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Memory & Cognition|May 15, 2016
Multiple-choice pretesting potentiates learning of related informationJeri L Little, Elizabeth Ligon BjorkBehavioral Sciences (Basel, Switzerland)|May 27, 2026
A Special Issue Introduction: Educational Applications of Cognitive PsychologyJeri L Little, Elizabeth Ligon BjorkMemory & Cognition|August 16, 2014
Optimizing multiple-choice tests as tools for learningJeri L Little, Elizabeth Ligon BjorkMemory (Hove, England)|June 17, 2011
The costs and benefits of testing text materialsJeri L Little, Benjamin C Storm, Elizabeth Ligon BjorkThe American Journal of Psychology|August 11, 2015
Can Multiple-Choice Testing Induce Desirable Difficulties? Evidence from the Laboratory and the ClassroomElizabeth Ligon Bjork, Nicholas C Soderstrom, Jeri L LittlePsychological Science|October 5, 2012
Multiple-choice tests exonerated, at least of some charges: fostering test-induced learning and avoiding test-induced forgettingJeri L Little, Elizabeth Ligon Bjork, Robert A Bjork, et al.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 BjorkMemory & Cognition|January 28, 2005
Processing strategies and the generation effect: implications for making a better readerPatricia Ann DeWinstanley, Elizabeth Ligon BjorkJournal 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 StormJournal 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 BjorkPageof 3