李佰科 讲师
李佰科，北京师范大学心理学博士，讲师。主要研究方向为：元认知、测试效应、学习和记忆、科学学习策略、拍照损伤效应、反应性效应等。本人以一作或者共同一作在Memory & Cognition、Memory、Child Development、Behavioural Brain Research、Psychonomic Bulletin & Review期刊上共发表文章5篇。联系邮箱：baikeli94@gmail.com。
1. Li, B., Hu, X., Shanks, D.R. et al. Confidence ratings increase response thresholds in decision making. Psychonomic Bulletin & Review (2023). https://doi.org/10.3758/s13423-023-02380-5
2. Li, B., Zhao, W., Shi, A., Zhong, Y., Hu, X., Liu, M., Luo, L., & Yang, C. (2023). Does the reactivity effect of judgments of learning transfer to learning of new information? Memory, 1-13.
3. Yin, Y., Li, B., Hu, X., Guo, X., Yang, C., & Luo, L. (2023). The Relationship between Dispositional Mindfulness and Relative Accuracy of Judgments of Learning: The Moderating Role of Test Anxiety. Journal of Intelligence, 11, 132.
4. Yin, Y., Shanks, D.R., Li, B., Fan, T., Hu, X., Yang, C., & Luo, L. (2023). The Effects of emotion on judgments of learning and memory: a meta-analytic review. Metacognition and Learning, 1-23.
5. Zhao, W., Li, J., Shanks, D.R., Li, B., Hu, X., Yang, C., & Luo, L. (2023). Metamemory Judgments Have Dissociable Reactivity Effects on Item and Interitem Relational Memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, Advance online publication.
6. Sun, Y., Shi, A., Zhao, W., Yang, Y., Li, B., Hu, X., Shanks, D.R., Yang, C., & Luo, L. (2022). Long‑lasting effects of an instructional intervention on interleaving preference in inductive learning and transfer. Educational Psychology Review, 1–29.
7. Li, B., Zhao, W., Zheng, J., Hu, X., Su, N., Fan, T., ... & Luo, L. (2022). Soliciting judgments of forgetting reactively enhances memory as well as making judgments of learning: Empirical and meta-analytic tests. Memory & Cognition, 50, 1061-1077.
8. Zhao, W., Li, B. (共一), Shanks, D. R., Zhao, W., Zheng, J., Hu, X., Su, N., Fan, T., Yin, Y., Luo, L., & Yang, C. (2022). When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children’s learning. Child Development, 93, 405–417.
9. Liu, H., Li, B., Wang, X., & He, Y. (2021). Role of joint language control during cross-language communication: evidence from cross-frequency coupling. Cognitive Neurodynamics, 15, 191-205.
10. Liu, H., Tong, J., de Bruin, A., Li, W., He, Y., & Li, B. (2020). Is inhibition involved in voluntary language switching? Evidence from transcranial direct current stimulation over the right dorsolateral prefrontal cortex. International Journal of Psychophysiology, 147, 184-192.
11. Tong, J., Kong, C., Wang, X., Liu, H., Li, B., & He, Y. (2020). Transcranial direct current stimulation influences bilingual language control mechanism: evidence from cross-frequency coupling. Cognitive Neurodynamics, 14, 203- 214.
12. Xie, N., Li, B., Zhang, M., & Liu, H. (2019). Role of top-down language control in bilingual production and comprehension: Evidence from induced oscillations. International Journal of Bilingualism, 23, 1041-1063.
13. Li, B., Liu, H., Pérez, A., & Xie, N. (2018). Cathodal transcranial direct current stimulation over right dorsolateral prefrontal cortex improves language control during language switching. Behavioural Brain Research, 351, 34-41.
