Faria Sana
Faria Sana
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Cited by
Cited by
Laptop multitasking hinders classroom learning for both users and nearby peers
F Sana, T Weston, NJ Cepeda
Computers & Education 62, 24-31, 2013
Study sequence matters for the inductive learning of cognitive concepts.
F Sana, VX Yan, JA Kim
Journal of Educational Psychology 109 (1), 84, 2017
Reconceptualizing working memory in educational research
B Fenesi, F Sana, JA Kim, DI Shore
Educational Psychology Review 27, 333-351, 2015
Pretesting reduces mind wandering and enhances learning during online lectures
SC Pan, F Sana, AG Schmitt, EL Bjork
Journal of Applied Research in Memory and Cognition 9 (4), 542-554, 2020
Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice.
SC Pan, F Sana
Journal of Experimental Psychology: Applied 27 (2), 237, 2021
Learning from errors: Students’ and instructors’ practices, attitudes, and beliefs
SC Pan, F Sana, J Samani, J Cooke, JA Kim
Memory 28 (9), 1105-1122, 2020
What Is Your Degree Worth? The Relationship between Post-Secondary Programs and Employment Outcomes.
B Fenesi, F Sana
Canadian Journal of Higher Education 45 (4), 383-399, 2015
Optimizing the efficacy of learning objectives through pretests
F Sana, ND Forrin, M Sharma, T Dubljevic, P Ho, E Jalil, JA Kim
CBE—Life Sciences Education 19 (3), ar43, 2020
A Case Study of the Introductory Psychology Blended Learning Model at McMaster University.
F Sana, B Fenesi, JA Kim
Canadian Journal for the Scholarship of Teaching and Learning 2 (1), 6, 2011
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
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
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
Training undergraduate teaching assistants in a peer mentor course
F Sana, MV Pachai, JA Kim
Transformative Dialogues: Teaching and Learning Journal 4 (3), 2011
Interleaving retrieval practice promotes science learning
F Sana, VX Yan
Psychological Science 33 (5), 782-788, 2022
The Robustness of the interleaving benefit
VX Yan, F Sana
Journal of Applied Research in Memory and Cognition 10 (4), 589-602, 2021
Improving conceptual learning via pretests.
F Sana, VX Yan, CM Clark, EL Bjork, RA Bjork
Journal of Experimental Psychology: Applied 27 (2), 228, 2021
Evaluating the effectiveness of combining the use of corrective feedback and high-level practice questions
B Fenesi, F Sana, JA Kim
Teaching of psychology 41 (2), 135-143, 2014
Grade 12 versus Grade 13: Benefits of an extra year of high school
F Sana, B Fenesi
The Journal of Educational Research 106 (5), 384-392, 2013
The interplay between inhibitory control and metaphor conventionality
F Sana, J Park, CL Gagné, TL Spalding
Memory & Cognition 49, 1267-1284, 2021
Digital 0.0
M Spitzer
Nervenheilkunde 36 (04), 205-213, 2017
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