Publications

In press

Sana, F., Yan, V. X., Kim, J. A., Bjork, R. A., Bjork, E. L. (in press). Do learners with lower working memory capacity benefit from interleaving? Journal of Applied Research in Memory and Cognition.

Oyserman, D. & Yan. V. X. (in press). Making meaning: A culture-as-situated cognition approach to the consequences of cultural fluency and disfluency. In S. Kitayama and D. Cohen (Eds.), Handbook of Cultural Psychology. NY: Guilford Press

 

2016-2018

Yan, V. X., & Oyserman, D. (2018). The culture-identity-metacognition interface. J. Proust & M. Fortier (Eds). Metacognitive Diversity: An Interdisciplinary Approach. Oxford University Press. [PDF]

Yan, V. X., Soderstrom, N. C., Seneviratna, G. S., Bjork, E. L., & Bjork, R. A. (2017). How should exemplars be sequenced in inductive learning? Empirical evidence versus learners’ opinions. Journal of Experimental Psychology: Applied, 23, 403-416. [PDF]

Oyserman, D., Lewis, N. A., Yan, V. X., Fisher, O., O’Donnell, S. C., & Horowitz, E. (2017). An identity-based motivation framework for self-regulation. Psychological Inquiry, 28, 139-147DOI: 10.1080/1047840X.2017.1337406 [PDF]

Sana, F., Yan, V. X., & Kim, J. A. (2017). Study sequence matters for the inductive learning of cognitive concepts. Journal of Educational Psychology, 109, 84-98. [PDF]

Yan, V. X., Clark, C. M., & Bjork, R. A. (2016). Memory and metamemory considerations in the instruction of human beings revisited: Implications for optimizing online learning. J. C. Horvath, J. Lodge, & J. A. C. Hattie (Eds). From the Laboratory to the Classroom: Translating the Learning Sciences for Teachers. [link] [PDF]

Yan, V. X., Bjork, E. L., & Bjork, R. A. (2016). On the difficulty of mending metacognitive illusions: A priori theories, fluency effects, and misattributions of the interleaving benefit.Journal of Experimental Psychology: General, 145, 918-933[PDF]

Noh, S. M., Yan, V. X., Bjork, R. A., & Maddox, W. T. (2016). Optimal sequencing during category learning: Testing a dual-learning systems perspective. Cognition, 155, 23-29. [PDF]

 

2013-2015

Yan, V. X., Yu, Y., Garcia, M. A., & Bjork, R. A. (2014). Why does trying, and failing, to predict to-be-learned responses enhance later recall of those responses? Memory & Cognition, 42, 1373-1383[PDF]

Yan, V. X., Thai, K. P., & Bjork, R. A. (2014). Habits and beliefs that guide self-regulated learning: Do they vary with mindsets? Journal of Applied Research in Memory and Cognition, 3, 140-152. [PDF]

Bjork, R. A. & Yan, V. X. (2014). The increasing importance of learning how to learn. In McDaniel, M.A., Frey, R.F., Fitzpatrick, S.M., and Roediger, H.L., III(Eds). (2014). Integrating Cognitive Science with Innovative Teaching in STEM Disciplines. Saint Louis, Missouri: Washington University in St. Louis Libraries. http://dx.doi.org/10.7936/K7QN64NR [PDF]

Dissertation: Yan, V. (2014). Learning concepts and categories from examples: How learners’ beliefs match and mismatch the empirical evidence. (Order No. 3623080, University of California, Los Angeles). ProQuest Dissertations and Theses, 128. Retrieved from http://search.proquest.com/docview/1548302027?accountid=14512. (1548302027). [PDF]

Noh, S. M., Yan, V. X., Vendetti, M. S., Castel, A. D., & Bjork, R. A. (2014). Multi-level induction of categories: Venomous snakes capture the level of induction and hijack the learning of lower levels. Psychological Science, 25, 1592-1599[PDF]

Murayama, K., Sakaki, M., & Yan, V. X., Smith. G. (2014). Type-1 error inflation in the traditional by-participant analysis to metamemory accuracy: A generalized mixed-effects model perspective. Journal of Experimental Psychology: Learning, Memory, & Cognition, 40, 1287-1306[PDF]

Cohen, M. S., Yan, V. X., Halamish, V., & Bjork, R. A. (2013). Do students think that difficult or valuable materials should be restudied sooner, rather than later? Journal of Experimental Psychology: Learning, Memory and Cognition, 39, 1682-96[PDF]