Professor | Chunliang Yang | Asia Growth Partners

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Name	Chunliang Yang
Contact Information	chunliang.yang@bnu.edu.cn
Language ability	English, Chinese
Province	Beijing

Upload Avatar (500 x 500)

Name

Chunliang Yang

Contact Information

chunliang.yang@bnu.edu.cn

Language ability

English, Chinese

Province

Beijing

University/Lab Affiliation and Title	Beijing Normal University
Faculty	Psychology
Academic Background & Achievements	2014.10-2018.08 PhD in Experimental Psychology: University College London 2010.09-2014.07 Bachelor's in Psychology: Wuhan University
Work Experience	2019.08 – Present - Beijing Normal University - Associate Professor 2019.01 – Present - University College London - Honorary Associate Researcher 2018.10 – 2019.08 - National University of Singapore - Postdoctoral Researcher 2018.08 – 2019.01 - University College London - Honorary Assistant Researcher

University/Lab Affiliation and Title

Beijing Normal University

Faculty

Psychology

Academic Background & Achievements

2014.10-2018.08 PhD in Experimental Psychology: University College London
2010.09-2014.07 Bachelor's in Psychology: Wuhan University

Work Experience

2019.08 – Present - Beijing Normal University - Associate Professor
2019.01 – Present - University College London - Honorary Associate Researcher
2018.10 – 2019.08 - National University of Singapore - Postdoctoral Researcher
2018.08 – 2019.01 - University College London - Honorary Assistant Researcher

Areas of Focus	Learning Strategies and Memory Consolidation Methods Metacognition (Metamemory) Monitoring, Metacognitive Control and Development Teaching Technology and Learning Psychology Mind Wandering Learning Behavior Decision Making
Publications	Testing Potential Mechanisms Underlying Test-Potentiated New Learning, Yang, C., Zhao, W., Luo, L., Sun, B., Potts. R., & Shanks, D. R., 2021 The tDCS effect on Prosocial Behavior: A Meta-Analytic Review, Yuan, B., Tolomeo, S., Yang, C., Wang, Y., & Yu, R., 2021 Age difference in the forward testing effect: The roles of strategy change and release from proactive interference, Dang. X., Yang, C., & Chen, Y., 2021 A Bayesian inference model for metamemory, Hu, X., Zheng, J., Su, N., Fan, T., Yang, C., Yin, Y., Fleming, S. M., & Luo, L., 2021 How cognitive conflict affects judgments of learning: Evaluating the contributions of processing fluency and metamemory beliefs, Li, X., Chen, G., & Yang, C., 2021 How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: methods and pitfalls, Yang, C., Yu, R., Hu, X., Luo, L., Huang, T., & Shanks, D. R., 2021 Testing (Quizzing) Boosts Classroom Learning: A Systematic and Meta-Analytic Review, Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R., 2021 How does residential mobility influence generalized trust?, Yuan, B., Yang, C., Sun, X., Yin. J., & Li, W., 2021 Perceptual fluency affects judgments of learning non-analytically and analytically through beliefs about how perceptual fluency affects memory, Wang, Z., Yang, C., Zhao, W., & Jiang, Y., 2020 Forward testing effect on new learning in older adults (in Chinese), Wang, T., Yang, C., & Zhong, N., 2020 Why is life special? The animacy effect on memory and its underlying mechanisms (in Chinese), Yang, G., Qi, X., Yun, H., & Yang, C., 2020 Metacognition-related regions modulate the reactivity effect of confidence ratings on perceptual decision-making, Lei, W., Chen, J., Yang, C., Guo, Y., Feng, P., Feng, T., & Li, H., 2020 Using multilevel mediation model to measure the contribution of beliefs to judgments of learning, Hu, X., Zheng, J., Fan, T., Su, N., Yang, C., & Luo, L., 2020 Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning?, Yang, C., Sun, B., Potts, R., Yu, R., Luo, L., & Shanks, D. R., 2020 The forward effects of testing transfer to different domains of learning, Yang, C., Chew, S., Sun. B., & Shanks, D. R., 2019 Perceptual fluency affects judgments of learning: The font size effect, Yang, C., Huang, T., & Shanks, D. R., 2018 Enhancing learning and retrieval of new information: A review of the forward testing effect, Yang, C., Potts, R., & Shanks, D. R., 2018 The forward testing effect: Interim testing enhances inductive learning, Yang, C., & Shanks, D. R., 2018 The anchoring effect in metamemory monitoring, Yang, C., Sun, B., & Shanks, D. R., 2018 Registered Replication Report: Dijksterhuis& Van Knippenberg (1998), Nelson, L., O’Donnell, M., Yang, C., & Mark, Z., 2018 Metacognitive unawareness of the errorful generation benefit and its effect on self-regulated learning, Yang, C., Potts, R., & Shanks, D. R., 2017 The forward testing effect on self-regulated learning and metamemory monitoring, Yang, C., Potts, R., & Shanks, D. R., 2017

Areas of Focus

Learning Strategies and Memory Consolidation Methods
Metacognition (Metamemory) Monitoring, Metacognitive Control and Development
Teaching Technology and Learning Psychology
Mind Wandering
Learning Behavior Decision Making

Publications

Testing Potential Mechanisms Underlying Test-Potentiated New Learning, Yang, C., Zhao, W., Luo, L., Sun, B., Potts. R., & Shanks, D. R., 2021
The tDCS effect on Prosocial Behavior: A Meta-Analytic Review, Yuan, B., Tolomeo, S., Yang, C., Wang, Y., & Yu, R., 2021
Age difference in the forward testing effect: The roles of strategy change and release from proactive interference, Dang. X., Yang, C., & Chen, Y., 2021
A Bayesian inference model for metamemory, Hu, X., Zheng, J., Su, N., Fan, T., Yang, C., Yin, Y., Fleming, S. M., & Luo, L., 2021
How cognitive conflict affects judgments of learning: Evaluating the contributions of processing fluency and metamemory beliefs, Li, X., Chen, G., & Yang, C., 2021
How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: methods and pitfalls, Yang, C., Yu, R., Hu, X., Luo, L., Huang, T., & Shanks, D. R., 2021
Testing (Quizzing) Boosts Classroom Learning: A Systematic and Meta-Analytic Review, Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R., 2021
How does residential mobility influence generalized trust?, Yuan, B., Yang, C., Sun, X., Yin. J., & Li, W., 2021
Perceptual fluency affects judgments of learning non-analytically and analytically through beliefs about how perceptual fluency affects memory, Wang, Z., Yang, C., Zhao, W., & Jiang, Y., 2020
Forward testing effect on new learning in older adults (in Chinese), Wang, T., Yang, C., & Zhong, N., 2020
Why is life special? The animacy effect on memory and its underlying mechanisms (in Chinese), Yang, G., Qi, X., Yun, H., & Yang, C., 2020
Metacognition-related regions modulate the reactivity effect of confidence ratings on perceptual decision-making, Lei, W., Chen, J., Yang, C., Guo, Y., Feng, P., Feng, T., & Li, H., 2020
Using multilevel mediation model to measure the contribution of beliefs to judgments of learning, Hu, X., Zheng, J., Fan, T., Su, N., Yang, C., & Luo, L., 2020
Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning?, Yang, C., Sun, B., Potts, R., Yu, R., Luo, L., & Shanks, D. R., 2020
The forward effects of testing transfer to different domains of learning, Yang, C., Chew, S., Sun. B., & Shanks, D. R., 2019
Perceptual fluency affects judgments of learning: The font size effect, Yang, C., Huang, T., & Shanks, D. R., 2018
Enhancing learning and retrieval of new information: A review of the forward testing effect, Yang, C., Potts, R., & Shanks, D. R., 2018
The forward testing effect: Interim testing enhances inductive learning, Yang, C., & Shanks, D. R., 2018
The anchoring effect in metamemory monitoring, Yang, C., Sun, B., & Shanks, D. R., 2018
Registered Replication Report: Dijksterhuis& Van Knippenberg (1998), Nelson, L., O’Donnell, M., Yang, C., & Mark, Z., 2018
Metacognitive unawareness of the errorful generation benefit and its effect on self-regulated learning, Yang, C., Potts, R., & Shanks, D. R., 2017
The forward testing effect on self-regulated learning and metamemory monitoring, Yang, C., Potts, R., & Shanks, D. R., 2017

Learning Memory Metacognition Teaching Psychology Mind Wandering Behavior Decision Making Cognitive Development

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