Chunliang Yang
Biographic Data
| ID | 3656551 |
|---|---|
| NAME | Chunliang Yang |
| GIVEN NAMES | Chunliang |
| FAMILY NAME | Yang |
| SIGNATURE | YANG C |
| AFFILIATIONS | Beijing Normal University |
| ORCID | 0000-0002-4995-7300 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Cognitive Mechanisms of the Positivity Reactivity Effect on Word Recognition Memory
JOLs are widely used to measure metacognitive monitoring, yet their elicitation can reactively enhance memory—a phenomenon known as the positive reactivity effect. The enhanced engagement theory posits that JOLs improve memory by increasing attentional and cognitive engagement during encoding, but direct experimental evidence remains scarce. Across three experiments, we directly manipulated key components of learning engagement—attentional focus …
Metacognitive sensitivity predicts the quality of information search in value-based decision making
Understanding Regional Cultural-Psychological Variations and Their Sources in China
This research comprehensively examined regional variations in individualism and collectivism within China and the explanatory power of 20 potential factors derived from the existing cultural psychological theories, including socioecological (e.g., climates, subsistence activities, and modernization) and population (e.g., ethnicity, genetic and linguistic features) ones. Three large-scale studies were conducted. In Study 1 ( N = 18,606), we assess…
Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning
Interleaving (intermixing exemplars from different categories) is more effective in promoting inductive learning than blocking (massing exemplars from a given category together). Yet learners typically prefer blocking over interleaving during self-regulated inductive learning, highlighting the need to develop effective interventions to overcome this metacognitive illusion and promote learners’ practical use of the interleaving strategy. Drawing o…
Individual differences in the reactivity effect of judgments of learning
Confidence ratings increase response thresholds in decision making
Do changed learning goals explain why metamemory judgments reactively affect memory
Reactivity effect of judgments of learning on false memory
Longitudinal Associations between Metacognition and Spontaneous and Deliberate Mind Wandering During Early Adolescence
Judgments of learning reactively facilitate visual memory by enhancing learning engagement
Does the reactivity effect of judgments of learning transfer to learning of new information
The current study was designed to explore whether the reactivity effect transfers to subsequent learning of new information. Participants studied two blocks of words (Experiment 1) or related word pairs (Experiments 2 & 3). In Block 1, participants in the experimental (JOL) group made a JOL while studying each item, whereas the control (no-JOL) group did not make item-by-item JOLs. Then both groups studied Block 2, in which they did not make JOLs…
Evaluating the conceptual strategy change account of test-potentiated new learning in list recall
Prior testing potentiates new learning, an effect known as test-potentiated new learning (TPNL). Research using lists of related words has established that testing, by free recall, also increases semantic clustering of later recall output. It has been suggested that this is evidence that testing induces a strategy change in encoding and retrieval towards greater conceptual organisation. The current research evaluated whether this conceptual strat…
Mind the Gap Between Comprehension and Metacomprehension
Research has consistently demonstrated that learners are strikingly poor at metacognitively monitoring their learning and comprehension of texts. The aim of the present meta-analysis is to explore three important questions about metacomprehension: (a) To what extent can people accurately discriminate well-learned texts from less well learned ones? (b) What are the (meta)cognitive causes of poor metacomprehension accuracy? and (c) What interventio…
When judging what you know changes what you really know
Recent studies established that making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself—a reactivity effect. The current study recruited 190 Chinese children (Mage = 8.68 years; 101 female) in 2020 and 2021 to explore the reactivity effect on children's learning, its developmental trajectory and associated metacognitive awareness. The results showed that making JOLs significantly enhanced retention…
How does parental involvement matter for children's academic achievement during school closure in primary school
BackgroundCOVID-19 has infected over twenty million people across 200 countries. UNESCO claimed that more than 190 countries had implemented countrywide school closures, which resulted in preventing 1.6 billion students of their classroom learning opportunities. As children are unable to study in the classroom with teachers' supervision, the importance of parental engagement is amplified in children's learning at home.AimThe primary purpose of th…
Testing (quizzing) boosts classroom learning
Over the last century hundreds of studies have demonstrated that testing is an effective intervention to enhance long-term retention of studied knowledge and facilitate mastery of new information, compared with restudying and many other learning strategies (e.g., concept mapping), a phenomenon termed the testing effect. How robust is this effect in applied settings beyond the laboratory? The current review integrated 48,478 students' data, extrac…
Forward testing effect on new learning in older adults
摘要
How does parental involvement matter for children's academic achievement during school closure in primary school
BackgroundCOVID-19 has infected over twenty million people across 200 countries. UNESCO claimed that more than 190 countries had implemented countrywide school closures, which resulted in preventing 1.6 billion students of their classroom learning opportunities. As children are unable to study in the classroom with teachers' supervision, the importance of parental engagement is amplified in children's learning at home.AimThe primary purpose of th…
Forward testing effect on new learning in older adults
摘要
Testing (quizzing) boosts classroom learning
Over the last century hundreds of studies have demonstrated that testing is an effective intervention to enhance long-term retention of studied knowledge and facilitate mastery of new information, compared with restudying and many other learning strategies (e.g., concept mapping), a phenomenon termed the testing effect. How robust is this effect in applied settings beyond the laboratory? The current review integrated 48,478 students' data, extrac…
When judging what you know changes what you really know
Recent studies established that making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself—a reactivity effect. The current study recruited 190 Chinese children (Mage = 8.68 years; 101 female) in 2020 and 2021 to explore the reactivity effect on children's learning, its developmental trajectory and associated metacognitive awareness. The results showed that making JOLs significantly enhanced retention…
How does parental involvement matter for children's academic achievement during school closure in primary school
BackgroundCOVID-19 has infected over twenty million people across 200 countries. UNESCO claimed that more than 190 countries had implemented countrywide school closures, which resulted in preventing 1.6 billion students of their classroom learning opportunities. As children are unable to study in the classroom with teachers' supervision, the importance of parental engagement is amplified in children's learning at home.AimThe primary purpose of th…
Judgments of learning reactively facilitate visual memory by enhancing learning engagement
Does the reactivity effect of judgments of learning transfer to learning of new information
The current study was designed to explore whether the reactivity effect transfers to subsequent learning of new information. Participants studied two blocks of words (Experiment 1) or related word pairs (Experiments 2 & 3). In Block 1, participants in the experimental (JOL) group made a JOL while studying each item, whereas the control (no-JOL) group did not make item-by-item JOLs. Then both groups studied Block 2, in which they did not make JOLs…
Evaluating the conceptual strategy change account of test-potentiated new learning in list recall
Prior testing potentiates new learning, an effect known as test-potentiated new learning (TPNL). Research using lists of related words has established that testing, by free recall, also increases semantic clustering of later recall output. It has been suggested that this is evidence that testing induces a strategy change in encoding and retrieval towards greater conceptual organisation. The current research evaluated whether this conceptual strat…
Mind the Gap Between Comprehension and Metacomprehension
Research has consistently demonstrated that learners are strikingly poor at metacognitively monitoring their learning and comprehension of texts. The aim of the present meta-analysis is to explore three important questions about metacomprehension: (a) To what extent can people accurately discriminate well-learned texts from less well learned ones? (b) What are the (meta)cognitive causes of poor metacomprehension accuracy? and (c) What interventio…
Confidence ratings increase response thresholds in decision making
Do changed learning goals explain why metamemory judgments reactively affect memory
Reactivity effect of judgments of learning on false memory
Longitudinal Associations between Metacognition and Spontaneous and Deliberate Mind Wandering During Early Adolescence
Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning
Interleaving (intermixing exemplars from different categories) is more effective in promoting inductive learning than blocking (massing exemplars from a given category together). Yet learners typically prefer blocking over interleaving during self-regulated inductive learning, highlighting the need to develop effective interventions to overcome this metacognitive illusion and promote learners’ practical use of the interleaving strategy. Drawing o…
Individual differences in the reactivity effect of judgments of learning
The Cognitive Mechanisms of the Positivity Reactivity Effect on Word Recognition Memory
JOLs are widely used to measure metacognitive monitoring, yet their elicitation can reactively enhance memory—a phenomenon known as the positive reactivity effect. The enhanced engagement theory posits that JOLs improve memory by increasing attentional and cognitive engagement during encoding, but direct experimental evidence remains scarce. Across three experiments, we directly manipulated key components of learning engagement—attentional focus …
Metacognitive sensitivity predicts the quality of information search in value-based decision making
Understanding Regional Cultural-Psychological Variations and Their Sources in China
This research comprehensively examined regional variations in individualism and collectivism within China and the explanatory power of 20 potential factors derived from the existing cultural psychological theories, including socioecological (e.g., climates, subsistence activities, and modernization) and population (e.g., ethnicity, genetic and linguistic features) ones. Three large-scale studies were conducted. In Study 1 ( N = 18,606), we assess…
Psychology (14 works) · Cognitive psychology (12 works) · Cognition (10 works) · Memory Processes and Influences (9 works) · Developmental psychology (8 works) · Metacognition (7 works) · Social Psychology (6 works) · Neural and Behavioral Psychology Studies (5 works) · Neuroscience (5 works) · Computer Science (4 works)