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Soderstrom, N. C., Yue, C. L., & Bjork, E. L. (in press). Metamemory and education. In J. Dunlosky & S. K. Tauber (Eds.), The Oxford handbook of metamemory. Oxford University Press.


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Bjork, R. A., & Bjork, E. L. (in press). Forgetting as a friend of learning: Implications for teaching and self-regulated learning. Advances in Physiology Education.


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Sana, F., Yan, V. X., Kim, J. A., Bjork, R. A., Bjork, E. L. (2018). Do learners with lower working memory capacity benefit from interleaving? Journal of Applied Research in Memory and Cognition, 7, 361-369.


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Yan, V. X., Soderstrom, N. C., Seneviratna, G. S., Bjork, E. L., & Bjork, R. A. (2017). How should exemplars be sequenced in inductive learning? Empirical evidence versus learners’ opinions. Journal of Experimental Psychology: Applied, 23(4), 403-416.


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Sparck, E. M., Bjork, E. L., & Bjork, R. A. (2016). On the learning benefits of confidence-weighted testing. Cognitive Research: Principles and Implications. 1:3 DOI 10.1186/s41235-016-0003-x


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Yan, V. X., Bjork, E. L., & Bjork, R. A. (2016). On the difficulty of mending metacognitive illusions: A priori theories, fluency effects, and misattributions of the interleaving benefit. Journal of Experimental Psychology: General, 145, 918-933.


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Giebl, S., Storm, B. C., Buchli, D. R., Bjork, E. L., & Bjork, R. A. (2016). Retrieval-induced forgetting is associated with increased positivity when imagining the future. Quarterly Journal of Experimental Psychology, 69, 351-360. DOI: 10.1080/17470218.2015.1085586.


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Sparck, E. M., Bjork, E. L., & Bjork, R. A. (2016). On the learning benefits of confidence-weighted testing. Cognitive Research: Principles and Implications. 1:3 DOI 10.1186/s41235-016-0003-x


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Little, J. & Bjork, E. L. (2015). Optimizing multiple-choice tests as tools for learning Memory & Cognition, 43, 14-26.


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Bjork, E. L., & Bjork, R. A. (2014). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher and J. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (2nd edition). (pp. 59-68). New York: Worth.


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Cantor, A. D., Eslick, A. N., Marsh, E. J., Bjork, R. A., & Bjork, E. L. (2014). Multiple-choice tests stabilize access to marginal knowledge. Memory & Cognition, XX, 1-13. DOI 10.3758/s13421-014-0462-6


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Birnbaum, M., Kornell, N., Bjork, E. L., & Bjork, R. A. (2013). Why interleaving enhances inductive learning: The role of discrimination and retrieval. Memory & Cognition.


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Little, J. L., Bjork, E. L., Bjork, R. A., & Angello, G. (2012). Multiple-choice tests exonerated, at least of some charges: Fostering test-induced learning and avoiding test-induced forgetting. Psychological Science, 23, 1337-1344.


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Storm, B. C., Bjork, E. L., & Bjork, R. A. (2012). On the durability of retrieval-induced forgetting. Journal of Cognitive Psychology, 24, 617-629.


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Storm, B. C., Angello, G., & Bjork, E. L. (2011). Thinking can cause forgetting: Memory dynamics in creative problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1287-1293.


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Bjork, E. L., & Storm, B. C. (2011). Retrieval experience as a modifier of future encoding: Another test effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1113-1124.


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Little, J. L., Storm, B. C., & Bjork, E. L. (2011). The costs and benefits of testing text materials. Memory, 19, 346-359.


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Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56-64). New York: Worth Publishers.


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Bell, D. S., Harless, M. S., Higa, M. S., Bjork, E. L., Bjork, R. A., Bazargan, M., & Mangione, M. D. (2008). Knowledge retention after an online tutorial: A randomized educational experiment among resident physicians. Journal of General Internal Medicine, 23, 1164-1171.


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Kimball, D. R., Bjork, R. A., Bjork, E. L., & Smith, T. A. (2008). Part-list cuing and the dynamics of false recall. Psychonomic Bulletin & Review15, 296-301.


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Storm, B. C., Bjork, E. L., & Bjork, R. A. (2008). Accelerated relearning after retrieval-induced forgetting: The benefit of being forgotten. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 230-236.


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Storm, B. C., Bjork, E. L., & Bjork, R. A. (2007). When intended remembering leads to unintended forgetting. Quarterly Journal of Experimental Psychology, 60, 909-915.


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Marsh, E. J., Roediger, H. L., Bjork, R. A., Bjork, E. L. (2007). The memorial consequences of multiple-choice testing. Psychonomic Bulletin & Review, 6, 194-199.


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Bjork, E. L., deWinstanley, P. A., & Storm, B. C. (2007). Learning how to learn: Can experiencing the outcome of differential encoding strategies enhance subsequent learning? Psychonomic Bulletin & Review, 14, 207-211.


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Bjork, R. A., Bjork, E. L., & Caughey, J. B. (2007). Retrieval as a self-limiting process: Part II. In J. S. Nairne (Ed.), The foundations of remembering: Essays in honor of Henry L. Roediger III (pp. 19-37). New York: Psychology Press.


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Storm, B. C., Bjork, E. L., Bjork, R. A., & Nestojko, J. F. (2006). Is retrieval success a necessary condition for retrieval-induced forgetting? Psychonomic Bulletin & Review, 13, 1023-1027.


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Bjork, R. A., & Bjork, E. L. (2006, September). Freedom, flexibility, and never finished. APS Observer, 19, 29-30.


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Bjork, E. L., Bjork, R. A., & MacLeod, M. D. (2006). Types and consequences of forgetting: Intended and unintended. In N. Ohta and L. G. Nilsson (Eds.), Memory and Society. Routledge and Psychology Press.


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Bjork, R. A., & Bjork, E. L. (2006). Optimizing treatment and instruction: Implications of a new theory of disuse. In L-G. Nilsson and N. Ohta (Eds.), Memory and society: Psychological perspectives.


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Storm, B. C., Bjork, E. L., & Bjork, R. A, (2005). Social metacognitive judgments: The role of retrieval-induced forgetting in person memory and impressions. Journal of Memory and Language, 52, 535-550.


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deWinstanley, P. A., & Bjork, E. L. (2004). Processing strategies and the generation effect: Implications for making a better reader. Memory & Cognition, 32, 945-955.


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Bjork, E. L. (2004). Research on learning as a foundation for curricular reform and pedagogy. Proceedings of The Reinvention Center’s 2nd National Conference: Integrating research into undergraduate education: The value added, November, 18-19, Washington, DC.


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MacLeod, M. D., Bjork, R. A. & Bjork, E. L. (2003). The role of retrieval-induced forgetting in the construction and distortion of memories (pp.55-68). In B. Kokinov & W. Hirst (Eds.), Constructive Memory: NBU Series in Cognitive Science. Sophia: New Bulgarian University.


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Bjork, E. L., & Bjork, R. A. (2003). Intentional Forgetting can.increase, not decrease, the residual influences of to-be-forgotten information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 524-531. *Featured, Science in Brief, Monitor on Psychology (2003, September): “Study finds a dark side to forgetting false information,” E. Bensen.


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Dapretto, M., & Bjork, E. L. (2000). The Development of word retrieval abilities in the second year and it srelation to early vocabulary growth. Child Development, 71, 633-646.


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Anderson, M. C., Bjork, E. L., & Bjork, R. A. (2000). Retrieval-induced forgetting: Evidence for a recall specific mechanism. Psychonomic Bulletin & Review, 7, 522-530.


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Bjork, E. L., Bjork, R. A., Anderson, M. C. (1998). Varieties of goal directed forgetting. In J. M. Golding & C. M. MacLeod (Eds.), Intentional Forgetting: Interdisciplinary Approaches (pp. 103-137). Hillsdale, NJ: Erlbaum.


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deWinstanley, P. A., & Bjork, E. L. (1997). Processing instructions and the generation effect: A test of the multifactor transfer-appropriate processing theory. Memory, 5, 401-421.


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Bjork, E. L., & Bjork, R. A. (1996). Preface and overview. In E. C. Carterette, & M. P. Friedman (Eds.), Handbook of Perception and Cognition: Vol. 10: Memory. New York: Academic Press.


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Bjork, E. L., & Bjork, R. A. (1996). Memory. Volume 10, E. C. Carterette, & M. P. Friedman (Eds.), Handbook of Perception and Cognition. New York: Academic Press. Paperback edition (1997). Academic Press. Selected as a CHOICE Outstanding Academic Book for 1997


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Bjork, E. L., & Bjork, R. A. (1996). Continuing influences of to-be-forgotten information. Consciousness and Cognition, 5, 176-196.


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deWinstanley, P. A., Bjork, E. L., & Bjork, R. A. (1996). Generation effects and the lack thereof: The role of transfer-appropriate processing, Memory, 4, 31-48.


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Anderson, M. C., Bjork, R. A., & Bjork, E. L. (1994). Remembering can cause forgetting: Retrieval dynamics in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1063-1087.


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Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. In A. F. Healy, S. M. Kosslyn, & R. M. Shiffrin (Eds.), From Learning Processes to Cognitive Processes: Essays in Honor of William K. Estes, (Vol. 2, pp. 35-67). Hillsdale, NJ: Erlbaum.


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Bjork, E. L., & Bjork, R. A. (1988). On the adaptive aspects of retrieval failure in autobiographical memory. In M. M. Gruneberg, P. E. Morris, & R. N. Sykes (Eds.), Practical Aspects of Memory II. London: Wiley.


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Bjork, E. L., & Cummings, E. M. (1984). Infant search errors: Stage of concept development or stage of memory development? Memory & Cognition, 12, 1-19.


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Cummings, E. M., & Bjork, E. L. (1983). Search behavior on multi-choice hiding tasks: Evidence for an objective conception of space in infancy. International Journal of Behavioral Development, 6, 71-87.


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Cummings, E. M., & Bjork, E. L. (1983). Perseveration and search on a five-choice visible displacement hiding task. The Journal of Genetic Psychology, 142, 283-291.


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Cummings, E. M., & Bjork, E. L. (1981b). Search on a five-choice invisible displacement hiding task: A rejoinder to Schuberth and Gratch. Infant Behavior and Development, 4, 65-67.


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Cummings, E. M., & Bjork, E. L. (1981a). The search behavior of 12 to 14 month-old infants on a five-choice invisible displacement hiding task. Infant Behavior and Development, 4, 47-60.


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Bjork, E. L., & Murray, J. T. (1977). On the nature of input channels in visual processing. Psychological Review, 84, 472-484.


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Bjork, E. L. (1976). A guide to research design and statistical inference for the neophyte. Contemporary Psychology, 21, 824-825.


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Estes, W. K., Bjork, E. L., & Skaar, E. (1974). Detection of single-letters and letters in words with changing and unchanging mask characters. Bulletin of the Psychonomic Society, 3, 201-203.


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Bjork, E. L., & Healy, A. F. (1974). Short-term order and item retention. Journal of Verbal Learning and Verbal Behavior, 13, 80-97.


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Bjork, E. L, & Estes, W. K. (1973). Letter identificaiton in relation to linguistic context and masking conditions. Memory & Cognition, 1, 217-223.


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Bjork, E. L., & Estes, W. K. (1971). Detection and placement of redundant signal elements in tachistoscopic displays of letters. Perception & Psychophysics, 9, 439-442.


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Reicher, G. M., Ligon, E., & Conrad, C. H. (1969). Interference in short-term memory. Journal of Experimental Psychology, 80, 95-100.


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Ligon, E. (1969). The effects of similarity on very-short-term memory under conditions of maximal information processing demands (Doctoral Dissertation, University of Michigan, 1968). Dissertation Abstracts, 29, No. 8, 3108-B, University Microfilm, No. 69-2341.


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