On the Difficulty of Mending Metacognitive Illusions: A Priori Theories, Fluency Effects, and Misattributions of the Interleaving Benefit von Yan, Veronica X., Bjork, Elizabeth Ligon, Bjork, Robert A.

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Type I Error Inflation in the Traditional By-Participant Analysis to Metamemory Accuracy: A Generalized Mixed-Effects Model Perspective von Murayama, Kou, Sakaki, Michiko, Yan, Veronica X., Smith, Garry M.

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Students Can (Mostly) Recognize Effective Learning, So Why Do They Not Do It? von Rea, Stephany Duany, Wang, Lisi, Muenks, Katherine, Yan, Veronica X

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Study Sequence Matters for the Inductive Learning of Cognitive Concepts von Sana, Faria, Yan, Veronica X., Kim, Joseph A.

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Interleaving Retrieval Practice Promotes Science Learning von Sana, Faria, Yan, Veronica X.

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Interventions to Promote Retrieval Practice: Strategy Knowledge Predicts Intent, but Perceived Cost Predicts Usage von Wang, Lisi, Muenks, Katherine, Yan, Veronica X.

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Why does guessing incorrectly enhance, rather than impair, retention? von Yan, Veronica X., Yu, Yue, Garcia, Michael A., Bjork, Robert A.

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Does the Interleaving Effect Extend to Unrelated Concepts? Learners' Beliefs Versus Empirical Evidence von Yan, Veronica X., Sana, Faria

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What Is Meant by "Growth Mindset"? Current Theory, Measurement Practices, and Empirical Results Leave Much Open to Interpretation: Commentary on Macnamara and Burgoyne (2023) and B... von Yan, Veronica X., Schuetze, Brendan A.

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Difficulty-as-Improvement: The Courage to Keep Going in the Face of Life’s Difficulties von Yan, Veronica X., Oyserman, Daphna, Kiper, Gülnaz, Atari, Mohammad

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I forgot that you existed: Role of memory accessibility in the gender citation gap von Yan, Veronica X, Muenks, Katherine, Henderson, Marlone D

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University STEM instructors with stronger failure-as-debilitating mindsets are perceived to engage in fewer mastery-oriented teaching Practices by their students: An exploratory st... von Muenks, Katherine, Yan, Veronica X.

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Is Difficulty Mostly About Impossibility? What Difficulty Implies May Be Culturally Variant von O’Donnell, S. Casey, Yan, Veronica X., Bi, Chongzeng, Oyserman, Daphna

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On Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect: Commentary on Chen et al. (2021) von Sana, Faria, Yan, Veronica X., Carvalho, Paulo F.

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Optimal Learning Under Time Constraints: Empirical and Simulated Trade‐offs Between Depth and Breadth of Study von Schuetze, Brendan A., Yan, Veronica X.

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What Predicts Quality of Learners’ Study Efforts? Implicit Beliefs and Interest Are Related to Mastery Goals but Not to Use of Effective Study Strategies von Yan, Veronica X., Wang, Lisi

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The Robustness of the Interleaving Benefit von Yan, Veronica X., Sana, Faria

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How Should Exemplars Be Sequenced in Inductive Learning? Empirical Evidence Versus Learners' Opinions von Yan, Veronica X, Soderstrom, Nicholas C, Seneviratna, Gayan S, Bjork, Elizabeth Ligon, Bjork, Robert A

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Optimal sequencing during category learning: Testing a dual-learning systems perspective von Noh, Sharon M., Yan, Veronica X., Bjork, Robert A., Maddox, W. Todd

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No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions von Yan, Veronica X., Sana, Faria, Carvalho, Paulo F.

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