Faria Sana
Cited by
Cited by
Laptop multitasking hinders classroom learning for both users and nearby peers
F Sana, T Weston, NJ Cepeda
Computers & Education 62, 24-31, 2013
Study sequence matters for the inductive learning of cognitive concepts.
F Sana, VX Yan, JA Kim
Journal of Educational Psychology 109 (1), 84, 2017
What is Your Degree Worth? The Relationship Between Post–Secondary Programs and Employment Outcomes
B Fenesi, F Sana
Canadian Journal of Higher Education 45 (4), 383-399, 2015
Reconceptualizing working memory in educational research
B Fenesi, F Sana, JA Kim, DI Shore
Educational Psychology Review 27 (2), 333-351, 2015
A Case Study of the Introductory Psychology Blended Learning Model at McMaster University.
F Sana, B Fenesi, JA Kim
Canadian Journal for the Scholarship of Teaching and Learning 2 (1), 6, 2011
Training undergraduate teaching assistants in a peer mentor course
F Sana, MV Pachai, JA Kim
Transformative Dialogues 4 (3), 2011
Does Working Memory Capacity Moderate the Interleaving Benefit?
F Sana, VX Yan, JA Kim, EL Bjork, RA Bjork
Journal of Applied Research in Memory and Cognition 7 (3), 361-369, 2018
Evaluating the Effectiveness of Combining the Use of Corrective Feedback and High-Level Practice Questions
B Fenesi, F Sana, JA Kim
Teaching of Psychology 41 (2), 135-143, 2014
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, 0
Grade 12 Versus Grade 13: Benefits of an Extra Year of High School
F Sana, B Fenesi
The Journal of Educational Research 106 (5), 384-392, 2013
Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice
SC Pan, F Sana
Manuscript submitted for publication, 2020
Self-regulated spacing in a massive open online course is related to better learning
PF Carvalho, F Sana, VX Yan
npj Science of Learning 5 (1), 1-7, 2020
Optimizing the Efficacy of Learning Objectives through Pretests
F Sana, ND Forrin, M Sharma, T Dubljevic, P Ho, E Jalil, JA Kim
CBE—Life Sciences Education 19 (3), ar43, 2020
Learning from Errors: Students’ and Instructors’ Practices, Attitudes, and Beliefs
SC Pan, F Sana, J Samani, J Cooke, JA Kim
Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence.
VX Yan, F Sana
Journal of Educational Psychology, 2020
Is inhibition involved in the processing of opaque compound words?: A study of individual differences
J Park, F Sana, CL Gagné, TL Spalding
The Mental Lexicon 15 (2), 258-294, 2020
Number and Content Variability of Instructive Examples Promote Structure-Based Learning
F Sana, JA Kim
The interplay between inhibitory control and metaphor conventionality
F Sana, J Park, CL Gagné, TL Spalding
Memory & Cognition, 1-18, 2021
Factors that Influence the Processing of Noun-Noun Metaphors
J Park, F Sana, CL Gagné, TL Spalding
Metaphor and Symbol 36 (1), 20-44, 2021
Pan and Sana (2021) Pretesting vs. posttesting: Errorful generation, prequestions, and retrieval practice
SC Pan, F Sana
PsyArXiv, 2021
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