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Robert A. Bjork

Affiliations: 
University of California, Los Angeles, Los Angeles, CA 
Area:
human learning and memory
Website:
http://www.psych.ucla.edu/faculty/faculty_page?id=41&area=3
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"Robert Bjork"
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Parents

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Gordon H. Bower grad student Stanford

Children

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Karl Oswald research assistant UCLA
Anthony D. Wagner research assistant UCLA
Eric H. Schumacher research assistant 1990 UCLA
Omar M. Mahmood research assistant 1998-1999 UCLA
Ian M. McDonough research assistant 2004-2006 Psychology UCLA
Michael C. Anderson grad student UCLA
Aaron S. Benjamin grad student UCLA
Lynne Reder grad student 1972-1976 Michigan
Daniel Raymond Kimball grad student 2000 UCLA
Angela Vanessa Knox grad student 2000 UCLA
Xun Liu grad student 2000 UCLA
Sara Lyn Appleton-Knapp grad student 2002 UCLA
Bruce James Davis grad student 2002 Arizona State
Bruce Grant Lee grad student 2005 UCLA
Karen Lynn Bollermann grad student 2006 Arizona State
Janet Elizabeth Caughey grad student 2007 UCLA
Teal Eich grad student 2005-2007 UCLA
Benjamin C. Storm grad student 2008 UCLA
Matthew Jensen Hays grad student 2009 UCLA
Jeri Lynn Little grad student 2011 UCLA
John  F. Nestojko grad student 2006-2011 UCLA
Monica Sachiko Birnbaum grad student 2013 UCLA
Christopher M. Roberts grad student 2013 Arizona State
Veronica Yan grad student 2014 UCLA
Emma H. Geller grad student 2010-2016 UCLA
Nate Kornell post-doc 2005-2009 UCLA

Collaborators

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Robert G. Morrison collaborator UCLA
BETA: Related publications

Publications

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Imundo MN, Pan SC, Bjork EL, et al. (2020) Where and how to learn: The interactive benefits of contextual variation, restudying, and retrieval practice for learning. Quarterly Journal of Experimental Psychology (2006). 1747021820968483
Sana F, Yan VX, Clark CM, et al. (2020) Improving conceptual learning via pretests. Journal of Experimental Psychology. Applied
Bjork RA, Bjork EL. (2019) Forgetting as the friend of learning: implications for teaching and self-regulated learning. Advances in Physiology Education. 43: 164-167
Yan VX, Soderstrom NC, Seneviratna GS, et al. (2017) How Should Exemplars Be Sequenced in Inductive Learning? Empirical Evidence Versus Learners' Opinions. Journal of Experimental Psychology. Applied
Sparck EM, Bjork EL, Bjork RA. (2016) On the learning benefits of confidence-weighted testing. Cognitive Research: Principles and Implications. 1: 3
Storm BC, Bjork RA. (2016) Do learners predict a shift from recency to primacy with delay? Memory & Cognition
Noh SM, Yan VX, Bjork RA, et al. (2016) Optimal sequencing during category learning: Testing a dual-learning systems perspective. Cognition. 155: 23-29
Yan VX, Bjork EL, Bjork RA. (2016) On the Difficulty of Mending Metacognitive Illusions: A Priori Theories, Fluency Effects, and Misattributions of the Interleaving Benefit. Journal of Experimental Psychology. General
Kircanski K, Johnson DC, Mateen M, et al. (2016) Impaired Retrieval Inhibition of Threat Material in Generalized Anxiety Disorder. Clinical Psychological Science : a Journal of the Association For Psychological Science. 4: 320-327
Bjork RA, Yue CL. (2016) Commentary: Is disfluency desirable? Metacognition and Learning. 1-5
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