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Journal of Intelligence|April 25, 2025
Introduction to the Special Issue: Advances in Metacognition, Learning, and ReactivityChunliang Yang, Liang LuoJournal of Experimental Psychology. General|June 16, 2022
Are the contributions of processing experience and prior beliefs to confidence ratings domain-general or domain-specific?Xiao Hu, Chunliang Yang, Liang LuoJournal of Experimental Psychology. General|June 1, 2023
Decision criteria in signal detection model are not based on the objective likelihood ratioXiao Hu, Chunliang Yang, Liang LuoJournal of Youth and Adolescence|April 10, 2024
Longitudinal Associations between Metacognition and Spontaneous and Deliberate Mind Wandering During Early AdolescenceWeiwei Gao, Liang Luo, Chunliang Yang, et al.Journal of Intelligence|July 28, 2023
The Relationship between Dispositional Mindfulness and Relative Accuracy of Judgments of Learning: The Moderating Role of Test AnxietyYue Yin, Baike Li, Xiao Hu, et al.Frontiers in Psychology|May 1, 2020
Using Multilevel Mediation Model to Measure the Contribution of Beliefs to Judgments of LearningXiao Hu, Jun Zheng, Tian Fan, et al.Psychological Bulletin|March 8, 2021
Testing (quizzing) boosts classroom learning: A systematic and meta-analytic reviewChunliang Yang, Liang Luo, Miguel A Vadillo, et al.Journal of Experimental Psychology. Learning, Memory, and Cognition|July 22, 2021
Testing potential mechanisms underlying test-potentiated new learningChunliang Yang, Wenbo Zhao, Liang Luo, et al.Journal of Experimental Psychology. Applied|June 5, 2020
Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning?Chunliang Yang, Bukuan Sun, Rosalind Potts, et al.Plos One|September 20, 2021
The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor?Tian Fan, Jun Zheng, Xiao Hu, et al.Pageof 73