个人信息简介
姓名：杨春亮 学历：博士 职称：副教授
科研项目
国家自然科学基金（青年项目），“前向测试效应的认知神经机制”，2021-2024（30万RMB），主持。
北京师范大学中国基础教育质量监测协同创新中心自主课题，“中国小学生学习策略使用现状及影响因素的追踪研究”，2021-2022（10万RMB），主持。
北京师范大学教学建设与改革项目，““心理统计”交互式可视化教学平台的研发与应用”，2021-2023（10万RMB），参与。
北京师范大学青年教师发展基金项目，“课堂测试提高《认知心理学》教学成果”，2020-2021（1万RMB），主持。
科技部国家重点研发计划课题，“老年人心理健康评估标准与体系”，2020-2023，参与。
中央高校基本科研业务费专项资金项目，“产生效应的认知机制研究”，2019-2023（10万RMB），主持。
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；560万RMB). Investigators: David R. Shanks & Chunliang Yang.
NUS Faculty of Arts & Social Sciences, “Applying the principles from cognitive psychology to enhance educational practice.” 2019-2020 (S$8,000 total cost；4万RMB). Investigators: Chunliang Yang & Rongjun Yu.
著作论文
Yang, C., Zhao, W., Luo, L., Sun, B., Potts. R., & Shanks, D. R. (2021). Testing Potential Mechanisms Underlying Test-Potentiated New Learning. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication.
Yuan, B., Tolomeo, S., Yang, C., Wang, Y., & Yu, R. (2021). The tDCS effect on Prosocial Behavior: A Meta-Analytic Review. Social Cognitive and Affective Neuroscience. Advance online publication.
Dang. X., Yang, C., & Chen, Y. (2021). Age difference in the forward testing effect: The roles of strategy change and release from proactive interference. Cognitive Development, 59, 101079.
Hu, X., Zheng, J., Su, N., Fan, T., Yang, C., Yin, Y., Fleming, S. M., & Luo, L. (2021). A Bayesian inference model for metamemory. Psychological Review. Advance online publication.
Li, X., Chen, G., & Yang, C. (2021). How cognitive conflict affects judgments of learning: Evaluating the contributions of processing fluency and metamemory beliefs. Memory & Cognition, 49, 912–922.
Yang, C.#, Yu, R., Hu, X., Luo, L., Huang, T., & Shanks, D. R. (2021). How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: methods and pitfalls. Metacognition and Learning, 16, 319–343.
Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (Quizzing) Boosts Classroom Learning: A Systematic and Meta-Analytic Review. Psychological Bulletin, 147(4), 399–435.
Yuan, B., Yang, C., Sun, X., Yin. J., & Li, W. (2021). How does residential mobility influence generalized trust?. Journal of Social and Personal Relationships, 38, 995-1014.
Wang, Z., Yang, C., Zhao, W., & Jiang, Y. (2020). Perceptual fluency affects judgments of learning non-analytically and analytically through beliefs about how perceptual fluency affects memory. Frontiers in Psychology, 11, 552824.
Wang, T., Yang, C.#, & Zhong, N. (2020). Forward testing effect on new learning in older adults (in Chinese). Acta Psychologica Sinica, 52, 1-12.
Yang, G., Qi, X., Yun, H., & Yang, C.# (2020). Why is life special? The animacy effect on memory and its underlying mechanisms (in Chinese). Advances in Psychology, 10, 1274-1285.
Lei, W., Chen, J., Yang, C., Guo, Y., Feng, P., Feng, T., & Li, H. (2020). Metacognition-related regions modulate the reactivity effect of confidence ratings on perceptual decision-making. Neuropsychologia, 144, 107502.
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 Psychology, 11, 637.
Yang, C. #, Sun, B., Potts, R., Yu, R., Luo, L., & Shanks, D. R. (2020). Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning? Journal of Experimental Psychology: Applied, 26(4), 724–738.
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.
