Publications

Kwak, N., & Lee, H. S. (2026).  Effects of interim testing on subsequent learning and cognitive effort in concept and category learning. The Korean Journal of Educational Psychology, 40(2), 245-269.

[국문] 곽나경, 이희승(2026). 개념 및 범주학습에서 중간시험이 후속학습과 인지적 노력에 미치는 영향. 교육심리연구, 40(2), 245-269.

Kim, J., & Lee, H. S. (2026). The interplay of generative activity and retrieval practice in learning-by-teaching. The Korean Journal of Educational Psychology, 40(1), 1-25.

[국문] 김지혜, 이희승(2026). 교수를 통한 학습(learning-by-teaching)에서 생성 활동과 인출 연습의 상호작용. 교육심리연구, 40(1), 1-25.

Ha, H., & Lee, H. S. (2024). Evaluating the judgment of learning: its limited impact and the power of retrieval on inductive learning. Educational Psychology Review, 36, 60.

Kim, Y., & Lee, H. S. (2024). Learning-by-teaching in category learning: The role of retrieval. The Korean Journal of Educational Psychology, 38(1), 1-23. 

[국문] 김윤덕, 이희승(2024). 교수를 통한 학습법(learning-by-teaching)이 범주학습에 미치는 영향: 인출 정도에 따른 효과성 차이 검증. 교육심리연구, 38(1), 1-23.

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. 

[국문] 김윤덕, 김지혜, 성주연, 이희승(2024). 교수를 통한 학습(learning-by-teaching)이 메타인지적 판단에 미치는 영향. 미래교육학연구, 37(1), 115-143.

Lee, H. S. (2024). 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 (2nd ed., pp. 82-120). Pakyoung Story. 

[국문]  이희승(2024). 교육심리학: 교육에 내재하는 인간 행동과 사고에 대한 과학적 탐구. 연세대학교 교육학과 교수진(편), 미래를 여는 교육학 2판 (pp. 82-120). 박영스토리.

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. 

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. 

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). Pakyoung Story. 

[국문]  이희승(2019). 교육심리학: 교육에 내재하는 인간 행동과 사고에 대한 과학적 탐구. 연세대학교 교육학과 교수진(편), 미래를 여는 교육학 (pp. 76-115). 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.

Holyoak, K. J., & Lee, H. S. (2017). Inferring causal relations by analogy. In M. R. Waldmann (Ed.), The Oxford Handbook of Causal Reasoning (pp.459-473). Oxford University Press. 

Lee, H. S., Betts, S., & Anderson, J. R. (2017). Embellishing problem-solving examples with deep structure information facilitates transfer. Journal of Experimental Education, 85, 309-333.

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. 

Lee, H. S., Fincham, J., & Anderson, J. R. (2015). Learning from examples versus verbal directions in mathematical problem solving. Mind, Brain, and Education, 9(4), 232-245.

Lee, H. S., Betts, S., & Anderson, J. R. (2015). Not taking the easy road: When similarity hurts learning. Memory & Cognition, 43(6), 939-952.

Lee, H. S., DeWolf, M., Bassok, M., & Holyoak, K. J. (2015). Semantic alignment of fractions and decimals with discrete versus continuous entities: A cross-national comparison. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 1261-1266). Cognitive Science Society. 

Lee, H. S., Fincham, J., Betts, S., & Anderson, J. R. (2014). An fMRI investigation of instructional guidance in mathematical problem solving. Trends in Neuroscience and Education, 3, 50-62.

Anderson, J. R., Lee, H. S., & Fincham, J. (2014). Discovering the structure of mathematical problem solving. NeuroImage, 97, 163-177.

Lee, H. S., & Anderson, J. R. (2013). Student learning: What has instruction got to do with it? Annual Review of Psychology, 64, 445-469.

Lee, H. S., Anderson, A., Betts, S., & Anderson, J. R. (2011). When does provision of instruction promote learning? In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Meeting of the Cognitive Science Society (pp. 3518-3523). Cognitive Science Society.

Holyoak, K. J., Lee, H. S., & Lu, H. (2010). Analogical and category-based inference: A theoretical integration with Bayesian causal models. Journal of Experimental Psychology: General, 139, 702-727. 

Lee, H. S., & Holyoak, K. J. (2010). Causal models interact with structure mapping to guide analogical inference. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Meeting of the Cognitive Science Society (pp. 1094–1099). Cognitive Science Society.

Lee, H. S., & Holyoak, K. J. (2008).  The role of causal models in analogical inference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1111-1122.

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 Meeting of the Cognitive Science Society (pp. 297-302). Cognitive Science Society.

Lee, H. S., & Holyoak, K. J. (2007). Causal models guide analogical inference. In D. S. McNamara & G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 1205-1210). Cognitive Science Society.