彭瑶萍，教育心理学博士。2009-2013 年于江南大学获教育学学士学位，2013-2015 年于 美国德州农工大学（Texas A&M University）获教育心理学硕士学位，2015-2019 年于美国亚利桑那大学（University of Arizona）获教育心理学博士学位。2019-2021 年入职湖南大学教育 科学研究院做博士后。自 2022 年起入职银河集团9873cm心理系，研究涉及元认 知过程、教师元认知、记忆的提醒效应。
科研成果：
•论文：
Peng, Y., & Tullis, J. G. (2021). Dividing attention impairs metacognitive control more than monitoring. Psychonomic Bulletin & Review, 1- 11. (SSCI, Q1, IF= 5.53)
Peng, Y., & Tullis, J. G. (2020). Theories of intelligence influence self-regulated study choices and learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(3), 487. (SSCI, Q2, IF= 3.05)
•著作章节
Peng.Y., & Tullis, J.G. (2022). Dividing Attention and Metacognition. In A. E. Flanigan & J. H. Kim (Eds), “Ditigal Distraction in the College Classroom”, IGI global.
•会议报告
Peng, Y., & Tullis, J. (2018). Theories of Intelligence influence self-regulated study choices and learning. Paper presentation at AERAAnnual Meeting, New York, USA
Tullis, J. G., Peng, Y. (2018, November). Theories of intelligence influence restudy choices. Spoken presentation at the International Association for Metacognition conference, New Orleans.
