李佰科 讲师
李佰科，讲师，硕士生导师。2023年毕业于北京师范大学心理学部，获理学博士。主要研究方向为：学习和记忆、元认知、科学学习策略、拍照损伤效应、反应性效应等。本人以一作或者共同一作在Memory & Cognition、Memory、Child Development、Behavioural Brain Research、Psychonomic Bulletin & Review; Journal of Memory and Language; Journal of Intelligence期刊上共发表文章。工作邮箱：baikeli@lnnu.edu.cn。
《中小学学习心理学》，本科生课程
《心理学基础》，本科生课程
《心理发展与教育》，研究生课程
使用认知行为和神经方法，探索：
1.做元认知对学习记忆以及知觉决策的影响。
2.拍照是否以及如何影响学习和记忆。
1. Zhao, W., Liu, S., Tian, X., Li, B., Shanks, D. R., Yang, C., & Luo, L. (2025). Individual differences in the reactivity effect of judgments of learning: Cognitive factors. Journal of Memory and Language, 140, 104574. https://doi.org/10.1016/j.jml.2024.104574
2. Li, B.#, Hu, X#., Shanks, D. R., Su, N., Zhao, W., Meng, L., ... & Yang, C. (2024). Confidence ratings increase response thresholds in decision making. Psychonomic Bulletin & Review, 31(3), 1093-1102. https://doi.org/10.3758/s13423-023-02380-5
3. Li, B., Shanks, D. R., Zhao, W., Hu, X., Luo, L., & Yang, C. (2024). Do changed learning goals explain why metamemory judgments reactively affect memory? Journal of Memory and Language, 136, 104506. https://doi.org/10.1016/j.jml.2024.104506
4. Li, B., Pastötter, B., Zhong, Y., Su, N., Huang, T., Zhao, W., ... & Yang, C. (2024). Judgments of learning reactively improve memory by enhancing learning engagement and inducing elaborative processing: Evidence from an EEG study. Journal of Intelligence, 12(4), 44. https://doi.org/10.3390/jintelligence12040044
5. Zheng, J., Li, B., Zhao, W., Su, N., Fan, T., Yin, Y., ... & Luo, L. (2024). Soliciting judgments of learning reactively facilitates both recollection-and familiarity-based recognition memory. Metacognition and Learning, 19(2), 609-633. https://doi.org/10.1007/s11409-024-09382-1
6. Zhang, W., Li, Y., Zhou, C., Li, B., Schwieter, J. W., Liu, H., & Liu, M. (2024). Expectation to rewards modulates learning emotional words: Evidence from a hierarchical Bayesian model. Biological Psychology, 193, 108895. https://doi.org/10.1016/j.biopsycho.2024.108895
7. Zhao, W., Li, J., Shanks, D. R., Li, B., Hu, X., Yang, C., & Luo, L. (2023). Metamemory judgments have dissociable reactivity effects on item and interitem relational memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 49(4), 557. https://doi.org/10.1037/xlm0001160
8. Yin, Y., Li, B., Hu, X., Guo, X., Yang, C., & Luo, L. (2023). The Relationship between dispositional mindfulness and relative accuracy of judgments of learning: The moderating role of test anxiety. Journal of Intelligence, 11(7), 132. https://doi.org/10.3390/jintelligence11070132
9. Zheng, J., Su, N., Fan, T., Li, B., Zhao, W., Hu, X., ... & Luo, L. (2024). Do confidence ratings reactively modify children’s academic assessment performance? Negative answer from a three-year longitudinal study. Journal of Intelligence, 12(9), 91. https://doi.org/10.3390/jintelligence12090091
10. Li, B., Zhao, W., Shi, A., Zhong, Y., Hu, X., Liu, M., Luo, L., & Yang, C. (2023). Does the reactivity effect of judgments of learning transfer to learning of new information? Memory, 1-13. https://doi.org/10.1080/09658211.2023.2208792
11. Yin, Y., Shanks, D.R., Li, B., Fan, T., Hu, X., Yang, C., & Luo, L. (2023). The effects of emotion on judgments of learning and memory: A meta-analytic review. Metacognition and Learning, 1-23. https://doi.org/10.1007/s11409-023-09335-0
12. Sun, Y., Shi, A., Zhao, W., Yang, Y., Li, B., Hu, X., Shanks, D.R., Yang, C., & Luo, L. (2022). Long lasting effects of an instructional intervention on interleaving preference in inductive learning and transfer. Educational Psychology Review, 1–29. https://doi.org/10.1007/s10648-022-09666-5
13. Li, B., Zhao, W., Zheng, J., Hu, X., Su, N., Fan, T., ... & Luo, L. (2022). Soliciting judgments of forgetting reactively enhances memory as well as making judgments of learning: Empirical and meta-analytic tests. Memory & Cognition, 50, 1061-1077. https://doi.org/10.3758/s13421-021-01258-y
14. Zhao, W. #, Li, B. #, Shanks, D. R., Zhao, W., Zheng, J., Hu, X., Su, N., Fan, T., Yin, Y., Luo, L., & Yang, C. (2022). When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children’s learning. Child Development, 93, 405–417. https://doi.org/10.1111/cdev.13689
15. Liu, H., Li, B., Wang, X., & He, Y. (2021). Role of joint language control during cross-language communication: evidence from cross-frequency coupling. Cognitive Neurodynamics, 15, 191-205. https://doi.org/10.1007/s11571-020-09594-6
16. Liu, H., Tong, J., de Bruin, A., Li, W., He, Y., & Li, B. (2020). Is inhibition involved in voluntary language switching? Evidence from transcranial direct current stimulation over the right dorsolateral prefrontal cortex. International Journal of Psychophysiology, 147, 184-192. https://doi.org/10.1016/j.ijpsycho.2019.12.002
17. Tong, J., Kong, C., Wang, X., Liu, H., Li, B., & He, Y. (2020). Transcranial direct current stimulation influences bilingual language control mechanism: Evidence from cross-frequency coupling. Cognitive Neurodynamics, 14, 203- 214. https://doi.org/10.1007/s11571-019-09561-w
18. Xie, N., Li, B., Zhang, M., & Liu, H. (2019). Role of top-down language control in bilingual production and comprehension: Evidence from induced oscillations. International Journal of Bilingualism, 23, 1041-1063. https://doi.org/10.1177/1367006918781073
19. Li, B., Liu, H., Pérez, A., & Xie, N. (2018). Cathodal transcranial direct current stimulation over right dorsolateral prefrontal cortex improves language control during language switching. Behavioural Brain Research, 351, 34-41. https://doi.org/10.1016/j.bbr.2018.05.026
国家自然科学基金青年项目，主持，在研
辽宁师范大学博士科研启动项目，主持，已结项
2024年，辽宁师范大学科研新进个人
