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<!DOCTYPE html>
<html lang="en">
<head>
<title>Fernando Aguilar Ortega</title>
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<a class="navbar-brand brand" href="index.html"><h4>Fernando Aguilar Ortega</h4></a>
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<a class="nav-link" href="research.html">Research </a>
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<a class="nav-link" href="publications.html">Publications </a>
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<a class="nav-link" href="cv.html">CV </a>
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<a class="nav-link" href="teaching.html">Teaching </a>
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<a class="nav-link" href="mentoring.html">Mentoring </a>
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<a href ="https://twin-cities.umn.edu/"><img class="form-inline mt-2 mt-md-0" src="./resources/M-print.png"></img></a>
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<h1><strong>Website Under Construction </strong></h1>
<!--<p><strong><a href="/resources/cv-pdf.pdf" download="CV">(Download as PDF)</a></strong></p>-->
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<h2>Education </h2>
<ul>
<li>PhD, Experimental Psychology, Major Area of Concentration: Cognitive Psychology, University of California, San Diego (in progress)</li>
<li>MA, Experimental Psychology, University of California, San Diego (2014) </li>
<li>BA, with Honors in Psychology, minor in Biology, summa cum laude, California State University, Los Angeles (2004)</li>
</ul>
<h2>Selected Honors and Awards</h2>
<h3><i>Fellowships and Research Grants:</i></h3>
<ul>
<li><!--APA Early Graduate Student Researcher Award, Science Directorate, American Psychological Association (2015)</li>
<li><!--National Science Foundation (NSF) Graduate Research Fellowship (2014-2018)--></li>
<li><!--National Institutes of Health (NIH) Pre-Doctoral Ruth L. Kirschstein National Research Service Award (T34 NRSA) / National Institute of Mental Health (NIMH) Career Opportunities in Research Program (2002-2004)</li>
</ul>
<h3><i>Research and Conference Awards:</i></h3>
<ul>
<li><!--Psychonomic Society Graduate Travel Award (2017)</li>
<li><!--APF Ungerleider/Zimbardo Award, American Psychological Foundation (2016)</li>
<li><!--APA Convention Award, American Psychological Association (2016)</li>
<li><!--Psi Chi APS Convention Society Research Award (2015)</li>
<li><!--Communicating Science (ComSciCon) Fellow (2015)</li>
<li><!--1st Place, 18th Annual California State University System Statewide Research Competition (2004)</li>
<li><!--Society for Neuroscience (SfN) Award, Faculty for Undergraduate Neuroscience (2003)</li>
</ul>
<h2>Peer Reviewed Publications<h2>
<h3><i>Full-length Articles:</i></h3>
<ul>
<li><!--Pan, S. C., and Rickard, T. C. (2017). Does retrieval practice enhance learning and transfer relative to restudy for term-definition facts? Journal of Experimental Psychology: Applied (online first publication). </li>
<li><!--Rickard, T. C., and Pan, S. C. (2017). A dual memory theory of the testing effect. Psychonomic Bulletin & Review (online first publication). </li>
<li><!--Rickard, T. C., and Pan, S. C. (2017). Time for considering the possibility that sleep plays no unique role in motor memory consolidation. Psychological Bulletin 143(4).</li>
<li><!--Pan, S. C., Wong, C. M., Potter, Z. E., Mejia, J., and Rickard, T. C. (2016). Does test-enhanced learning transfer for triple associates? Memory & Cognition 44(1), 24-36. </li>
<li><!--Pan, S. C., Rubin, B. R., and Rickard, T. C. (2015). Does testing with feedback improve adult spelling skills relative to copying and reading? Journal of Experimental Psychology: Applied 21(4), 356-369. doi: </li>
<li><!--Pan, S. C., Gopal, A., and Rickard, T. C. (2015). Testing with feedback yields potent, but piecewise, learning of history and biology facts. Journal of Educational Psychology 107(4), 563-575. </li>
<li><!--Pan, S. C. and Rickard, T. C. (2015). Sleep and motor memory: is there room for consolidation? Psychological Bulletin 141(4), 812-834. </li>
<li><!--Pan, S. C., Pashler, H., Potter, Z. E., and Rickard, T. C. (2015). Testing enhances learning across a range of episodic memory abilities. Journal of Memory and Language 83, 53-61.</li>
<li><!--ones, A. C., Wardlow, L., Pan, S. C., Zepeda, C., Heyman, G. D., Dunlosky, J., and Rickard, T. C. (2015). Beyond the rainbow: retrieval practice leads to better learning than does rainbow writing. Educational Psychology Review 27(3), 385-400.</li>
</ul>
<h3><i>Published Conference Proceedings:</i></h3>
<ul>
<li><!--Walker, D., Pan, S. C., Modir, S., and Rickard, T. C. (2014). Sleep enhancement of texture discrimination performance is dependent on training paradigm. Journal of Vision 14(10), 664.</li>
</ul>
<h2>Manuscripts in Progress</h2>
<h3><i>Under Review:</i></h3>
<ul>
<li><!--Pan, S. C. and Rickard, T. C. Transfer of test-enhanced learning: meta-analytic review and synthesis. </li>
<li><!--Pan, S. C., Tajran, J., Lovelett, J., Osuna, J., and Rickard, T. C. Is it preterite or imperfect? Investigating the interleaving effect for Spanish verb conjugation skills. </li>
</ul>
<h3><i>In Preparation:</i></h3>
<ul>
<li><!--Pan, S. C., Rickard, T. C., and Bjork, R. A. Spelling instruction in the modern United States: Reevaluating the Horn-Ashbaugh standards for 21st century elementary school students.</li>
<li><!--Pan, S. C., Hutter, S., D’Andrea, D., Unwalla, D., and Rickard, T. C. Investigating the benefits of retrieval practice for learning concepts with diagrams and definitions.</li>
<li><!--Pan, S. C., Walker, D., Modir, S., & Rickard, T. The effects of optimized spaced training on visual texture discrimination performance.</li>
<li><!--Lovelett, J., Pan, S. C., and Rickard, T. C. Self-paced training, repetition rate, and test-enhanced learning.</li>
</ul>
<h2>Other Scientific Publications</h2>
<ul>
<li><!--Pan, S. C. (October 2016). A study power move. In G. Cook (Ed.), Scientific American.</li>
<li><!--Pan, S. C. (August 2015). The interleaving effect: mixing it up boosts learning. In G. Cook (Ed.), Scientific American. </li>
</ul>
<h2>Recent Talks and Conference Presentations</h2>
<ul>
<li><!--Pan, S. C., Tajran, J., Lovelett, J. T., Osuna, J., and Rickard, T. C. (November 2017). Is it preterite or imperfect? Investigating the interleaving effect for Spanish verb conjugation skills. Poster presented at the 58th Annual Meeting of the Psychonomic Society, Vancouver, BC.</li>
<li><!--Pan, S. C. and Rickard, T. C. (November 2017). Does retrieval practice enhance transfer of learning? A comprehensive meta-analytic review. Poster presented at the 58th Annual Meeting of the Psychonomic Society, Vancouver, BC. </li>
<li><!--Pan, S.C. (May 2017). Bailamos or Balabamos? The effects of blocked vs. interleaved practice on Spanish verb conjugation skills. Invited talk at CogFog, Department of Psychology, University of California, Los Angeles, Los Angeles, CA. </li>
<li><!--Pan, S.C. (September 2016). Building a better speller: evidence-based orthographic learning research. Invited talk at CogFog, Department of Psychology, University of California, Los Angeles, CA. </li>
<li><!--Pan, S. C. (August 2016). Potent but piecewise learning: the specific memory benefits of retrieval practice. Invited talk, Institute of Cognitive Science and Department of Psychology, University of Colorado, Boulder, CO. </li>
<li><!--Pan, S. C., and Rickard, T. C. (August 2016). Retrieval practice produces highly specific memories for term-definition science facts. Poster presented at the 2016 APA Convention, Denver, CO. </li>
<li><!--Pan, S. C. (December 2015). Retrieval practice and interleaving: evidence-based learning techniques. Invited talk, Psychology Department, Saddleback College, Mission Viejo, CA. </li>
<li><!--Pan, S. C., Pashler, H., and Rickard, T. C. (November 2015). Testing with feedback enhances learning across a range of episodic memory abilities. Poster presented at the 56th Annual Meeting of the Psychonomic Society, Chicago, IL. </li>
<li><!--Pan, S.C. (July 2015). Investigations of retrieval-induced learning: the roles of episodic memory ability, spelling, and fact learning. Invited talk at CogFog, Department of Psychology, University of California, Los Angeles, Los Angeles, CA. </li>
<li><!--Pan, S. C. (June 2015). Building neurons, building minds: teaching neuroscience to 3rd and 4th grade students. Poster presented at the 3rd Annual Communicating Science Workshop, ComSciCon15, Cambridge, MA. </li>
<li><!--Pan, S. C., Gopal, A., and Rickard, T. C. (May 2015). Testing produces potent, but piecewise, learning of history and biology facts. Poster presented at the 27th Association for Psychological Science Convention, New York, NY. </li>
<li><!--Pan, S. C. (April 2015). The power of test-enhanced learning: when does taking a test improve long-term memory? Invited talk, Psychology Department, Saddleback College, Mission Viejo, CA. </li>
<li><!--Pan, S. C. and Rickard, T. C. (November 2014). Does test enhanced learning transfer for triple associates? Poster presented at the 55th Annual Meeting of the Psychonomic Society, Long Beach, CA. </li>
<li><!--Rickard, T. C., and Pan, S. C. (November 2014). Sleep and motor learning: is there room for consolidation? Paper presented at Symposium, Sleep, Memory and Dreams, at the 55th Annual Meeting of the Psychonomic Society, Long Beach, CA. </li>
<li><!--Jones, A. C., Wardlow, L., Pan, S. C., Zepeda, C., Heyman, G. D., Dunlosky, J., and Rickard, T. C. (November 2014). Repeated quizzing enhances learning: the case of spelling. Poster presented at the 55th Annual Meeting of the Psychonomic Society, Long Beach, CA. </li>
<li><!--Pan, S. C. and Rickard, T. C. (May 2014). Testing, writing, and free study are equally effective for learning to spell. Poster presented at the 26th Association for Psychological Science Convention, San Francisco, CA. </li>
</ul>
<h2>Academic and Research Mentoring</h2>
<ul>
<li><!--Cognition and Cognitive Neuroscience Laboratory, undergraduate research assistants (e.g., PSYC 99, 199), 60+ students to date </li>
<li><!--Senior Thesis supervision (since 2013), 20 students to date </li>
<li><!--Honors Thesis and STARS programs, 6 students to date </li>
</ul>
<h2>Professional Activities and Service</h2>
<h3><i>Academic Service</i></h3>
<ul>
<li><!--Distinguished Educators Advisory Panel, Temporal Dynamics of Learning Center (TDLC), National Science Foundation (NSF), UC San Diego (2017-present)</li>
<li><!--Diversity Committee, Department of Psychology, UC San Diego (2016-present)</li>
<li><!--Graduate Talk Series Committee, Department of Psychology, UC San Diego (2015-2016)</li>
<li><!--Graduate Mentor / Mentor TA, Department of Psychology, UC San Diego (2014-present)</li>
<li><!--Editor-in-Chief, Honors Newsletter, California State University, Los Angeles (2002-2004)</li>
<li><!--Assistant Editor, Honors Newsletter, California State University, Los Angeles (2002)</li>
</ul>
<h3><i>Organized Panels, Workshops, and Outreach Events</i></h3>
<ul>
<li><!--Workshop organizer and presenter, How to Study Less and Remember More, UC San Diego (2017-present)</li>
<li><!--Organizer and moderator, Paths to PhDs, UC San Diego (2016-present)</li>
<li><!--Founder and organizer, GTSlam, Department of Psychology, UC San Diego (2015-2016)</li>
</ul>
<h3><i>Ad-hoc Reviewing</i></h3>
<ul>
<li>American Journal of Psychology</li>
<li>Cognitive Processing</li>
<li>Cognitive Psychology</li>
<li>Current Directions in Psychological Science</li>
<li>Developmental Psychology</li>
<li>Journal of Applied Research in Memory and Cognition</li>
<li>Journal of Cognitive Psychology</li>
<li>Journal of Educational Psychology</li>
<li>Journal of Experimental Psychology: General</li>
<li>Journal of Experimental Psychology: Human Perception & Performance</li>
<li>Journal of Experimental Psychology: Learning, Memory, & Cognition</li>
<li>Journal of Memory and Language</li>
<li>Memory & Cognition</li>
<li>Psychonomic Bulletin & Review</li>
<li>Translational Issues in Psychological Science</li>
</ul>
</div>
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