Robert A. Bjork

Q: What Schools Are Affiliated With Robert A. Bjork

Robert A. Bjork is affiliated with the following schools: University of Minnesota, University of California, San Diego, University of California, Los Angeles, Stanford University

Robert A. Bjork's AcademicInfluence.com Rankings

Robert A. Bjork

Psychology

#882

World Rank

#1114

Historical Rank

#545

USA Rank

Cognitive Psychology

#161

World Rank

#166

Historical Rank

#64

USA Rank

psychology Degrees

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Psychology

Robert A. Bjork's Degrees

PhD Psychology Stanford University

Why Is Robert A. Bjork Influential?

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According to Wikipedia, Robert Allen Bjork is Distinguished Professor of Psychology at the University of California, Los Angeles. His research focuses on human learning and memory and on the implications of the science of learning for instruction and training. He is the creator of the directed forgetting paradigm. He was elected a member of the National Academy of Sciences in 2022.

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Robert A. Bjork's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training (1992) (1620)
Remembering can cause forgetting: retrieval dynamics in long-term memory. (1994) (1447)
Learning Styles (2008) (1306)
Memory and metamemory considerations in the training of human beings. (1994) (1071)
Measures of Memory (1988) (1028)
Self-regulated learning: beliefs, techniques, and illusions. (2013) (979)
Retrieval inhibition as an adaptive mechanism in human memory. (1989) (716)
Environmental context and human memory (1978) (666)
Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. (2011) (587)
Recency-sensitive retrieval processes in long-term free recall☆ (1974) (574)
Optimum rehearsal patterns and name learning (1978) (549)
The mismeasure of memory: when retrieval fluency is misleading as a metamnemonic index. (1998) (509)
A new theory of disuse and an old theory of stimulus fluctuation (1992) (504)
Prefrontal Contributions to Executive Control: fMRI Evidence for Functional Distinctions within Lateral Prefrontal Cortex (2001) (436)
The promise and perils of self-regulated study (2007) (410)
Unsuccessful retrieval attempts enhance subsequent learning. (2009) (405)
Retrieval-induced forgetting: Evidence for a recall-specific mechanism (2000) (385)
Learning Concepts and Categories (2008) (372)
Predicting one's own forgetting: the role of experience-based and theory-based processes. (2004) (330)
Illusions of competence in monitoring one's knowledge during study. (2005) (327)
Assessing our own competence: Heuristics and illusions. (1999) (321)
Positive forgetting: The noninterference of Items intentionally forgotten (1970) (317)
Learning Versus Performance (2013) (286)
Disrupted retrieval in directed forgetting: a link with posthypnotic amnesia. (1983) (285)
Retrieval practice and the maintenance of knowledge. (1988) (273)
Why Tests Appear to Prevent Forgetting: A Distribution-Based Bifurcation Model. (2011) (259)
Recall and recognition as a function of primary rehearsal. (1973) (257)
Learning, Remembering, Believing: Enhancing Human Performance (1994) (248)
Metacognition in motor learning. (2001) (236)
Mechanisms of inhibition in long-term memory: A new taxonomy. (1994) (225)
Retrieval-induced forgetting in an eyewitness-memory paradigm (1995) (219)
Spatial Representation in the Entorhinal Cortex (2004) (215)
Varieties of goal-directed forgetting (1998) (212)
Why interleaving enhances inductive learning: The roles of discrimination and retrieval (2013) (204)
Continuing Influences of To-Be-Forgotten Information (1996) (196)
On the puzzling relationship between environmental context and human memory. (1989) (182)
Is retrieval success a necessary condition for retrieval-induced forgetting? (2006) (180)
When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory (2013) (176)
Spacing as the friend of both memory and induction in young and older adults. (2010) (175)
When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier. (2011) (172)
Learning Concepts and Categories: Is Spacing the “Enemy of Induction”? (2008) (168)
When Predictions Create Reality: Judgments of Learning May Alter What They Are Intended to Assess (1992) (163)
A stability bias in human memory: overestimating remembering and underestimating learning. (2009) (161)
A semantic interpretation of encoding specificity (1974) (161)
The spacing effect: Consolidation or differential encoding? (1970) (159)
Learning from tests: Effects of spacing (1977) (158)
The modification of short-term memory through instructions to forget (1968) (152)
The Generation Effect: Support for a Two-Factor Theory (1988) (150)
In the Mind's Eye: Enhancing Human Performance (1992) (148)
The memorial consequences of multiple-choice testing (2007) (143)
Multiple-Choice Tests Exonerated, at Least of Some Charges (2012) (141)
Optimising self-regulated study: The benefits—and costs—of dropping flashcards (2008) (134)
Mending metacognitive illusions: a comparison of mnemonic-based and theory-based procedures. (2006) (132)
Influences of intentional and unintentional forgetting on false memories. (2002) (123)
Primary versus secondary rehearsal in imagined voices: Differential effects on recognition (1980) (118)
Handbook of Metamemory and Memory (2013) (113)
The Inferential and Experiential Bases of Metamemory (1997) (111)
FORGETTING AND REMEMBERING IN FREE RECALL: INTENTIONAL AND UNINTENTIONAL ' (1971) (108)
Examining the Spacing Effect in Advertising: Encoding Variability, Retrieval Processes, and Their Interaction (2005) (103)
On the difficulty of mending metacognitive illusions: A priori theories, fluency effects, and misattributions of the interleaving benefit. (2016) (102)
Directed Forgetting of Individual Words in Free Recall. (1973) (101)
Supplemental Material for Habits and beliefs that guide self-regulated learning: Do they vary with mindset? (2014) (99)
When and why a failed test potentiates the effectiveness of subsequent study. (2013) (99)
Illusions of competence during study can be remedied by manipulations that enhance learners’ sensitivity to retrieval conditions at test (2006) (98)
The Updating of Human Memory (1978) (93)
Successful Lecturing: Presenting Information in Ways That Engage Effective Processing (2002) (91)
Knowledge Retention after an Online Tutorial: A Randomized Educational Experiment among Resident Physicians (2008) (90)
Desirable Difficulties in Vocabulary Learning. (2015) (88)
When intended remembering leads to unintended forgetting (2007) (88)
Optimizing retrieval as a learning event: When and why expanding retrieval practice enhances long-term retention (2010) (88)
Memory: Handbook of Perception and Cognition (1996) (83)
Accelerated relearning after retrieval-induced forgetting: the benefit of being forgotten. (2008) (82)
Linking Cognitive Science to Education: Generation and Interleaving Effects (2005) (79)
Retrieval Fluency as a Metacognitive Index (2014) (79)
The Science of Learning and the Learning of Science Introducing Desirable Difficulties (2006) (79)
Testing facilitates the regulation of subsequent study time (2014) (78)
Disrupted Retrieval in Directed Forgetting: A Link With Posthypnotic Amnesia (1983) (78)
Intentional forgetting can increase, not decrease, residual influences of to-be-forgotten information. (2003) (77)
When further learning fails: stability and change following repeated presentation of text. (2000) (77)
Optimizing Treatment and Instruction: Implications of a New Theory of Disuse (2013) (76)
The Generation Effect : Support for a Two-Factor Theory (2004) (75)
Reducing verbal redundancy in multimedia learning: An undesired desirable difficulty? (2013) (68)
Information‐processing analysis of college teaching (1979) (67)
Intention and awareness in perceptual identification priming (1994) (66)
The costs and benefits of providing feedback during learning (2010) (64)
Strategy control and directed forgetting (1973) (62)
On the durability of retrieval-induced forgetting (2012) (56)
Exploring a mnemonic debiasing account of the underconfidence-with-practice effect. (2006) (55)
On the relationship between recognition speed and accuracy for words rehearsed via rote versus elaborative rehearsal. (2000) (53)
Models of performance in learning multisegment movement tasks: consequences for acquisition, retention, and judgments of learning. (2002) (51)
Mathematical Learning Theory and the New "Mental Forestry" (1973) (49)
Constituent Processes in the Differentiation of Items in Memory. (1978) (47)
Social metacognitive judgments: The role of retrieval-induced forgetting in person memory and impressions☆ (2005) (47)
Evaluating training during training: Obstacles and opportunities. (1997) (45)
Enhancing Human Performance: An Evaluation of “New Age” Techniques Considered by the U.S. Army (1990) (45)
10 – Repetition and Rehearsal Mechanisms in Models for Short-Term Memory (1970) (43)
Benefits of Accumulating Versus Diminishing Cues in Recall. (2011) (41)
The Integrated Nature of Metamemory and Memory (2008) (41)
Recency and recovery in human memory. (2001) (40)
The Critical Importance of Retrieval—and Spacing—for Learning (2016) (40)
Generation effects and the lack thereof: the role of transfer-appropriate processing. (1996) (39)
Multiple-choice tests stabilize access to marginal knowledge (2015) (37)
Implications of a New Theory of Disuse for the Treatment of Emotional Disorders (2006) (36)
Desirable Difficulties in Theory and Practice (2020) (36)
Using verification feedback to correct errors made on a multiple-choice test (2012) (35)
Predicting the future and reconstructing the past: a Bayesian characterization of the utility of subjective fluency. (1998) (35)
How Should Exemplars Be Sequenced in Inductive Learning? Empirical Evidence Versus Learners’ Opinions (2017) (33)
The retrieval practice effect in associative recognition (2010) (33)
The interaction of encoding and rehearsal processes in the recall of repeated and nonrepeated items (1975) (30)
Memory and metamemory considerations in the instruction of human beings revisited: Implications for optimizing online learning. (2016) (28)
All-or-none subprocesses in the learning of complex sequences☆ (1968) (28)
Why does guessing incorrectly enhance, rather than impair, retention? (2014) (27)
On the transfer of prior tests or study events to subsequent study. (2014) (26)
Forgetting as the friend of learning: implications for teaching and self-regulated learning. (2019) (26)
Measuring memory and metamemory: Theoretical and statistical problems with assessing learning (in general) and using gamma (in particular) to do so. (2008) (25)
Do students think that difficult or valuable materials should be restudied sooner rather than later? (2013) (24)
Inflation of conditional predictions. (2006) (24)
Why mathematical models (1973) (23)
Optimal sequencing during category learning: Testing a dual-learning systems perspective (2016) (23)
The relative roles of input and output mechanisms in directed forgetting (1975) (23)
When and why introducing difficulties and errors can enhance instruction. (2014) (22)
Being Suspicious of the Sense of Ease and Undeterred by the Sense of Difficulty: Looking Back at Schmidt and Bjork (1992) (2018) (22)
Thought suppression enhances memory bias for threat material. (2008) (22)
Equal spacing and expanding schedules in children's categorization and generalization. (2014) (19)
Conceptual and non-conceptual repetition priming in category exemplar generation: Evidence from bilinguals (2010) (18)
Types and Consequences of Forgetting: Intended and Unintended (2013) (16)
Structuring the Conditions of Training to Achieve Elite Performance: Reflections on Elite Training Programs and Related Themes in Chapters 10–13 (2009) (15)
Commentary: Is disfluency desirable? (2016) (14)
Psychological Science in the Public Interest: The Case for Juried Analyses (2000) (13)
Multilevel Induction of Categories: Venomous Snakes Hijack the Learning of Lower Category Levels (2014) (13)
Differentiating the Contextual Interference Effect from the Spacing Effect (2004) (12)
Impaired Retrieval Inhibition of Threat Material in Generalized Anxiety Disorder (2016) (12)
Part-list cuing and the dynamics of false recall (2008) (11)
Self-regulated Study 1 Running Head : SELF-REGULATED STUDY Optimizing self-regulated study : The benefits — and costs — of dropping flashcards (2012) (11)
Retrieval-induced forgetting is associated with increased positivity when imagining the future (2016) (11)
Learning Styles : Concepts and Evidence Author ( s ) : (2017) (11)
Retrieval Inhibition and Related Adaptive Peculiarities of Human Memory (1992) (11)
Forgetting as a Friend of Learning (2014) (10)
Does Working Memory Capacity Moderate the Interleaving Benefit? (2018) (10)
Composite models never (well, hardly ever) compromise: reply to Schooler and Tanaka (1991) (1991) (9)
Memory, metamemory, and conditional statistics (1996) (8)
Explaining retrieval-induced forgetting: A change in mental context between the study and restudy practice phases is not sufficient to cause forgetting (2016) (8)
V1 Neurons Signal Acquisition of an Internal Representation of Stimulus Location (2003) (8)
Primary versus secondary rehearsal In an imagined voice: Differential effects on recognition memory and perceptual identification (1988) (8)
On the learning benefits of confidence-weighted testing (2016) (8)
Chapter 01: The Increasing Importance of Learning How to Learn (2014) (8)
Memory, Long-Term (2006) (7)
How to Succeed in College: Learn How to Learn (2001) (7)
Independence of scientific publishing. Reaffirming the principle. (2000) (6)
Testing facilitates the regulation of subsequent study (2014) (5)
Measuring Memory and Metamemory (2008) (5)
Thomas O. Nelson: His Life and Comments on Implications of His Functional View of Metacognitive Memory Monitoring (2013) (4)
The stimulus prefix is not irrelevant and is redundant in different ways (1985) (4)
Improving conceptual learning via pretests. (2020) (4)
2 Retrieval as a Self-limiting Process : Part II (2006) (4)
Commentary on the Potential of the MOCA Minute Program®. (2016) (4)
Answer First or Google First? Using the Internet in ways that Enhance, not Impair, One’s Subsequent Retention of Needed Information (2020) (4)
Feedback at Test Can Reverse the Retrieval-Effort Effect (2019) (4)
Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research (2021) (4)
Do learners predict a shift from recency to primacy with delay? (2016) (4)
True-False Testing on Trial: Guilty as Charged or Falsely Accused? (2020) (3)
On the Role of Generation Rules in Moderating the Beneficial Effects of Errorful Generation (2021) (3)
General knowledge and detailed memory benefit from different training sequences (2021) (3)
Editorial: Some Observations on a Year’s Worth of Manuscripts (1982) (3)
Critical Thinking in Psychology: Making Claims in Papers and Talks (2006) (2)
When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory (2012) (2)
Where and how to learn: The interactive benefits of contextual variation, restudying, and retrieval practice for learning (2020) (2)
Problematic aspects of embodied memory (1997) (2)
Problems in mathematical learning theory with solutions (1966) (2)
Dissociations between learners’ predicted and actual effects of level of processing and assigned point value on subsequent memory performance (2019) (1)
Short-Term Storage: The Ordered Output of A Central Processor (2018) (1)
Running head: MULTI-LEVEL INDUCTION OF SNAKES Multi-Level Induction of Categories: Venomous Snakes Hijack the Learning of Lower Levels (2014) (1)
The Spacing Effect : Consolidation or Differential Encoding ? t (2005) (1)
Short article When intended remembering leads to unintended forgetting (2007) (1)
Commentary: Is disfluency desirable? (2016) (1)
Science, Politics, and Violence in the Media (2003) (1)
abits and beliefs that guide self-regulated learning : Do they vary ith mindset ? (2014) (1)
Memory, Long-term Definition and Classification of Long-term Memory Distinguishing between Short-term and Long-term Memory (0)
A section devoted to Profiles of Renown teachers and to the recognition and accomplishments of physiology teachers within the Society. (2005) (0)
Why interleaving enhances inductive learning: The roles of discrimination and retrieval (2012) (0)
Psychological Review across the century. (2000) (0)
On Giving Psychology Away (1991) (0)
Do learners predict a shift from recency to primacy with delay? (2016) (0)
Thinking first versus googling first: Preferences and consequences. (2022) (0)
Editors' Foreword (2002) (0)
Destructive effects of “ forget ” instructions (2010) (0)
Developing episodic distinctiveness via retrieval practice-insulation from associate interference (1991) (0)
Acknowledgment (2009) (0)
Predicting the Future, Leo Howe and Alan Wain. Cambridge University Press, New York, NY. 208 pages. ISBN: 0-521-41323-0. $29.95 (1994) (0)
Going beyond the spacing effect: Does it matter how time on a task is distributed? (2022) (0)
Toward One World of Psychological Science (2000) (0)
Recent and Relevant (2011) (0)
Different Views of Individual Differences (2000) (0)
John P. McGovern Lecture in the Behavioral Sciences: Robert A. Bjork: The Unique Symbiosis of Learning, Remembering, and Forgetting That Characterizes Human Memory (2018) (0)
end of year reviewer list (2015) (0)
Review : Comment on Sternberg ’ s Review of Zhang Author ( s ) : (2015) (0)
Metacognitive Sophistication about Desirable Difficulty: Implications for Learning Complex Material (1994) (0)
Thanks to our Reviewers (2012) (0)
Why does guessing incorrectly enhance, rather than impair, retention? (2014) (0)
Robert A. Bjork (2013) (0)
Change Is Good: Vary what and where you practice (2022) (0)
Part 13. Inhibition (2007) (0)
On the learning benefits of confidence-weighted testing (2016) (0)
Policy on critiques and replies: Psychological Review. (1996) (0)
Back to ABCs: Clustering Alphabetically, Rather than Semantically, Enhances Vocabulary Learning (2017) (0)
Composite models never compromise: Reply to Schooler and Tanaka (1991) (0)
Google as Teacher: Constructive Search Engine Use When Learning to Code (2020) (0)
In the Mind's Eye, Daniel Druckman and Robert A. Bjork. 1991. National Academy Press, Washington, DC. 291 pages. ISBN: 0-309-04747-1. $19.95 (1994) (0)
Multiple-choice tests stabilize access to marginal knowledge (2014) (0)
Freedom, Flexibility, and Never Finished (2006) (0)
SECTION ll 5 RETRIEVAL AS A MEMORY MODIFIER : AN INTERPRETATION OF NEGATIVE RECENCY AND RELATED PHENOMENA (2013) (0)
Pan, Rickard, and Bjork (2021) Does spelling still matter—And if so, how should it be taught? (2021) (0)
True-False Testing on Trial: Guilty as Charged or Falsely Accused? (2020) (0)
Self-testing 1 Learners' Choices and Beliefs about Self-testing (2009) (0)
Teaching Literary Analysis Through Modern Song Lyrics (2017) (0)
Category-based retrieval inhibition in human-memory (1990) (0)
Computerized Hints Can Optimize Feedback: (502412013-942) (2012) (0)
A Supplement to Psychological Science A Journal of the Association for Psychological Science Published by Blackwell Publishing PSYCHOLOGICAL SCIENCE IN THE PUBLIC INTEREST (2006) (0)
An Introduction to Mathematical Learning Theory.@@@Problems in Mathematical Learning Theory. (1968) (0)
Human Factors 101: How About Just Trying Things Out? (2000) (0)

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What Schools Are Affiliated With Robert A. Bjork?

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