Steven Pan

Assistant Professor

National University of Singapore (NUS)

Singapore

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About

Dr. Steven Pan is an Assistant Professor at the National University of Singapore. His research focuses on educational psychology, particularly in learning strategies and cognitive processes among young learners and undergraduate students. Recent publications include investigations into pretesting effects, interleaved practice, and the development of metacognitive skills. He is dedicated to exploring how individual differences in cognitive abilities influence learning outcomes.

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2020

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2020

Collaborators (3)

Andrew Butler

Associate Professor

Washington University in St. Louis

UNITED STATES

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Shana Carpenter

Professor

Iowa State University

UNITED STATES

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Mary Whatley

Assistant Professor

Western Carolina University

UNITED STATES

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Steven Pan

Research Interests

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About

Articles (20)

Prequestioning with feedback fosters learning in young children

When two learners are better than one: using flashcards with a partner improves metacognitive accuracy

Pretesting promotes theme extraction but not generalization from moral stories in young children.

Distributed Practice and Interleaved Practice: Undergraduate Students' Strategies, Experiences, and Beliefs

Do individual differences in working memory capacity, episodic memory ability, or fluid intelligence moderate the pretesting effect?

Interleaved practice enhances grammar skill learning for similar and dissimilar tenses in Romance languages

Individual differences in fluid intelligence moderate the interleaving effect for perceptual category learning

Interleaved pretesting enhances category learning and classification skills.

Correction to: Emerging and Future Directions in Test‑Enhanced Learning Research

Emerging and Future Directions in Test-Enhanced Learning Research

Metacognitive awareness of the pretesting effect improves with self-regulation support

User-generated digital flashcards yield better learning than premade flashcards.

How do college students use digital flashcards during self-regulated learning?

The science of effective learning with spacing and retrieval practice

Prior episodic learning and the efficacy of retrieval practice

Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research

Interleaved practice enhances memory and problem-solving ability in undergraduate physics

Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice.

Pretesting reduces mind wandering and enhances learning during online lectures.

Learning from errors: students’ and instructors’ practices, attitudes, and beliefs

Collaborators (3)

Andrew Butler

Shana Carpenter

Mary Whatley

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