UCLA

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.

Giebl, S., Mena, S., Storm, B., Bjork, E. L., & Bjork, R. A. (2021). Answer first or goggle first?: Using the internet in ways that enhance, not impair, one’s subsequent retention of needed information. Psychology of Learning and Teaching, 20, 58-75.

Brabec, J. A., Pan, S. C., Bjork, E. L., & Bjork, R. A. (2021). True-False testing on trial: guilty as charged or falsely accused? Educational Psychology Review, 33, 667–692. https://doi.org/10.1007/s10648-020-09546-w

Sana, F., Yan, V. X., Clark, C. M., Bjork, E. L., & Bjork, R. A. (2021). Improving conceptual learning via pretests. Journal of Experimental Psychology: Applied, 27(2), 228–236. https://doi.org/10.1037/xap0000322

Clark, C., Bjork, E. L., & Bjork, R. A. (2021). On the role of generation rules in moderating the beneficial effects of errorful generation. Zeitschrift fuer Psychologie, 229(2), 120–130. https://doi.org/10.1027/2151-2604/a000442.

Brabec, J. A., Pan, S. C., Bjork, E. L., and Bjork, R. A. (2020) True-false testing on trial: Guilty as charged or falsely accused? Educational Psychology Review. doi: 10.1007/s10648-020-09546-w.

Imundo, M. N., Pan, S. C., Bjork, E. L., & Bjork, R. A. (2020). Where and how to learn: The distinct benefits of contextual variation, restudying, and retrieval practice for memory. Quarterly Journal of Experimental Psychology. doi: 10.1177/1747021820968483.

Bjork, R. A., & Bjork, E. L. (2020) Desirable difficulties in theory and practice. Journal of Applied Research in Memory and Cognition, 9, 475-479.

Bjork, R. A., & Bjork, E. L. (2019). Forgetting as a friend of learning: Implications for teaching and self-regulated learning. Advances in Physiology Education, 43, 164-167. doi:10.1152/advan.00001.2019.

Bjork, R. A., & Bjork, E. L. (2019). The myth that blocking one’s study or practice by topic or skill enhances learning. In C. Barton (ed), Education Myths. John Catt Publishing.

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.

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.

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

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.

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.

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

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

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.

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

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

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.

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

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.

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.

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

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.

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.

Kimball, D. R., Bjork, R. A., Bjork, E. L., & Smith, T. A. (2008). Part-list cuing and the dynamics of false recall. Psychonomic Bulletin & Review, 15, 296-301.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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

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

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.

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.

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.

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.

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

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.

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.

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.

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.

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

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

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.

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

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

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

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

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.