| An identity-based motivation framework for self-regulation D Oyserman, NA Lewis Jr, VX Yan, O Fisher, SC O'Donnell, E Horowitz Psychological Inquiry 28 (2-3), 139-147, 2017 | 211 | 2017 |
| On the difficulty of mending metacognitive illusions: A priori theories, fluency effects, and misattributions of the interleaving benefit. VX Yan, EL Bjork, RA Bjork Journal of Experimental Psychology: General 145 (7), 918, 2016 | 211 | 2016 |
| Habits and beliefs that guide self-regulated learning: Do they vary with mindset? VX Yan, KP Thai, RA Bjork Journal of Applied Research in Memory and Cognition, 2014 | 190 | 2014 |
| Type I error inflation in the traditional by-participant analysis to metamemory accuracy: a generalized mixed-effects model perspective. K Murayama, M Sakaki, VX Yan, GM Smith Journal of Experimental Psychology: Learning, Memory, and Cognition 40 (5), 1287, 2014 | 147 | 2014 |
| Study sequence matters for the inductive learning of cognitive concepts. F Sana, VX Yan, JA Kim Journal of Educational Psychology 109 (1), 84, 2017 | 89 | 2017 |
| How should exemplars be sequenced in inductive learning? Empirical evidence versus learners’ opinions. VX Yan, NC Soderstrom, GS Seneviratna, EL Bjork, RA Bjork Journal of Experimental Psychology: Applied 23 (4), 403, 2017 | 72 | 2017 |
| Optimal sequencing during category learning: Testing a dual-learning systems perspective SM Noh, VX Yan, RA Bjork, WT Maddox Cognition 155, 23-29, 2016 | 49 | 2016 |
| Memory and metamemory considerations in the instruction of human beings revisited: Implications for optimizing online learning VX Yan, CM Clark, RA Bjork From the Laboratory to the Classroom, 61-74, 2016 | 46 | 2016 |
| Why does guessing incorrectly enhance, rather than impair, retention? VX Yan, Y Yu, MA Garcia, RA Bjork Memory & Cognition 42, 1373-1383, 2014 | 46 | 2014 |
| Do students think that difficult or valuable materials should be restudied sooner rather than later? MS Cohen, VX Yan, V Halamish, RA Bjork Journal of Experimental Psychology: Learning, Memory, and Cognition 39 (6), 1682, 2013 | 43 | 2013 |
| Students can (mostly) recognize effective learning, so why do they not do it? SD Rea, L Wang, K Muenks, VX Yan Journal of Intelligence 10 (4), 127, 2022 | 30 | 2022 |
| Making meaning: A culture-as-situated-cognition approach to the consequences of cultural fluency and disfluency. D Oyserman, VX Yan The Guilford Press, 2019 | 26 | 2019 |
| Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms K Muenks, VX Yan, NR Woodward, SE Frey Learning and Individual Differences 92, 102088, 2021 | 25 | 2021 |
| Self-regulated spacing in a massive open online course is related to better learning PF Carvalho, F Sana, VX Yan NPJ science of learning 5 (1), 2, 2020 | 24 | 2020 |
| The increasing importance of learning how to learn RA Bjork, VX Yan Washington University Libraries, 2014 | 24 | 2014 |
| Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence. VX Yan, F Sana Journal of Educational Psychology 113 (1), 125, 2021 | 23 | 2021 |
| Does working memory capacity moderate the interleaving benefit? F Sana, VX Yan, JA Kim, EL Bjork, RA Bjork Journal of Applied Research in Memory and Cognition 7 (3), 361-369, 2018 | 23 | 2018 |
| Interleaving retrieval practice promotes science learning F Sana, VX Yan Psychological Science 33 (5), 782-788, 2022 | 21 | 2022 |
| Multilevel induction of categories: Venomous snakes hijack the learning of lower category levels SM Noh, VX Yan, MS Vendetti, AD Castel, RA Bjork Psychological science 25 (8), 1592-1599, 2014 | 21 | 2014 |
| Who is part of the “mindset context”? The unique roles of perceived professor and peer mindsets in undergraduate engineering students’ motivation and belonging K Muenks, VX Yan, NK Telang Frontiers in Education 6, 633570, 2021 | 20 | 2021 |
Robert A. BjorkDistinguished Research Professor of Psychology, UCLA在 psych.ucla.edu 的电子邮件经过验证
