Faria Sana

Dr. Faria Sana co-directs the directs the Education and Cognition Lab and has extensive experience in optimal learning research and has published widely in education and cognition. She is an Assistant Professor in the Center for Psychology at Athabasca University and Adjunct Professor in Psychology, Neuroscience & Behaviour at McMaster University. She applies her background in cognitive psychology to better understand factors that improve education and training practices.

Selected Publications:

• Sana, F., Yan, V.X., & Kim, J.A. (in press). Study sequence matters for the inductive learning of cognitive concepts. Journal of Educational Psychology.
• Fenesi, B., & Sana, F. (2015). What is your degree worth? The relationship between post–secondary programs and employment outcomes. Canadian Journal of Higher Education, 45(4), 383-399.
• Fenesi, B., Sana, F., Shore, D.I., & Kim, J.A. (2015). Reconceptualizing working memory in educational research. Educational Psychology Review, 27(2), 333-351.
• Fenesi, B., Sana, F., & Kim, J.A. (2014). Evaluating the effectiveness of combining the use of corrective feedback and high-level practice questions. Teaching of Psychology, 41(2), 135-143.
• Sana, F., Weston, T., & Cepeda, N.J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31.
• Sana, F., & Fenesi, B. (2013). Grade 12 vs. Grade 13: Benefits of an extra year of high school. The Journal of Educational Research, 106(5), 384-392.
• Sana, F., & Kim. J.A. (2011). Number and content variability of instructive examples promote structure-based learning. International Journal for Cross-Disciplinary Subjects in Education, 2(3).
• Sana, F., Pachai, M.V., & Kim, J.A. (2011). Training undergraduate teaching assistants in a peer mentor course. Transformative Dialogues, 4(3).
• Sana, F., Fenesi, B., & Kim, J.A. (2011). Blended learning. A case study at McMaster University. Canadian Journal for the Scholarship of Teaching and Learning, 2(1).