2024
Li, B., Pastötter, B., Zhong, Y., Su, N., Huang, T., Zhao, W., Hu, X., Luo, L., & Yang, C. (2024). Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study. Journal of Intelligence, 12, 44. [PDF][OSF]
Zheng, J., Li, B., Zhao, W., Su, N., Fan, T., Yin, Y., Hu, Y., Hu, X., Yang, C., & Luo, L. (2024). Soliciting judgments of learning reactively facilitates both recollection- and familiarity-based recognition memory. Metacognition and Learning, Advance online publication. [PDF][OSF]
Yin, Y., Fan, T., Zhao, W., Hu, X., Su, N., Yang, C., & Luo, L. (2024). Study strategy use among elementary school students: Is use of specific study strategies related to academic performance? Metacognition and Learning, 1-18. [PDF]
Li, B., Shanks, D. R., Zhao, W., Hu, X., Luo, L., & Yang, C. (2024). Do changed learning goals explain why metamemory judgments reactively affect memory? Journal of Memory and Language, 136, 104506. [PDF][OSF]
2023
Li, B., Hu, X., Shanks, D.R., Su, N., Zhao, W., Meng, L., Lei, W., Luo, L. & Yang, C. (2023). Confidence ratings increase response thresholds in decision making. Psychonomic Bulletin & Review, 1-10. [PDF][OSF]
Zhao, W., Xu, M., Xu, C., Li, B., Hu, X., Yang, C., & Luo, L. (2023). Judgments of Learning Following Retrieval Practice Produce Minimal Reactivity Effect on Learning of Education‑Related Materials. Journal of Intelligence, 11(10), 190. [PDF][OSF]
Yang, C., Li, J., Zhao, W., Luo, L., & Shanks, D. R. (2023). Do Practice Tests (Quizzes) Reduce or Provoke Test Anxiety? A Meta-Analytic Review. Educational Psychology Review, 35(3), 87. [PDF][OSF]
Yin, Y., Li, B., Hu, X., Guo, X., Yang, C., & Luo, L. (2023). The Relationship between Dispositional Mindfulness and Relative Accuracy of Judgments of Learning: The Moderating Role of Test Anxiety. Journal of Intelligence, 11(7), 132. [PDF][OSF]
Li, B., Zhao, W., Shi, A., Zhong, Y., Hu, X., Liu, M., Luo, L., & Yang, C. (2023). Does the reactivity effect of judgments of learning transfer to learning of new information? Memory, 1-13. [PDF][OSF]
Shanks, D. R., Don, H. J., Boustani, S., & Yang, C. (2023). Test-Enhanced Learning. In Oxford Research Encyclopedia of Psychology. [PDF]
Yang, C., Shanks, D. R., Zhao, W., Fan, T., & Luo, L. (2023). Frequent Quizzing Accelerates Classroom Learning. In C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.), In their own words: What scholars and teachers want you to know about why and how to apply the science of learning in your academic setting (pp. 190-199). Society for the Teaching of Psychology. [PDF]
Zhao, W., Yin, Y., Hu, X., Shanks, D. R., Yang, C., & Luo, L. (2023). Memory for inter‑item relations is reactively disrupted by metamemory judgments. Metacognition and Learning, 1-18. [PDF][OSF]
Boustani, S., Owens, C., Don, H. J., Yang, C., & Shanks, D. R. (2023). Evaluating the conceptual strategy change account of test-potentiated new learning in list recall. Journal of Memory and Language, 130, 104412. [PDF][OSF]
Zhao, W., Li, J., Shanks, D.R., Li, B., Hu, X., Yang, C., & Luo, L. (2023). Metamemory Judgments Have Dissociable Reactivity Effects on Item and Interitem Relational Memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 49(4), 557–574. [PDF][OSF]
Yin, Y., Shanks, D.R., Li, B., Fan, T., Hu, X., Yang, C., & Luo, L. (2023). The Effects of emotion on judgments of learning and memory: a meta-analytic review. Metacognition and Learning, 1-23. [PDF][OSF]
2022
Shi, A., Xu, C., Zhao, W., Shanks, D.R., Hu, X., Luo, L., & Yang, C. (2022). Judgments of learning reactively facilitate visual memory by enhancing learning engagement. Psychonomic Bulletin & Review, 1–12. [PDF][OSF]
Don, H. J., Yang, C., Boustani, S., & Shanks, D. R. (2022). Do partial and distributed tests enhance new learning?. Journal of Experimental Psychology: Applied, Advance online publication. [PDF][OSF]
Yu, X., Chen, Y., Yang, C., Yang, X., Chen, X., & Dang, X. (2022). How does parental involvement matter for children’s academic achievement during school closure in primary school? British Journal of Educational Psychology, 92(4), 1621–1637. [PDF]
Li, B., Zhao, W., Zheng, J., Hu, X., Su, N., Fan, T., Yin, Y., Liu, M., Yang, C., & Luo, L. (2022). Soliciting judgments of forgetting reactively enhances memory as well as making judgments of learning: Empirical and meta-analytic tests. Memory & Cognition, 50(5), 1061–1077. [PDF][OSF]
Hu, X., Yang, C., & Luo, L. (2022). Retrospective confidence rating about memory performance is affected by both retrieval fluency and non-decision time. Metacognition and Learning, 1–31. [PDF][OSF]
Hu, X., Yang, C., & Luo, L. (2022). Are the Contributions of Processing Experience and Prior Beliefs to Confidence Ratings Domain-general or Domain-specific? [PDF][OSF]
Sun, Y., Shi, A., Zhao, W., Yang, Y., Li, B., Hu, X., Shanks, D.R., Yang, C., & Luo, L. (2022). Long‑lasting effects of an instructional intervention on interleaving preference in inductive learning and transfer. Educational Psychology Review, 1–29. [PDF][OSF]
Zhao, W., Li, B., Shanks, D. R., Zhao, W., Zheng, J., Hu, X., Su, N., Fan, T., Yin, Y., Luo, L., & Yang, C. (2022). When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children’s learning. Child Development, 93(2), 405–417. [PDF][OSF]
Yang, C., Zhao, W., Yuan, B., Luo, L., & Shanks, D. R. (2022). Mind the Gap Between Comprehension and Metacomprehension: Meta-Analysis of Metacomprehension Accuracy and Intervention Effectiveness. Review of Educational Research93(2), 143–194. [PDF][OSF]
Yuan, B., Tolomeo, S., Yang, C., Wang, Y., & Yu, R. (2022). tDCS effect on prosocial behavior: a meta-analytic review. Social cognitive and affective neuroscience, 17(1), 26–42. [PDF]
2021
Dang, X., Yang, C., Chen, M., Chen, Y., & Yu, X. (2021). Developmental trajectory of the forward testing effect: The role of reset-of-encoding. European Journal of Developmental Psychology, 1-16. [PDF]
Fan, T., Zheng, J., Hu, X., Su, N., Yin, Y., Yang, C., & Luo, L. (2021). The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor? PLoS One, 16(9), e0257547. [PDF][OSF]
Yang, C., Zhao, W., Luo, L., Sun, B., Potts. R., & Shanks, D. R. (2021). Testing Potential Mechanisms Underlying Test-Potentiated New Learning. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. [PDF][OSF]
Dang. X., Yang, C., & Chen, Y. (2021). Age difference in the forward testing effect: The roles of strategy change and release from proactive interference. Cognitive Development, 59, 101079. [PDF]
Hu, X., Zheng, J., Su, N., Fan, T., Yang, C., Yin, Y., Fleming, S. M., & Luo, L. (2021). A Bayesian inference model for metamemory. Psychological Review, 128(5), 824-855. [PDF][GitHub]
Li, X., Chen, G., & Yang, C. (2021). How cognitive conflict affects judgments of learning: Evaluating the contributions of processing fluency and metamemory beliefs. Memory & Cognition, 49(5), 912–922. [PDF]
Yang, C., Yu, R., Hu, X., Luo, L., Huang, T., & Shanks, D. R. (2021). How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: methods and pitfalls. Metacognition and Learning, 16(2), 319–343. [PDF]
Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (Quizzing) Boosts Classroom Learning: A Systematic and Meta-Analytic Review. Psychological Bulletin, 147(4), 399–435. [PDF][OSF]
Yuan, B., Yang, C., Sun, X., Yin. J., & Li, W. (2021). How does residential mobility influence generalized trust? Journal of Social and Personal Relationships, 38(3), 995-1014. [PDF]
Su, N., Buchin, Z. L., & Mulligan, N. W. (2021). Levels of Retrieval and the Testing Effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 47(4), 652-670. [PDF]
2020
Wang, Z., Yang, C., Zhao, W., & Jiang, Y. (2020). Perceptual fluency affects judgments of learning non-analytically and analytically through beliefs about how perceptual fluency affects memory. Frontiers in Psychology, 11, 552824. [PDF]
Wang, T., Yang, C., & Zhong, N. (2020). Forward testing effect on new learning in older adults (in Chinese). Acta Psychologica Sinica, 52(11), 1-12. [PDF]
Yang, G., Qi, X., Yun, H., & Yang, C. (2020). Why is life special? The animacy effect on memory and its underlying mechanisms (in Chinese). Advances in Psychology, 10, 1274-1285. [PDF]
Lei, W., Chen, J., Yang, C., Guo, Y., Feng, P., Feng, T., & Li, H. (2020). Metacognition-related regions modulate the reactivity effect of confidence ratings on perceptual decision-making. Neuropsychologia, 144, 107502. [PDF]
Hu, X., Zheng, J., Fan, T., Su, N., Yang, C., & Luo, L. (2020). Using multilevel mediation model to measure the contribution of beliefs to judgments of learning. Frontiers in Psychology, 11, 637. [PDF] [OSF]
Yang, C., Sun, B., Potts, R., Yu, R., Luo, L., & Shanks, D. R. (2020). Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning? Journal of Experimental Psychology: Applied, 26(4), 724–738. [PDF][OSF]
Rahnev, D., Desender, K., Lee, A. L. F., Adler, W. T., Aguilar-Lleyda, D., Akdoğan, B., … Hu, X., … Luo, L., … & Zylberberg, A. (2020). The confidence database. Nature Human Behaviour, 4(3), 317-325. [PDF] [OSF]
2019
Yang, C., Chew, S., Sun. B., & Shanks, D. R. (2019). The forward effects of testing transfer to different domains of learning. Journal of Educational Psychology, 111(5), 809-826. [PDF] [OSF]
Hu, X., Luo, L., & Fleming, S. M. (2019).A role for metamemory in cognitive offloading. Cognition, 193, 104012. [PDF] [GitHub]
2018
Yang, C., Potts, R., & Shanks, D. R. (2018). Enhancing learning and retrieval of new information: A review of the forward testing effect. Nature Partner Journal: Science of Learning, 3, 8. [PDF]
Yang, C., Huang, T., & Shanks, D. R. (2018). Perceptual fluency affects judgments of learning: The font size effect. Journal of Memory and Language, 99, 99-110. [PDF] [OSF]
Nelson, L., O’Donnell, M., … Yang, C., … & Mark, Z. (2018). Registered Replication Report: Dijksterhuis & Van Knippenberg (1998). Perspectives on Psychological Science, 13(2), 268-294. [PDF] [OSF]
Yang, C., Sun, B., & Shanks, D. R. (2018). The anchoring effect in metamemory monitoring. Memory & Cognition, 46(3), 384-397. [PDF] [OSF]
Yang, C., & Shanks, D. R. (2018). The forward testing effect: Interim testing enhances inductive learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(3), 485-492. [PDF] [OSF]
Su, N., Li, T., Zheng, J., Hu, X., Fan, T., & Luo, L. (2018). How font size affects judgments of learning: Simultaneous mediating effect of item-specific beliefs about fluency and moderating effect of beliefs about font size and memory. PLoS One, 13, e0200888. [PDF]
2017
Yang, C., Potts, R., & Shanks, D. R. (2017). The forward testing effect on self-regulated learning and metamemory monitoring. Journal of Experimental Psychology: Applied, 23(3), 273-277. [PDF] [OSF]
Yang, C., Potts, R., & Shanks, D. R. (2017). Metacognitive unawareness of the errorful generation benefit and its effect on self-regulated learning. Journal of Experimental Psychology: Learning, Memory, and Cognition,43(7), 1073-1092. [PDF] [OSF]
Hu, X., Liu, Z., Chen, W., Zheng, J., Su, N., Wang, W., Lin, C., & Luo, L. (2017). Individual differences in the accuracy of judgments of learning are related to the gray matter volume and functional connectivity of the left mid-insula. Frontiers in Human Neuroscience, 11, 399. [PDF]
Li, T., Hu, X., Zheng, J., Su, N., Liu, Z., & Luo, L. (2017). The influence of visual mental imagery size on metamemory accuracy in judgment of learning. Memory, 25, 244-253. [PDF]
2016
Hu, X., Liu, Z., Li, T., & Luo, L. (2016). Influence of cue word perceptual information on metamemory accuracy in judgement of learning. Memory, 24, 383-398. [PDF]
Zheng, J., Zhang, W., Li, T., Liu, Z., & Luo, L. (2016). Practicing more retrieval routes leads to greater memory retention. Acta Psychologica, 169, 109-118. [PDF]
2015
Hu, X., Li, T., Zheng, J., Su, N., Liu, Z., & Luo, L. (2015). How much do metamemory beliefs contribute to the font-size effect in judgments of learning? PLoS One, 10, e0142351. [PDF]
2011-2014
Zheng, J., Zhang, W., & Luo, L. (2014). Cue Strength Regulating the Testing Effect: The Differences between Different Testing Intervals (in Chinese). Psychological Development and Education, 6, 609-615. [PDF]
Luo, L. & Zhang, W. (2012). Testing for Learning Enhancement: Recent Advances in Memory Psychology and Educational Revelation (in Chinese). Journal of Beijing Normal University (Social Sciences), 1, 43-50. [PDF]
Liu, Z., Luo, L., & Zhang, W. (2011). Retrieval Practice Enhance Learning: Experimental Evidence and Underlying Mechanism (in Chinese). Psychological Development and Education, 4, 441-447. [PDF]
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