Associate Professor of Psychology
On faculty since 2014
PhD, University of California, Los Angeles, 2014
MA, University of California, Los Angeles, 2010
BA, Samford University, 2009
My research focuses on the educational applications of human learning, memory, and metacognition. I am interested in how instructors can apply empirically supported principles to design educational environments that optimize learning, as well as how students can improve their own understanding and application of effective learning strategies. I am particularly interested in these questions in the context of multimedia learning—i.e., learning from computer-based animations or videos accompanied by written or spoken text. My goal in the classroom is for students to gain knowledge and research skills that they can then use to be successful in their chosen professions.
I enjoy baking, reading, and (sometimes) running. My husband, Michael, is a software engineer.
- Association for Psychological Science
- Society for the Teaching of Psychology
- Psychonomic Society
Yue, C. L. (2020). Improving learner metacognition and self-regulation. In T. Ober,
E. Che, J. Brodsky, C. Raffaele, & P. Brooks (Eds.), How We Teach Now: The GSTA Guide to Transformative Teaching. American Psychological Association.
Yue, C. L., & Bjork, E. L. (2017). Using selective redundancy to eliminate the seductive details effect. Applied Cognitive Psychology, 31, 565-571. doi: 10.1002/acp.3348
Yue, C. L., Soderstrom, N. C., & Bjork, E. L. (2015). Partial testing can potentiate learning of tested and untested material from multimedia lessons. Journal of Educational Psychology, 107, 991-1005. doi: 10.1037/edu0000031
Yue, C. L., Storm, B. C., Kornell, N. & Bjork, E. L. (2014). Highlighting and its relation to distributed study and students’ metacognitive beliefs. Educational Psychology Review. doi: 10.1007/s10648-014-9277-z
Yue, C. L., Bjork, E. L., & Bjork, R. A. (2013). Reducing verbal redundancy in multimedia learning: An undesired desirable difficulty? Journal of Educational Psychology, 105, 266-277. doi: 10.1037/a0031971
Yue, C., Kim, J., Ogawa, R., Stark, E., & Kim, S. (2013). Applying the cognitive theory of multimedia learning: An analysis of medical animations. Medical Education, 47, 375-387. doi: 10.1111/medu.12090
Yue, C. L., Castel, A. D., & Bjork, R. A. (2013). When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory. Memory & Cognition, 41, 229-241. doi: 10.3758/s13421-012-0255-8