Peer-Reviewed Articles

(*Corresponding author)

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In Press / 2025

Wong, S. S. H.* (2025). Learning by teaching with deliberate errors promotes argumentative reasoning. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000934  [PDF]

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2024

Lim, S. W. H.*, Wong, S. S. H., & Visessuvanapoom, P. (2024). Durable benefits of learning-by-teaching for research question generation performance: A field experiment. The Journal of Experimental Education. Advance online publication. https://doi.org/10.1080/00220973.2024.2364625  [PDF]

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Yap, J. B. K., & Wong, S. S. H.* (2024). Deliberately making and correcting errors in mathematical problem-solving practice improves procedural transfer to more complex problems. Journal of Educational Psychology, 116(7), 1112–1128. https://doi.org/10.1037/edu0000850  [PDF]

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2023

Wong, S. S. H., Lim, K. Y. L., & Lim, S. W. H.* (2023). To ask better questions, teach: Learning-by-teaching enhances research question generation more than retrieval practice and concept-mapping. Journal of Educational Psychology, 115(6), 798–812. https://doi.org/10.1037/edu0000802  [PDF]

 

Wong, S. S. H.*, & Lim, S. W. H.* (2023). Take notes, not photos: Mind-wandering mediates the impact of note-taking strategies on video-recorded lecture learning performance. Journal of Experimental Psychology: Applied, 29(1), 124–135. https://doi.org/10.1037/xap0000375  [PDF]

• Featured in Tech & Learning (2023, April 18), "Taking notes vs. photographing slides"

• Highlighted as a publication of special interest in Current Opinion in Psychology (2022)

 

Wong, S. S. H.* (2023). Deliberate erring improves far transfer of learning more than errorless elaboration and spotting and correcting others' errors. Educational Psychology Review,  35(1), Article 16. https://doi.org/10.1007/s10648-023-09739-z  [PDF]

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2022

Wong, S. S. H.*, & Lim, S. W. H. (2022). Deliberate errors promote meaningful learning. Journal of Educational Psychology,  114(8), 1817–1831. https://doi.org/10.1037/edu0000720  [PDF]

• Featured in Psychology Today (2022, March 26), "To learn better, make mistakes"

• Featured in New Scientist (2022, March 12), "To err is fruitful", 253(3377)

Wong, S. S. H.*, & Lim, S. W. H. (2022). The derring effect: Deliberate errors enhance learning. Journal of Experimental Psychology: General, 151(1), 25–40. https://doi.org/10.1037/xge0001072  [PDF]

• Featured in New Scientist (2022, March 12), "To err is fruitful", 253(3377)

• Featured in BrainPost (2022, March 8), "Deliberate errors enhance learning"

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Wong, S. S. H.*, & Lim, S. W. H.* (2022). A mind-wandering account of the testing effect: Does context variation matter? Psychonomic Bulletin & Review, 29(1), 220–229. https://doi.org/10.3758/s13423-021-01989-8  [PDF]​
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2021

Lim, K. Y. L., Wong, S. S. H., & Lim, S. W. H.* (2021). The "silent teacher": Learning by teaching via writing a verbatim teaching script. Applied Cognitive Psychology, 35(6), 1492–1501. https://doi.org/10.1002/acp.3881  [PDF]

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Wong, S. S. H.*, Chen, S., & Lim, S. W. H.* (2021). Learning melodic musical intervals: To block or to interleave? Psychology of Music, 49(4), 1027–1046. https://doi.org/10.1177/0305735620922595  [PDF]

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2020

Wong, S. S. H.*, Low, A. C. M., Kang, S. H. K., & Lim, S. W. H.* (2020). Learning music composers' styles: To block or to interleave? Journal of Research in Music Education, 68(2), 156–174. https://doi.org/10.1177/0022429420908312  [PDF]

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2019

Wong, S. S. H.*, & Lim, S. W. H.* (2019). From JOLs to JOLs+: Directing learners' attention in retrieval practice to boost integrative argumentation. Journal of Experimental Psychology: Applied, 25(4), 543–557. https://doi.org/10.1037/xap0000225  [PDF]

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Wong, S. S. H., Ng, G. J. P., Tempel, T., & Lim, S. W. H.* (2019). Retrieval practice enhances analogical problem solving. The Journal of Experimental Education, 87(1), 128–138. https://doi.org/10.1080/00220973.2017.1409185  [PDF]

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Wong, S. S. H.*, & Lim, S. W. H. (2019). Prevention–permission–promotion: A review of approaches to errors in learning. Educational Psychologist, 54(1), 1–19. https://doi.org/10.1080/00461520.2018.1501693  [PDF]

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2017

Wong, S. S. H.*, & Lim, S. W. H. (2017). Mental imagery boosts music compositional creativity. PLoS ONE, 12(3), Article e0174009. https://doi.org/10.1371/journal.pone.0174009  [PDF]

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2016

Wong, S. S. H., Lim, S. W. H.*, & Quinlan, K. M. (2016). Integrity in and beyond contemporary higher education: What does it mean to university students? Frontiers in Psychology: Educational Psychology, 7, Article 1094. https://doi.org/10.3389/fpsyg.2016.01094  [PDF]

• Featured in A Year in the Life of Singapore: A Compendium of FASS Research (2017)

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Conference Presentations & Proceedings​​

Wong, S. S. H. (2024, August 8–10). Learning by teaching with deliberate errors promotes argumentative reasoning [Poster presentation]. American Psychological Association (APA) Convention 2024, Seattle, WA, USA.

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Lim, S. W. H., Wong, S. S. H., & Visessuvanapoom, P. (2024, August 8–10). Learning-by-teaching improves research question generation performance: A field experiment [Poster presentation]. American Psychological Association (APA) Convention 2024, Seattle, WA, USA.

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Wong, S. S. H. (2022, November 17–20). The derring effect: Deliberate errors improve learning and transfer [Poster presentation]. 63rd Annual Meeting of the Psychonomic Society, Boston, MA, USA.

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Wong, S. S. H., & Lim, S. W. H. (2020, June 1–September 1). The derring effect: Deliberate errors enhance learning [Poster presentation]. Association for Psychological Science (APS) Poster Showcase.  [PDF]

• ​2020 APS Student Research Award, Association for Psychological Science

• 2020 SPS Research Excellence Award, Singapore Psychological Society

• Featured in cover story of APS Observer (2020, July/August), "Award-winning ideas from the APS Virtual Poster Showcase: The promise of psychological science"

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Wong, S. S. H., & Lim, S. W. H. (2020, May 21–24). The derring effect: Deliberate errors enhance learning [Paper presentation]. 32nd Association for Psychological Science (APS) Annual Convention, Chicago, IL, USA. (Conference cancelled)

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Wong, S. S. H., & Lim, S. W. H. (2020). The cognitive science of music education [Oral presentation cancelled]. 7th International Conference on New Music Concepts, Treviso, Italy.​

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Tan, N. J. H.^, Wong, S. S. H.^, & Lim, S. W. H. (2013). What we move to moves us: Biological rhythmicity predicts musical preferences. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (p. 4025). Austin, TX: Cognitive Science Society. (^Both authors contributed equally to this work) 

• 2013 SPS Best Undergraduate Group Research Award, Singapore Psychological Society

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Invited Talks

Wong, S. S. H. (2024, August 10). From prevention to promotion: Learning from deliberate errors. Invited address for the APA Division 15 Paul R. Pintrich Outstanding Dissertation Award, American Psychological Association (APA) Convention 2024, Seattle, WA, USA.

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Wong, S. S. H. (2020, February 18). The derring effect: Deliberate errors enhance learning. Speaker at Department of Psychology Brownbag Seminar series, National University of Singapore.

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Wong, S. S. H. (2019, October 10). Dispelling the creativity myth: Insights from cognitive science. Invited Speaker at the inaugural Faculty of Arts and Social Sciences (FASS) Research Division Lunchtime Seminar Series, National University of Singapore.

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Wong, S. S. H. (2019, October 8). Educational psychology: Theories and application for learning and teaching. Invited Speaker/Instructor at the Leaders of Tomorrow programme, School of Continuing and Lifelong Education (SCALE), National University of Singapore.