Elizabeth Bjork

University of California, Los Angeles, Los Angeles, CA 
learning, memory
"Elizabeth Bjork"
Mean distance: 15.98 (cluster 15)


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Nancy L. Sin research assistant 2005-2006 UCLA (PsychTree)
Nicole Irene Mirea research assistant 2013-2015 UCLA (PsychTree)
Michael C. Anderson grad student UCLA
Mirella Dapretto grad student UCLA
Benjamin C. Storm grad student 2008 UCLA
Jeri Lynn Little grad student 2005-2011 UCLA
Carole L. Yue grad student 2014 UCLA
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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
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
Little JL, Bjork EL. (2016) Multiple-choice pretesting potentiates learning of related information. Memory & Cognition
Storm BC, Hickman ML, Bjork EL. (2016) Improving encoding strategies as a function of test knowledge and experience. Memory & Cognition
Giebl S, Storm BC, Buchli DR, et al. (2015) Retrieval-induced Forgetting is Associated with Increased Positivity When Imagining the Future. Quarterly Journal of Experimental Psychology (2006). 1-26
Bjork EL, Soderstrom NC, Little JL. (2015) Can Multiple-Choice Testing Induce Desirable Difficulties? Evidence from the Laboratory and the Classroom. The American Journal of Psychology. 128: 229-39
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