Faculty
Xiaonan LIU
Ph.D., Carnegie Mellon University
Assistant Professor
Rm 306, Wong Foo Yuan Building
xliu@cuhk.edu.hk
3943 4377
2603 5019
Memory Lab
Brief Introduction
Dr. Liu is an Assistant Professor of Psychology at the Chinese University of Hong Kong. He obtained his M.S. and Ph.D. degrees in Psychology from Carnegie Mellon University. Dr. Liu’s work focuses on the mechanisms underlying memory dynamics, including retrieval, consolidation, and forgetting processes
Teaching Areas
- PSYC7012- Neuroimaging Methods in Psychology
- PSYC5130- Biological Psychology
- PSYC2190- Physiological Psychology
Research Interests
Although people often conceive of memory as something static and unchanging, like an old photograph, our memories constantly change because of subsequent experience and learning. The research in my lab employs behavioral studies, neuroimaging (EEG and fMRI), machine learning, and biologically based computational modeling to explore how memory is dynamically strengthened, altered, and integrated, as well as the brain structures that support these processes.
Publications
Zheng, Y., Sun, P., & Liu, X. L. (2023). Retrieval practice is costly and is beneficial only when working memory capacity is abundant. npj Science of Learning, 8(1), 8.
Liu, X. L., O'Reilly, R. C., & Ranganath, C. (2021). Effects of retrieval practice on tested and untested information: Cortico-hippocampal interactions and error-driven learning. Psychology of Learning and Motivation, 75, 125-155.
Liu, X. L., & Ranganath, C. (2021). Resurrected memories: Sleep-dependent memory consolidation saves memories from competition induced by retrieval practice. Psychonomic bulletin & review, 28(6), 2035-2044.
Liu, X. L., Ranganath, C., Hsieh, L. T., Hurtado, M., Niendam, T. A., Lesh, T. A., ... & Ragland, J. D. (2020). Task-specific disruptions in theta oscillations during working memory for temporal order in people with schizophrenia. Journal of Cognitive Neuroscience, 32(11), 2117-2130.
Liu, X. L., Tan, D., & Reder, L. (2018). The two processes underlying the testing effect– evidence from Event-Related Potentials (ERPs). Neuropsychologia, 112, 77-85.
Liu, X. L., & Reder, L. (2016). fMRI exploration of pedagogical benefit of repeated testing: When more is not always better. Brain & Behavior, 6(7), e00476.
