Publications

If there is a publication that you cannot access, please feel free to directly email me for a copy or request a copy from my ResearchGate page.

2020 – in press

Sana, F. & Yan, V. X. (accepted). Interleaving retrieval practice promotes science learning. Psychological Science.

Yan, V.X. & Schuetze, B. A.+ (accepted). Not just stimuli structure: Effects in category learning vary by task demands. Journal of Applied Research in Memory and Cognition.

Yan, V. X. & Sana, F.  (in press). The robustness of the interleaving effect. Journal of Applied Research in Memory and Cognition.

Muenks, K., Yan, V. X.,  Woodward, N., & Frey, S. E. (2021). Elaborative learning practices are associated with perceived faculty growth mindset in science classrooms. Learning and Individual Differences, 92, Article 102088. https://doi.org/10.1016/j.lindif.2021.102088

Yan, V. X. & Wang, L. (2021). What predicts quality of learning’ study efforts? Implicit beliefs and interest are related to mastery goals, but not to use of effective study strategies. Frontiers in Education, 6:643421. https://doi.org/10.3389/feduc.2021.643421

Muenks, K., Yan, V. X., & Telang, N. K. (2021). Who is part of the “mindset context”? The unique role of perceived professor and peer mindsets in undergraduate engineering students’ motivation and belonging. Frontiers in Education, 6:633570. https://doi.org/10.3389/feduc.2021.633570 

Sana, F., Yan, V. X., Clark, C. M., Bjork, E. L., & Bjork, R. A. (2020, in press). Improving conceptual learning via pretests. Journal of Experimental Psychology: Applied, 27(2), 228–236https://doi.org/10.1037/xap0000322 

Yan, V. X., & Sana, F. (2021). Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence. Journal of Educational Psychology. https://doi.org/10.1037/edu0000470  [PDF]

Yan, V. X., Eglington, L. G., & Garcia, M. A. (2020). Learning better, learning more: The benefits of expanded retrieval practice. Journal of Applied Research in Memory and Cognition, 9, 204-214. https://doi.org/10.1016/j.jarmac.2020.03.002 [PDF]

Carvalho, P. F., Sana, F., & Yan, V. X. (2020, co-first authors). Self-regulated spacing in a massive open online course is related to better learning outcomes. npj Science of Learning. https://doi.org/10.1038/s41539-020-0061-1 [PDF]

2017-2019

Yan, V. X., & Sana, F. (2019). Testing the discriminative contrast hypothesis: Predictions fail for inductive learning of artists’ styles. Journal of Cognitive Education and Psychology, 18, 35-51. http://dx.doi.org/10.1891/1945-8959.18.1.35

Oyserman, D. & Yan. V. X. (2019). 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. [PDF]

Yan, V. X., Guadagnoli, M., & Haycocks, N. (2019). Appropriate failure to create stress-resistant learning: Lessons from cognitive psychology. To appear in N. Hodges & M. Williams (Eds), Skill Acquisition in Sport: Research, Theory, and Practice (3rd ed). Routledge. [PDF]

Yan, V. X., & Wang, L. (2018). Memory in Educational Settings. In D. S. Dunn (Ed), Oxford Bibliographies. New York: Oxford University Press. https://doi.org/10.1093/OBO/9780199828340-0230 [PDF]

Sana, F., Yan, V. X., Kim, J. A., Bjork, R. A., Bjork, E. L. (2018). Does working memory capacity moderate the interleaving effect? Journal of Applied Research in Memory and Cognition, 7, 361-369. https://doi.org/10.1016/j.jarmac.2018.05.005 [PDF]

Yan, V. X., & Oyserman, D. (2018). The culture-identity-metacognition interface. J. Proust & M. Fortier (Eds). Metacognitive Diversity: An Interdisciplinary Approach. Oxford University Press. https://doi.org/10.1093/oso/9780198789710.003.0011 [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. http://dx.doi.org/10.1037/xap0000139 [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, 139-147http://dx.doi.org/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. http://dx.doi.org/10.1037/edu0000119 [PDF]

2013-2016

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. https://doi.org/10.4324/9781315625737 [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, 918-933http://doi.org/10.1037/xge0000177 [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. http://doi.org/10.1016/j.cognition.2016.06.007 [PDF]

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, 1373-1383https://doi.org/10.3758/s13421-014-0454-6 [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, 140-152https://doi.org/10.1016/j.jarmac.2014.04.003 [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, 1592-1599https://doi.org/10.1177/0956797614535938 [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, 1287-1306http://doi.org/10.1037/a0036914 [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, 1682-96http://doi.org/10.1037/a0032425 [PDF]