Publications

Eglington, L. G., & Kang, S. H. K. (in press). Interleaved presentation benefits science category learning. Journal of Applied Research in Memory and Cognition. PDF

Eglington, L. G., & Kang, S. H. K. (in press). Retrieval practice benefits deductive inference. Educational Psychology Review. PDF

Kang, S. H. K. (2017). The benefits of interleaved practice for learning. In J. C. Horvath, J. Lodge, & J. A. C. Hattie (Eds.), From the laboratory to the classroom: Translating science of learning for teachers (pp. 79-93). New York: Routledge. PDF

Kang, S. H. K. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 3, 12-19. PDF

Kang, S. H. K., Lindsey, R. V., Mozer, M. C., & Pashler, H. (2014). Retrieval practice over the long term: Should spacing be expanding or equal-interval? Psychonomic Bulletin & Review, 21, 1544-1550. PDF

Kang, S. H. K., & Pashler, H. (2014). Is the benefit of retrieval practice modulated by motivation? Journal of Applied Research in Memory and Cognition, 3, 183-188. PDF

Kang, S. H. K., Gollan, T. H., & Pashler, H. (2013). Don’t just repeat after me: Retrieval practice is more effective than imitation for foreign language learning. Psychonomic Bulletin & Review, 20, 1259-1265. PDF

Pashler, H., Kang, S. H. K., & Ip, R. (2013). Does multitasking impair studying? Depends on timing. Applied Cognitive Psychology, 27, 593-599. PDF

Pashler, H., Kang, S. H. K., & Mozer, M. C. (2013). Reviewing erroneous information facilitates
memory updating. Cognition, 128, 424-430. PDF

Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24, 369-378. PDF

Kang, S. H. K., & Pashler, H. (2012). Learning painting styles: Spacing is advantageous when it promotes discriminative contrast. Applied Cognitive Psychology, 26, 97-103. PDF

Kang, S. H. K., McDaniel, M. A., & Pashler, H. (2011). Effects of testing on learning of functions. Psychonomic Bulletin & Review, 18, 998-1005. PDF

Kang, S. H. K., Yap, M. J., Tse, C.-S., & Kurby, C. A. (2011). Semantic Size Does Not Matter: "Bigger" Words Are Not Recognized Faster. Quarterly Journal of Experimental Psychology, 64, 1041-1047. PDF

Kang, S. H. K., Pashler, H., Cepeda, N. J., Rohrer, D., Carpenter, S. K., & Mozer, M. C. (2011). Does incorrect guessing impair fact learning? Journal of Educational Psychology, 103, 48-59. PDF

Kang, S. H. K. (2010). Enhancing visuo-spatial learning: The benefit of retrieval practice. Memory & Cognition, 38, 1009-1017. PDF

Roediger, H. L., Agarwal, P. K., Kang, S. H. K., & Marsh, E. J. (2010). Benefits of Testing Memory: Best Practices and Boundary Conditions. In G. M. Davies & D. B. Wright (Eds.), Current Issues in Applied Memory Research (pp. 15-49). East Sussex, UK: Psychology Press. PDF

Butler, A. C., Kang, S. H. K., & Roediger, H. L. (2009). Congruity effects between materials and processing tasks in the survival processing paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1477-1486. PDF

Kang, S. H. K., Balota, D. A., & Yap, M. J. (2009). Pathway control in visual word processing: Converging evidence from recognition memory. Psychonomic Bulletin & Review, 16, 692-698. PDF

Kang, S. H. K., McDermott, K. B., & Cohen, S. M. (2008). The mnemonic advantage of processing fitness-relevant information. Memory & Cognition, 36, 1151-1156. PDF

Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open-book and closed-book tests. Applied Cognitive Psychology, 22, 861-876. PDF

Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528-558. PDF