory & Cognition 42, 1373-1383, 2014
462014
Do students think that difficult or valuable materials should be restudied sooner rather than later?
MS Cohen, VX Yan, V Halamish, RA Bjork
Journal of Experimental Psychology: Learning, Memory, and Cognition 39 (6), 1682, 2013
432013
Students can (mostly) recognize effective learning, so why do they not do it?
SD Rea, L Wang, K Muenks, VX Yan
Journal of Intelligence 10 (4), 127, 2022
302022
Making meaning: A culture-as-situated-cognition approach to the consequences of cultural fluency and disfluency.
D Oyserman, VX Yan
The Guilford Press, 2019
262019
Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms
K Muenks, VX Yan, NR Woodward, SE Frey
Learning and Individual Differences 92, 102088, 2021
252021
Self-regulated spacing in a massive open online course is related to better learning
PF Carvalho, F Sana, VX Yan
NPJ science of learning 5 (1), 2, 2020
242020
The increasing importance of learning how to learn
RA Bjork, VX Yan
Washington University Libraries, 2014
242014
Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence.
VX Yan, F Sana
Journal of Educational Psychology 113 (1), 125, 2021
232021
Does working memory capacity moderate the interleaving benefit?
F Sana, VX Yan, JA Kim, EL Bjork, RA Bjork
Journal of Applied Research in Memory and Cognition 7 (3), 361-369, 2018
232018
Interleaving retrieval practice promotes science learning
F Sana, VX Yan
Psychological Science 33 (5), 782-788, 2022
212022
Multilevel induction of categories: Venomous snakes hijack the learning of lower category levels
SM Noh, VX Yan, MS Vendetti, AD Castel, RA Bjork
Psychological science 25 (8), 1592-1599, 2014
212014
Who is part of the “mindset context”? The unique roles of perceived professor and peer mindsets in undergraduate engineering students’ motivation and belonging
K Muenks, VX Yan, NK Telang
Frontiers in Education 6, 633570, 2021
202021
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