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Elizabeth Ligon Bjork

Showing results (1-10 of 22) with videos related to

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Journal of Experimental Psychology. Learning, Memory, and Cognition|August 20, 2003
Intentional forgetting can increase, not decrease, residual influences of to-be-forgotten informationElizabeth Ligon Bjork, Robert A Bjork
Memory & Cognition|May 15, 2016
Multiple-choice pretesting potentiates learning of related informationJeri L Little, Elizabeth Ligon Bjork
Memory & Cognition|January 28, 2005
Processing strategies and the generation effect: implications for making a better readerPatricia Ann DeWinstanley, Elizabeth Ligon Bjork
Behavioral Sciences (Basel, Switzerland)|May 27, 2026
A Special Issue Introduction: Educational Applications of Cognitive PsychologyJeri L Little, Elizabeth Ligon Bjork
Memory & Cognition|August 16, 2014
Optimizing multiple-choice tests as tools for learningJeri L Little, Elizabeth Ligon Bjork
Journal of Experimental Psychology. Learning, Memory, and Cognition|May 18, 2011
Retrieval experience as a modifier of future encoding: another test effectElizabeth Ligon Bjork, Benjamin C Storm
Journal of Experimental Psychology. Learning, Memory, and Cognition|June 29, 2011
Thinking can cause forgetting: memory dynamics in creative problem solvingBenjamin C Storm, Genna Angello, Elizabeth Ligon Bjork
Memory (Hove, England)|June 17, 2011
The costs and benefits of testing text materialsJeri L Little, Benjamin C Storm, Elizabeth Ligon Bjork
Cognitive Research: Principles and Implications|February 10, 2017
On the learning benefits of confidence-weighted testingErin M Sparck, Elizabeth Ligon Bjork, Robert A Bjork
Journal of Experimental Psychology. Learning, Memory, and Cognition|January 16, 2008
Accelerated relearning after retrieval-induced forgetting: the benefit of being forgottenBenjamin C Storm, Elizabeth Ligon Bjork, Robert A Bjork
Pageof 3

Showing results (1-10 of 22) with videos related to

Sort By:
Pageof 3
Journal of Experimental Psychology. Learning, Memory, and Cognition|August 20, 2003
Intentional forgetting can increase, not decrease, residual influences of to-be-forgotten informationElizabeth Ligon Bjork, Robert A Bjork
Memory & Cognition|May 15, 2016
Multiple-choice pretesting potentiates learning of related informationJeri L Little, Elizabeth Ligon Bjork
Memory & Cognition|January 28, 2005
Processing strategies and the generation effect: implications for making a better readerPatricia Ann DeWinstanley, Elizabeth Ligon Bjork
Behavioral Sciences (Basel, Switzerland)|May 27, 2026
A Special Issue Introduction: Educational Applications of Cognitive PsychologyJeri L Little, Elizabeth Ligon Bjork
Memory & Cognition|August 16, 2014
Optimizing multiple-choice tests as tools for learningJeri L Little, Elizabeth Ligon Bjork
Journal of Experimental Psychology. Learning, Memory, and Cognition|May 18, 2011
Retrieval experience as a modifier of future encoding: another test effectElizabeth Ligon Bjork, Benjamin C Storm
Journal of Experimental Psychology. Learning, Memory, and Cognition|June 29, 2011
Thinking can cause forgetting: memory dynamics in creative problem solvingBenjamin C Storm, Genna Angello, Elizabeth Ligon Bjork
Memory (Hove, England)|June 17, 2011
The costs and benefits of testing text materialsJeri L Little, Benjamin C Storm, Elizabeth Ligon Bjork
Cognitive Research: Principles and Implications|February 10, 2017
On the learning benefits of confidence-weighted testingErin M Sparck, Elizabeth Ligon Bjork, Robert A Bjork
Journal of Experimental Psychology. Learning, Memory, and Cognition|January 16, 2008
Accelerated relearning after retrieval-induced forgetting: the benefit of being forgottenBenjamin C Storm, Elizabeth Ligon Bjork, Robert A Bjork
Pageof 3