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Kim, Y., Kim, J., Sung, J., & Lee, H. S. (2024). Effect of learning-by-teaching on learners' metacognitive judgments. The Educational Research for Tomorrow, 37(1), 115-143. http://doi.org/10.35283/erft.2024.37.1.5 [국문] 김윤덕, 김지혜, 성주연, 이희승(2024). 교수를 통한 학습(learning-by-teaching)이 메타인지적 판단에 미치는 영향. 미래교육학연구, 37(1), 115-143.
Ha, H., & Lee, H. S. (2023). Think higher, gain more: the effect of making inference- and memory-based metacognitive judgments on text learning. Metacognition & Learning, 18(2), 567-590. https://doi.org/10.1007/s11409-023-09341-2
Kang, Y., Ha, H., & Lee, H. S. (2023). When more is not better: Effects of interim testing and feature highlighting in natural category learning. Educational Psychology Review, 35, 51. https://doi.org/10.1007/s10648-023-09772-y
Kang, Y., & Lee, H. S. (2022). Teachers’ metacognitive awareness and use of empirically-supported teaching strategies. The Korean Journal of Educational Psychology, 36(3), 303-327. [국문] 강예원, 이희승(2022). 교사의 교수전략 효과성 인지 및 활용. 교육심리연구, 36(3), 303-327.
Kim, S., & Lee, H. S. (2022). Effect of performance feedback and metacognitive activity on evaluation of learning strategy effectiveness in concept and category learning. The Korean Journal of Educational Psychology, 36(1), 1-25. [국문] 김세진, 이희승(2022). 개념 및 범주 학습에서 수행 피드백과 메타인지적 활동이 학습전략 효과성 판단에 미치는 영향. 교육심리연구, 36(1), 1-25.
Ha, H., Kim. S., Kang. Y., & Lee, H. S. (2021). Metacognitive awareness and use of effective learning strategies in concept and category learning. The Korean Journal of Educational Psychology, 35(1), 1-25. [국문] 하효림, 김세진, 강예원, 이희승(2021). 개념 및 범주 학습에서 학습전략 효과성 인지 및 활용. 교육심리연구, 35(1), 1-25.
Ha, H., Do. L. A., & Lee, H. S. (2020). Exploring the relationship among the brain knowledge, learning pathway, certainty of knowledge, and growth mindset in Korean undergraduates. The Educational Research for Tomorrow, 33(2), 97-126. [국문] 하효림, Lan Anh Do, 이희승(2020). 대학생의 뇌과학 지식 수준과 확신성, 학습경로 및 성장신념 간 관계 탐구. 미래교육학연구, 33(2), 97-126.
Choi, H., & Lee, H. S. (2020). The effect of study schedule and study strategies on delayed memory performance in reading material. The Educational Research for Tomorrow, 33(1), 169-196. [국문] 최희선, 이희승(2020). 학습간격과 학습방법이 읽기자료의 지연기억수행에 미치는 영향. 미래교육학연구, 33(1), 169-196.
Do, L. A., & Lee, H. S. (2020). Why they chose what they chose: Exploring effects of test performance and metacognitive judgments on learners’ selection of interleaving schedule. The Korean Journal of Cognitive and Biological Psychology, 32(2), 169-188. [국문] Lan Anh Do, 이희승(2020). 학습 수행 및 메타인지적 판단이 학습자의 교차학습 선택에 미치는 영향. 한국심리학회지:인지 및 생물,32(2), 169-188. Choi, H., & Lee, H. S. (2020). Knowing is not half the battle: The role of actual test experience in the forward testing effect. Educational Psychology Review, 32(3), 765-789.
Fincham, J., Lee, H. S., & Anderson, J. R. (2020). Spatiotemporal analysis of event-related fMRI to reveal cognitive states. Human Brain Mapping, 41, 666-683.
Lee, H. S., & Ha, H. (2019). Metacognitive judgments of prior material facilitate the learning of new material: The forward effect of metacognitive judgments in inductive learning. Journal of Educational Psychology, 111(7), 1189-1201.
Ha, H. & Lee, H. S. (2019). Effect of interim testing on learners’ metacognitive judgments, study time, and learning performance in concept and category learning. The Korean Journal of Educational Psychology, 33(2), 125-152. [국문] 하효림, 이희승(2019). 개념 및 범주 학습에서 시험이 메타인지적 판단과 학습시간 및 학습 수행에 미치는 영향. 교육심리연구, 33(2), 125-152.
Lee, H. S. (2019). Educational psychology: The scientific study of human behavior and thought in Education. In Faculty members of the Yonsei Department of Education (Eds.), Education for Tomorrow (pp. 76-115). Seoul: Pakyoung Story. [국문] 이희승(2019). 교육심리학: 교육에 내재하는 인간 행동과 사고에 대한 과학적 탐구. 연세대학교 교육학과 교수진(편), 미래를 여는 교육학 (pp. 76-115). 서울: 박영스토리.
Ahn, D., & Lee, H. S. (2018). Metacognitive awareness, preference, and use of effective learning strategies in Korean undergraduates. The Korean Journal of Educational Psychology, 32(3), 321-353. [국문] 안다휘, 이희승(2018). 대학생의 학습전략 효과성 인지, 선호 및 활용. 교육심리연구, 32(3), 321-353.
Lee, H. S., & Ahn, D. (2018). Testing prepares students to learn better: The forward effect of testing in category learning. Journal of Educational Psychology, 110(2), 203-217.
Lee, H. S. (2017). Testing for learning: The forward and backward effect of testing. The Korean Journal of Educational Psychology, 31(4), 819-845. [국문] 이희승(2017). 학습을 위한 시험: 시험의 전방효과와 후방효과. 교육심리연구, 31(4), 819-845.
Ahn, D., & Lee, H. S. (2017). The relationship among grit, optimism and affective-cognitive responses in the repeated failure situation. Korean Journal of Social and Personality Psychology, 31(4), 79-102. [국문] 안다휘, 이희승(2017). 반복된 실패 상황에서 끈기(Grit), 낙관성, 정서 및 인지 반응 간의 관계. 한국심리학회지: 사회 및 성격, 31(4), 79-102.
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Lee, H. S., Betts, S., & Anderson, J. R. (2016). Learning problem-solving rules as search through a hypothesis space. Cognitive Science, 40, 1036-1079.
Lee, H. S., DeWolf, M., Bassok, M., & Holyoak, K. J. (2016). Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison. Cognition, 147, 57-69.
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Lee, H. S., Betts, S., & Anderson, J. R. (2015). Not taking the easy road: When similarity hurts learning. Memory & Cognition, 43(6), 939-952.
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Lee, H. S., & Anderson, J. R. (2013). Student learning: What has instruction got to do with it? Annual Review of Psychology, 64, 445-469.
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Lee, H. S., & Holyoak, K. J. (2008). Absence makes the thought grow stronger: Reducing structural overlap can increase inductive strength. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 297-302). Austin, TX: Cognitive Science Society.
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Lee, H. S., Kim, S. Y., & Sohn, Y. W. (2004). Situation judgment and action selection: Roles of expertise and task complexity. Korean Journal of Industrial and Organizational Psychology, 17, 265-278.
Rho, Y. J., Lee, H. S., & Sohn, Y. W. (2004). Individual difference effects on perceptual skill learning and transfer. Korean Journal of Cognitive Science, 15, 1-14.
Yook, H. M., Jeon, M. H., Lee, H. S., Seong, J. H., Hwang, S. W., Rho, Y. J., & Sohn, Y. W. (2003). Identification of usability elements for designing intelligent jackets. Korean Journal of the Science of Emotion & Sensibility, 6, 88-99.