| 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 N Su, T Li, J Zheng, X Hu, T Fan, L Luo PloS one 13 (7), e0200888, 2018 | 37 | 2018 |
| When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children’s learning W Zhao, B Li, DR Shanks, W Zhao, J Zheng, X Hu, N Su, T Fan, Y Yin, ... Child Development 93 (2), 405-417, 2022 | 32 | 2022 |
| Soliciting judgments of forgetting reactively enhances memory as well as making judgments of learning: Empirical and meta-analytic tests B Li, W Zhao, J Zheng, X Hu, N Su, T Fan, Y Yin, M Liu, C Yang, L Luo Memory & Cognition, 1-17, 2022 | 23 | 2022 |
| A Bayesian inference model for metamemory. X Hu, J Zheng, N Su, T Fan, C Yang, Y Yin, SM Fleming, L Luo Psychological Review 128 (5), 824, 2021 | 20 | 2021 |
| Using multilevel mediation model to measure the contribution of beliefs to judgments of learning X Hu, J Zheng, T Fan, N Su, C Yang, L Luo Frontiers in psychology 11, 637, 2020 | 14 | 2020 |
| The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor? T Fan, J Zheng, X Hu, N Su, Y Yin, C Yang, L Luo Plos one 16 (9), e0257547, 2021 | 9 | 2021 |
| The Effects of emotion on judgments of learning and memory: a meta-analytic review Y Yin, DR Shanks, B Li, T Fan, X Hu, C Yang, L Luo Metacognition and Learning 18 (2), 425-447, 2023 | 8 | 2023 |
| Soliciting judgments of learning reactively facilitates both recollection-and familiarity-based recognition memory J Zheng, B Li, W Zhao, N Su, T Fan, Y Yin, Y Hu, X Hu, C Yang, L Luo Metacognition and Learning 19 (2), 609-633, 2024 | 2 | 2024 |
| Frequent Quizzing Accelerates Classroom Learning C Yang, DR Shanks, W Zhao, T Fan, L Luo In their own words: What scholars and teachers want you to know about why …, 2023 | 2 | 2023 |
| Do Confidence Ratings Reactively Modify Children’s Academic Assessment Performance? Negative Answer from a Three-Year Longitudinal Study J Zheng, N Su, T Fan, B Li, W Zhao, X Hu, C Yang, L Luo Journal of Intelligence 12 (9), 91, 2024 | | 2024 |
| Study strategy use among elementary school students: Is use of specific study strategies related to academic performance? Y Yin, T Fan, W Zhao, J Zheng, X Hu, N Su, C Yang, L Luo Metacognition and Learning, 1-18, 2024 | | 2024 |
Liang LuoProfessor of psychology and education, Beijing Normal University在 bnu.edu.cn 的电子邮件经过验证
