Sean H. Kang

Assistant Professor of Education

My goal as a teacher is not merely to impart knowledge, but also to nurture in students a sense of excitement and curiosity about the intricacies of human behaviour and cognition. One way I try to do that is by helping students see how the information and skills they acquire from the course have direct implications for their lives now (e.g., greater insight into their own learning and development) and in the future (e.g., as educators, parents, lifelong learners). I strive to implement measures that promote more effective learning in the classroom, and yet recognise that a large proportion of learning occurs outside of the classroom. Hence, I believe it is equally important to equip students with the necessary tools and strategies for successful self-directed learning.

Curriculum Vitae
603-646-9051
210 Raven House
HB 6103
Education: 
B.A. National University of Singapore, 2001
B.Soc.Sc. (Hon) National University of Singapore, 2002
A.M. Washington University in St. Louis, 2006
Ph.D. Washington University in St. Louis, 2009

Selected publications

Kang, S. H. K., Lindsey, R. V., Mozer, M. C., & Pashler, H. (2014). Retrieval practice over the long term: Should spacing be expanding or equal-interval? Psychonomic Bulletin & Review, 21, 1544–1550. 

Kang, S. H. K., & Pashler, H. (2014). Is the benefit of retrieval practice modulated by motivation? Journal of Applied Research in Memory and Cognition, 3, 183–188.

Kang, S. H. K., Gollan, T. H., & Pashler, H. (2013). Don’t just repeat after me: Retrieval practice is more effective than imitation for foreign language learning. Psychonomic Bulletin & Review, 20, 1259–1265.

Pashler, H., Kang, S. H. K., & Ip, R. (2013). Does multitasking impair studying? Depends on timing. Applied Cognitive Psychology, 27, 593–599.Kang, S. H. K., & Pashler, H. (2012). Learning painting styles: Spacing is advantageous when it promotes discriminative contrast. Applied Cognitive Psychology, 26, 97–103.

Kang, S. H. K., McDaniel, M. A., & Pashler, H. (2011). Effects of testing on learning of functions. Psychonomic Bulletin & Review, 18, 998–1005.

Works in progress

The effects of interleaved practice on science category learning 

The effects of retrieval practice and spacing on complex learning and reasoning

The effects of semantic priming on hand movement dynamics during lexical decision