Steven C. Pan
Steven C. Pan
Assistant Professor of Psychology, National University of Singapore
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Transfer of test-enhanced learning: Meta-analytic review and synthesis
SC Pan, TC Rickard
Psychological Bulletin 144 (7), 710-756, 2018
Sleep and motor learning: Is there room for consolidation?
SC Pan, TC Rickard
Psychological Bulletin 141 (4), 812-834, 2015
A dual memory theory of the testing effect
TC Rickard, SC Pan
Psychonomic Bulletin & Review 25 (3), 847-869, 2018
Testing enhances learning across a range of episodic memory abilities
SC Pan, H Pashler, ZE Potter, TC Rickard
Journal of Memory and Language 83, 53-61, 2015
The interleaving effect: Mixing it up boosts learning
SC Pan
Scientific American 2015/8/4, 2015
Testing with feedback yields potent, but piecewise, learning of history and biology facts
SC Pan, A Gopal, TC Rickard
Journal of Educational Psychology 107 (4), 563-575, 2015
Does retrieval practice enhance learning and transfer relative to restudy for term-definition facts?
SC Pan, TC Rickard
Journal of Experimental Psychology: Applied 23 (3), 278-292, 2017
Does interleaved practice enhance foreign language learning? The effects of training schedule on Spanish verb conjugation skills
SC Pan, J Tajran, J Lovelett, J Osuna, TC Rickard
Journal of Educational Psychology 111 (7), 1172-1188, 2018
Beyond the rainbow: Retrieval practice leads to better spelling than does rainbow writing
AC Jones, L Wardlow, SC Pan, C Zepeda, GD Heyman, J Dunlosky, ...
Educational Psychology Review 27 (3), 385-400, 2015
Does test-enhanced learning transfer for triple associates?
SC Pan, CM Wong, ZE Potter, J Mejia, TC Rickard
Memory & Cognition 44 (1), 24-36, 2016
Does testing with feedback improve adult spelling skills relative to copying and reading?
SC Pan, BR Rubin, TC Rickard
Journal of Experimental Psychology: Applied 21 (4), 356-369, 2015
Time for considering the possibility that sleep plays no unique role in motor memory consolidation: Reply to Adi-Japha and Karni (2016)
TC Rickard, SC Pan
Psychological Bulletin 143 (4), 454-458, 2017
Pretesting reduces mind wandering and enhances learning during online lectures
SC Pan, F Sana, A Schmitt, EL Bjork
Journal of Applied Research in Memory and Cognition 9 (4), 540-552, 2020
In search of transfer following cued recall practice: The case of process‐based biology concepts
SC Pan, SA Hutter, D D'Andrea, D Unwalla, TC Rickard
Applied Cognitive Psychology 33 (4), 629-645, 2019
Conditions of highly specific learning through cued recall
SC Pan, J Lovelett, D Stoeckenius, TC Rickard
Psychonomic Bulletin & Review 26, 634-640, 2019
Online and clicker quizzing on jargon terms enhances definition-focused but not conceptually focused biology exam performance
SC Pan, J Cooke, JL Little, MA McDaniel, ER Foster, LT Connor, ...
CBE—Life Sciences Education 18 (4), ar54, 2019
Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice.
SC Pan, F Sana
Journal of Experimental Psychology: Applied 27 (2), 237-257, 2021
Retrieval practice and transfer of learning: Fostering students’ application of knowledge
SC Pan, PK Agarwal
University of California, 1-12, 2018
Learning from errors: Students’ and instructors’ practices, attitudes, and beliefs
SC Pan, F Sana, J Samani, J Cooke, JA Kim
Memory 28 (9), 1105-1122, 2020
Acquiring an accurate mental model of learning: Towards an owner’s manual
SC Pan, RA Bjork
Oxford handbook of learning & memory: Foundations and applications, 1-68, 2020
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