学术简介
在《Educational Psychology Review》《Behavior Research Methods》等SCI/SSCI期刊发表论文十余篇，代表作有：《Improving the use of retrieval practice for both easy and difficult materials: The effect of an instructional intervention》（载《Educational Psychology Review》2024年第36卷）《A normative database of Swahili-Chinese paired associates》（载《Behavior Research Methods》2025年第57卷）《The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor?》（载《PLoS ONE》2021年第9期）。主持中国教育科学研究院基本科研业务费专项资金新进青年人员科研启动专项1项。执笔撰写教育决策咨询报告1篇获教育部领导肯定性批示。
主要成果
- [1]Fan, T.*, Hui, L., Luo, L., & De Bruin, A. B. H. (2024). Improving the use of retrieval practice for both easy and difficult materials: The effect of an instructional intervention. Educational Psychology Review, 36(4), 115.
- [2]Fan, T., Zhao, W., Sun, B., Liu, S., Yin, Y., Xu, M., Hu, X., Yang, C.*, & Luo, L.* (2025). A normative database of Swahili–Chinese paired associates. Behavior Research Methods, 57(40).
- [3]Fan, T., Zheng, J., Hu, X., Su, N., Yin, Y., Yang, C., & Luo, L.* (2021). The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor? PLoS ONE, 16(9), e0257547.
- [4]Yin, Y., Fan, T., Zhao, W., Hu, X., Su, N., Yang, C.*, & Luo, L.* (2024). Study strategy use among elementary school students: Is use of specific study strategies related to academic performance?. Metacognition and Learning, 19(2), 485-502.
- [5]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.
- [6]Zheng, J., Su, N., Fan, T., Li, B., Zhao, W., Hu, X., Yang, C.*, & Luo, L.* (2024). Do confidence ratings reactively modify children’s academic assessment performance? Negative answer from a three-year longitudinal study. Journal of Intelligence, 12(9), 91.
- [7]范甜,丁汝磊.纠偏日常考试认知误区 正确理解测试的教育价值 [N].人民政协报,2026-02-03(010).