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Hire Dr. Veronica Y.

United States

USD 500 /hr

Learning Scientist. Assistant Professor in Educational Psychology.

Profile Summary

Learning Scientist. Assistant Professor. Dedicated research to answering, 'What are the most effective and efficient ways to optimize learning?' and 'How do we motivate people to learn?' Focused on enhancing classroom, online, work and life-long learning. Skilled in designing rigorous behavioral experiments, data analytics, and statistical analyses. Excellent communicator and translator of scientific research. Have given numerous workshops and invited talks for teachers, students, and organizations about effective learning strategies (and why we suffer illusions of learning, and how to avoid them), and worked as a consultant for a number of educational technology companies. For information about my approach to training, see my feature article on Learning Solutions Magazine, with accompanying video (http://www.learningsolutionsmag.com/articles/2007/if-you-think-training-should-make-learning-easy-you-are-doing-it-wrong).

Subject Matter Expertise

• ★ Learning & Memory
• ★ Educational Technology
• ☆ Statistics
• ☆ Mathematics Education
• ☆ Psychology
• ☆ Cognitive Science
• ☆ Educational Psychology
• ☆ Foreign Language Learning
• ☆ Educational Statistics
• ☆ Higher Education
• ☆ Science Education
• ☆ Research

Services

• Consulting
• Data & AI
• Product Development

Work Experience

Assistant Professor

University of Texas at Austin

September 2017 - Present

Assistant Professor

University of Texas at Austin

August 2017 - Present

Learning Advisory Board, Chair

ScreenTime Solutions

March 2016 - November 2018

Postdoctoral Scholar

University of Southern California

October 2015 - July 2017

Postdoctoral Researcher

University of California Los Angeles

August 2014 - August 2016

Lecturer

University of California Los Angeles

June 2014 - August 2014

Education

PhD (Psychology)

University of California, Los Angeles

August 2009 - June 2014

BA Hons (Experimental Psychology)

UNIVERSITY OF CAMBRIDGE

October 2006 - June 2009

Certifications

• Certification details not provided.

Publications

JOURNAL ARTICLE

Paulo F. Carvalho, Faria Sana, Veronica X. Yan(2020). Self-regulated spacing in a massive open online course is related to better learning . npj Science of Learning. 5. (1). Springer Science and Business Media {LLC}

Veronica X. Yan, Luke G. Eglington, Michael A. Garcia(2020). Learning Better, Learning More: The Benefits of Expanded Retrieval Practice . Journal of Applied Research in Memory and Cognition. 9. (2). p. 204--214. Elsevier {BV}

Veronica X. Yan, Faria Sana (2020). Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence . Journal of Educational Psychology.

Veronica X. Yan, Faria Sana (2019). Interleaving Benefits the Learning of Complex Perceptual Categories: Evidence Against the Discriminative-Contrast Hypothesis . Journal of Cognitive Education and Psychology.

Faria Sana, Veronica X. Yan, Joseph A. Kim, Elizabeth Ligon Bjork, Robert A. Bjork(2018). Does Working Memory Capacity Moderate the Interleaving Benefit? . Journal of Applied Research in Memory and Cognition. 7. (3). p. 361--369. Elsevier {BV}

Veronica X. Yan, Nicholas C. Soderstrom, Gayan S. Seneviratna, Elizabeth Ligon Bjork, Robert A. Bjork(2017). How Should Exemplars Be Sequenced in Inductive Learning? Empirical Evidence Versus Learners' Opinions . Journal of Experimental Psychology: Applied. American Psychological Association ({APA})

(2017). An Identity-Based Motivation Framework for Self-Regulation . Psychological Inquiry.

Faria Sana, Veronica X. Yan, Joseph A. Kim(2017). Study sequence matters for the inductive learning of cognitive concepts . Journal of Educational Psychology. 109. (1). p. 84--98. American Psychological Association ({APA})

Sana, F., Yan, V.X., Kim, J.A.(2017). Study sequence matters for the inductive learning of cognitive concepts . Journal of Educational Psychology. 109. (1). p. 84-98.

Veronica X. Yan, Elizabeth Ligon Bjork, Robert A. Bjork(2016). On the difficulty of mending metacognitive illusions: A priori theories, fluency effects, and misattributions of the interleaving benefit . Journal of Experimental Psychology: General. 145. (7). p. 918--933. American Psychological Association ({APA})

Veronica X. Yan, Khanh-Phuong Thai, Robert A. Bjork(2014). Habits and beliefs that guide self-regulated learning: Do they vary with mindset? . Journal of Applied Research in Memory and Cognition. 3. (3). p. 140--152. Elsevier {BV}

Yan, V.X., Thai, K.-P., Bjork, R.A.(2014). Habits and beliefs that guide self-regulated learning: Do they varywith mindset . Journal of Applied Research in Memory and Cognition. 3. (3). p. 140-152.

Kou Murayama, Michiko Sakaki, Veronica X. Yan, Garry M. Smith(2014). Type I error inflation in the traditional by-participant analysis to metamemory accuracy: A generalized mixed-effects model perspective . Journal of Experimental Psychology: Learning, Memory, and Cognition. 40. (5). p. 1287--1306. American Psychological Association ({APA})

Noh, S.M., Yan, V.X., Vendetti, M.S., Castel, A.D., Bjork, R.A.(2014). Multilevel Induction of Categories: Venomous Snakes Hijack the Learning of Lower Category Levels . Psychological Science. 25. (8). p. 1592-1599.

Murayama, K., Sakaki, M., Yan, V.X., Smith, G.M.(2014). Type I error inflation in the traditional by-participant analysis to metamemory accuracy: A generalized mixed-effects model perspective . Journal of Experimental Psychology: Learning Memory and Cognition. 40. (5). p. 1287-1306.

Yan, V.X., Yu, Y., Garcia, M.A., Bjork, R.A.(2014). Why does guessing incorrectly enhance, rather than impair, retention? . Memory and Cognition. 42. (8). p. 1373-1383.

Michael S. Cohen, Veronica X. Yan, Vered Halamish, Robert A. Bjork(2013). Do students think that difficult or valuable materials should be restudied sooner rather than later? . Journal of Experimental Psychology: Learning, Memory, and Cognition. 39. (6). p. 1682--1696. American Psychological Association ({APA})

Cohen, M.S., Yan, V.X., Halamish, V., Bjork, R.A.(2013). Do students think that difficult or valuable materials should be restudied sooner rather than later? . Journal of Experimental Psychology: Learning Memory and Cognition. 39. (6). p. 1682-1696.

Cohen, Michael S. and Yan, Veronica X. and Halamish, Vered and Bjork, Robert A.(2013). Do students think that difficult or valuable materials should be restudied sooner rather than later? . Journal of Experimental Psychology: Learning, Memory, and Cognition. 39. (6). p. 1682-1696. American Psychological Association

BOOK CHAPTER

Yan, V. X., Guadagnoli, M., & Haycocks, N. (2019). Appropriate failure to create stress-resistant learning: Lessons from cognitive psychology. In N. J. Hodges & A. M. Williams (Eds), Skill Acquisition in Sport: Research, Theory, and Practice (3rd ed). Routledge, pp. 313-339. https://doi.org/10.4324/9781351189750 .

(2018). The world as we see it . Metacognitive Diversity: An Interdisciplinary Approach.

(2016). Memory and Metamemory Considerations in the Instruction of Human Beings Revisited . From the Laboratory to the Classroom: Translating Science of Learning for Teachers.

ANNOTATION

(2018). Memory in Educational Settings . Oxford Bibliographies Online Datasets.

BOOK

Bjork, Robert A.; Yan, Veronica X.; (2014). The Increasing Importance of Learning How to Learn . Washington University in St. Louis