首页 | 师资队伍 | 专任教师

杨春亮副教授

电话:010-58806678

E-mail:chunliang.yang@bnu.edu.cn

研究方向:科学学习策略与记忆巩固方法;元认知监测、元认知控制与元认知发展;教学技术与学习心理;行为决策等

个人履历

学习经历:

2014.10-2018.08     伦敦大学学院心理与语言科学部,博士

导师:David R. ShanksRosalind Potts

2010.09-2014.07     武汉大学心理学系,本科

 

工作经历:

2019.08 – 至今      北京师范大学心理学部副教授

2019.01 – 至今      伦敦大学学院心理与语言科学部荣誉副研究员

2018.10 – 2019.08    新加坡国立大学心理学系博士后研究员

2018.08 – 2019.01    伦敦大学学院心理与语言科学部荣誉助理研究员

科学研究

科研项目:

United Kingdom Economic & Social Research Council, “Enhancing learning through testing: Investigating the practical uses and theoretical understanding of the forward testing effect.” 2020-2023 (£642,734.80 total cost). Investigators: David R. Shanks & Chunliang Yang.

北京师范大学新教师基金项目,“Cognitive mechanisms underlying the enhancing effect of production on memory retention”2019-2022,主持。

NUS Faculty of Arts & Social Sciences, “Applying the principles from cognitive psychology to enhance educational practice.” 2019-2020 (S$£8,000 total cost). Investigators: Chunliang Yang & Rongjun Yu.

 

发表论文:

Yang, C.*, Sun, B., Potts, R., Yu, R., Luo, L., & Shanks, D. R. (in press). Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning? Journal of Experimental Psychology: Applied, Advanced online publication.

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 Psychology11, 637.

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.

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.

Yang, C.*, Potts, R., & Shanks, D. R. (2018). Enhancing learning and retrieval of new information: A review of the forward testing effect. Nature Partner JournalScience of Learning, 3, 8.

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.

Yang, C.*, Sun, B., & Shanks, D. R.* (2018). The anchoring effect in metamemory monitoring. Memory & Cognition, 46(3), 384-397.

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.

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.

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.

教学工作

本科生:认知心理学、教育心理学

研究生:心理学实验技术进展Meta-analysisR语言、元认知研究前沿等

社会工作

其他

其他详细信息,请关注课题组网站:http://metacog.bnu.edu.cn/

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