Faria Sana

1.3k total citations · 1 hit paper
32 papers, 742 citations indexed

About

Faria Sana is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology and Education. According to data from OpenAlex, Faria Sana has authored 32 papers receiving a total of 742 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Experimental and Cognitive Psychology, 11 papers in Developmental and Educational Psychology and 10 papers in Education. Recurrent topics in Faria Sana's work include Visual and Cognitive Learning Processes (8 papers), Innovative Teaching and Learning Methods (6 papers) and Memory Processes and Influences (5 papers). Faria Sana is often cited by papers focused on Visual and Cognitive Learning Processes (8 papers), Innovative Teaching and Learning Methods (6 papers) and Memory Processes and Influences (5 papers). Faria Sana collaborates with scholars based in Canada, United States and Hungary. Faria Sana's co-authors include Nicholas J. Cepeda, Tina Weston, Veronica X. Yan, Joseph A. Kim, Steven C. Pan, Elizabeth Ligon Bjork, Barbara Fenesi, Paulo F. Carvalho, Robert A. Bjork and James E. Cooke and has published in prestigious journals such as SHILAP Revista de lepidopterología, Psychological Science and Journal of Educational Psychology.

In The Last Decade

Faria Sana

26 papers receiving 676 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Laptop multitasking hinders classroom learning for both users and nearby peers

2012 427 citations Faria Sana et al. profile →

Peers

Faria Sana

EDUCA

DEP

SPS

CN

ECP

D. Jake Follmer United States

Marion Händel Germany

Laura L. Bowman United States

Jacqueline Bichsel United States

Shalom M. Fisch United States

Pablo Delgado Spain

Klaus Zierer Germany

Aijaz Ahmed Gujjar Pakistan

Holger Horz Germany

Jörg Wittwer Germany

D. Jake Follmer United States

Faria Sana

259 ×0.8

EDUCA

354 ×1.8

DEP

97 ×0.5

SPS

128 ×0.8

CN

108 ×0.7

ECP

Citations per year, relative to Faria Sana Faria Sana (= 1×) peers D. Jake Follmer

Countries citing papers authored by Faria Sana

Since Specialization

Citations

This map shows the geographic impact of Faria Sana's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Faria Sana with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Faria Sana more than expected).

Fields of papers citing papers by Faria Sana

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Faria Sana. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Faria Sana. The network helps show where Faria Sana may publish in the future.

Co-authorship network of co-authors of Faria Sana

This figure shows the co-authorship network connecting the top 25 collaborators of Faria Sana. A scholar is included among the top collaborators of Faria Sana based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Faria Sana. Faria Sana is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Yan, Veronica X., et al.. (2025). The pretesting effect is robust throughout adulthood, but metacognitive beliefs about pretesting and challenge differ. Learning and Individual Differences. 120. 102683–102683.

2.

Sana, Faria, et al.. (2025). Practice with feedback versus lecture: Consequences for learning, efficiency, and motivation.. Journal of Applied Research in Memory and Cognition. 14(3). 355–368.

3.

Forrin, Noah D., et al.. (2024). Investigating attention contagion between students in a lecture hall.. Scholarship of Teaching and Learning in Psychology. 12(1). 64–85.

4.

Sana, Faria & Shana K. Carpenter. (2023). Broader benefits of the pretesting effect: Placement matters. Psychonomic Bulletin & Review. 30(5). 1908–1916. 6 indexed citations

5.

Yan, Veronica X., Faria Sana, & Paulo F. Carvalho. (2023). No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions. Policy Insights from the Behavioral and Brain Sciences. 11(1). 59–66. 8 indexed citations

6.

Sana, Faria & Veronica X. Yan. (2022). Interleaving Retrieval Practice Promotes Science Learning. Psychological Science. 33(5). 782–788. 15 indexed citations

7.

Forrin, Noah D., et al.. (2022). Attention contagion online: Attention spreads between students in a virtual classroom.. Journal of Applied Research in Memory and Cognition. 12(1). 59–69. 3 indexed citations

8.

Sana, Faria, et al.. (2022). Variation in White Blood Cell Differential Fluorescence Scattergram: A Clue for Automated Malaria Diagnosis. 16(4). 346–350. 1 indexed citations

9.

Sana, Faria, et al.. (2021). The interplay between inhibitory control and metaphor conventionality. Memory & Cognition. 49(6). 1267–1284. 6 indexed citations

10.

Sana, Faria, et al.. (2021). Factors that Influence the Processing of Noun-Noun Metaphors. Metaphor and Symbol. 36(1). 20–44.

11.

Yan, Veronica X. & Faria Sana. (2021). The Robustness of the Interleaving Benefit. Journal of Applied Research in Memory and Cognition. 10(4). 589–602. 5 indexed citations

12.

Sana, Faria, et al.. (2020). Improving conceptual learning via pretests.. Journal of Experimental Psychology Applied. 27(2). 228–236. 9 indexed citations

13.

Carvalho, Paulo F., Faria Sana, & Veronica X. Yan. (2020). Self-regulated spacing in a massive open online course is related to better learning. npj Science of Learning. 5(1). 2–2. 17 indexed citations

14.

Pan, Steven C., et al.. (2020). Pretesting reduces mind wandering and enhances learning during online lectures.. Journal of Applied Research in Memory and Cognition. 9(4). 542–554. 40 indexed citations

15.

Pan, Steven C., et al.. (2020). Learning from errors: students’ and instructors’ practices, attitudes, and beliefs. Memory. 28(9). 1105–1122. 31 indexed citations

16.

Yan, Veronica X. & Faria Sana. (2020). Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence.. Journal of Educational Psychology. 113(1). 125–137. 10 indexed citations

17.

Yan, Veronica X. & Faria Sana. (2019). Interleaving Benefits the Learning of Complex Perceptual Categories: Evidence Against the Discriminative-Contrast Hypothesis. Journal of Cognitive Education and Psychology. 18(1). 35–51. 1 indexed citations

18.

Fenesi, Barbara & Faria Sana. (2015). What is Your Degree Worth? The Relationship Between Post–Secondary Programs and Employment Outcomes. Canadian Journal of Higher Education. 45(4). 383–399. 9 indexed citations

19.

Fenesi, Barbara, Faria Sana, & Joseph A. Kim. (2014). Evaluating the Effectiveness of Combining the Use of Corrective Feedback and High-Level Practice Questions. Teaching of Psychology. 41(2). 135–143. 6 indexed citations

20.

Sana, Faria & Barbara Fenesi. (2013). Grade 12 Versus Grade 13: Benefits of an Extra Year of High School. The Journal of Educational Research. 106(5). 384–392. 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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