Pan, S., & Sana, F., (2021). Pretesting versus posttesting: comparing the pedagogical benefits of errorful generation and retrieval practice. Journal of Experimental Psychology: Applied. Advance online publication. PDF

Sana, F., Park, P., Gagne, C.L., & Spalding, T.L.  (2021). The interplay between inhibitory control and metaphor conventionality. Memory & Cognition, 1-18. LINK

Park, J., Sana, F., Gagne, C.L., & Spalding, T.L. (2021). Factors that influence the processing of noun-noun metaphors. Metaphor and Symbol, 36(1), 20-44. LINK

Yan, V. X., & Sana, F. (2021). Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence. Journal of Educational Psychology, 113(1), 125-137. LINK

Sana, F., Yan, V.X., Clark, C., Bjork, E.L., & Bjork, R.A. (2020). Improving conceptual learning via pretests. Journal of Experimental Psychology: Applied. Advance online publication. LINK

Pan, S., Sana, F., Schmitt, A., & Bjork, E.L. (2020). Pretesting improves learning and reduced mind wandering. Journal of Applied Research in Memory and Cognition, 9(4), 542-554. PDF

Park, J., Sana, F., Gagne, C.L., & Spalding, T.L. (2020). Is inhibition involved in the processing of opaque compound words? A study of individual differences. The Mental Lexicon, 15(2), 258-294. LINK

Pan, S., Sana, F., Samani, J., Cooke, J., & Kim, J.A. (2020). Learning from errors: Students’ and Instructors’ Practices, Attitudes and Beliefs. Memory, 28(9), 1105-1122. PDF

Sana, F., Forrin, N., Sharma, M., Jalal, E., Ho, P., Dubljevic, T., & Kim, J.A. (2020). Optimizing the efficacy of learning objectives through pretests. CBE-Life Sciences Education, 19(3). PDF

Carvalho, P. F., Sana, F., & Yan, V. X. (2020). Self-regulated spacing in a massive open online course is related to better learning outcomes. npj Science of Learning, 5(1), 1-7. PDF

Yan, V. X., & Sana, F. (2019). Interleaving benefits the learning of complex perceptual categories: Evidence against the discriminative-contrast hypothesis. Journal of Cognitive Education and Psychology, 18(1), 35-50. 

Sana, F., Yan, V. X., Kim, J. A., Bjork, E. L., & Bjork, R. A. (2018). Does working memory capacity moderate the interleaving benefit? Journal of Applied Research in Memory & Cognition, 7(3), 361-369. LINK

Sana, F., Yan, V. X., & Kim, J. A. (2017). Study sequence matters for the inductive learning of cognitive concepts. Journal of Educational Psychology, 109(1), 84-98.

Fenesi, B., & Sana, F. (2015). What is your degree worth? The relationship between post–secondary programs and employment outcomes. Canadian Journal of Higher Education, 45(4), 383-399. PDF

Fenesi, B., Sana, F., Shore, D. I., & Kim, J. A. (2015). Reconceptualizing working memory in educational research. Educational Psychology Review, 27(2), 333-351. PDF

Fenesi, B., Sana, F., & Kim, J. A. (2014). Evaluating the effectiveness of combining the use of corrective feedback and high-level practice questions. Teaching of Psychology, 41(2), 135-143. 

Weston, T., Sana, F., & Wiseheart, M. (2014). Effets directs et indirects de l’utilisation multitâche du portable en classe en enseignement supérieur [The direct and indirect effects of laptop multitasking in university classrooms]. Pedagogie Collegiale, 27(2), 32-34. PDF

Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31. PDF

Sana, F., & Fenesi, B. (2013). Grade 12 vs. Grade 13: Benefits of an extra year of high school. The Journal of Educational Research, 106(5), 384-392.

Sana, F., & Kim. J. A. (2011). Number and content variability of instructive examples promote structure-based learning. International Journal for Cross-Disciplinary Subjects in Education, 2(3). PDF

Sana, F., Pachai, M. V., & Kim, J. A. (2011). Training undergraduate teaching assistants in a peer mentor course. Transformative Dialogues, 4(3). PDF

Sana, F., Fenesi, B., & Kim, J. A. (2011). A Case Study of the Introductory Psychology Blended Learning Model at McMaster University. Canadian Journal for the Scholarship of Teaching and Learning, 2(1).