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Self-Regulated Learning: Beliefs, Techniques, and Illusions

Annual review of psychology, 2013-01, Vol.64 (1), p.417-444

2013

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On the Difficulty of Mending Metacognitive Illusions: A Priori Theories, Fluency Effects, and Misattributions of the Interleaving Benefit

Journal of experimental psychology. General, 2016-07, Vol.145 (7), p.918-933

2016

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Learning Versus Performance: An Integrative Review

Perspectives on psychological science, 2015-03, Vol.10 (2), p.176-199

2015

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Learning Concepts and Categories: Is Spacing the "Enemy of Induction"?

Psychological science, 2008-06, Vol.19 (6), p.585-592

2008

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Why interleaving enhances inductive learning: The roles of discrimination and retrieval

Memory & cognition, 2013-04, Vol.41 (3), p.392-402

2013

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Desirable Difficulties in Theory and Practice

Journal of applied research in memory and cognition, 2020-12, Vol.9 (4), p.475-479

2020

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Being Suspicious of the Sense of Ease and Undeterred by the Sense of Difficulty: Looking Back at Schmidt and Bjork (1992)

Perspectives on psychological science, 2018-03, Vol.13 (2), p.146-148

Bjork, Robert A.

2018

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The promise and perils of self-regulated study

Psychonomic bulletin & review, 2007-04, Vol.14 (2), p.219-224

2007

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De novo KCNB1 mutations in epileptic encephalopathy

Annals of neurology, 2014-10, Vol.76 (4), p.529-540

2014

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When Does Testing Enhance Retention? A Distribution-Based Interpretation of Retrieval as a Memory Modifier

Journal of experimental psychology. Learning, memory, and cognition, 2011-07, Vol.37 (4), p.801-812

2011

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Unsuccessful Retrieval Attempts Enhance Subsequent Learning

Journal of experimental psychology. Learning, memory, and cognition, 2009-07, Vol.35 (4), p.989-998

2009

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Why tests appear to prevent forgetting: A distribution-based bifurcation model

Journal of memory and language, 2011-08, Vol.65 (2), p.85-97

2011

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Multiple-Choice Tests Exonerated, at Least of Some Charges: Fostering Test-Induced Learning and Avoiding Test-Induced Forgetting

Psychological science, 2012-11, Vol.23 (11), p.1337-1344

2012

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Testing facilitates the regulation of subsequent study time

Journal of memory and language, 2014-05, Vol.73 (May), p.99-115

2014

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Optimising self-regulated study: The benefits-and costs-of dropping flashcards

Memory (Hove), 2008-02, Vol.16 (2), p.125-136

2008

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Reducing Verbal Redundancy in Multimedia Learning: An Undesired Desirable Difficulty?

Journal of educational psychology, 2013-05, Vol.105 (2), p.266-277

2013

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When and Why a Failed Test Potentiates the Effectiveness of Subsequent Study

Journal of experimental psychology. Learning, memory, and cognition, 2013-01, Vol.39 (1), p.290-296

2013

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A Stability Bias in Human Memory: Overestimating Remembering and Underestimating Learning

Journal of experimental psychology. General, 2009-11, Vol.138 (4), p.449-468

2009

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Learning from errors versus explicit instruction in preparation for a test that counts

British journal of educational psychology, 2024-01

2024

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W. H. Auden's "The Secret Agent," the Old English "Wulf and Eadwacer," and Ockham's Razor

ANQ (Lexington, Ky.), 2023-01, Vol.36 (1), p.87-93

Bjork, Robert E.

2023

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Forgetting as the friend of learning: implications for teaching and self-regulated learning

Advances in physiology education, 2019-06, Vol.43 (2), p.164-167

2019

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The effects of lecture speed and note‐taking on memory for educational material

Applied cognitive psychology, 2024-01, Vol.38 (1), p.n/a

2024

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Going beyond the spacing effect: Does it matter how time on a task is distributed?

Quarterly journal of experimental psychology (2006), 2023-05, Vol.76 (5), p.1131-1154

2023

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Commentary on the Potential of the MOCA Minute Program

Anesthesiology (Philadelphia), 2016-11, Vol.125 (5), p.844-845

Bjork, Robert A

2016

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When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory

Memory & cognition, 2013-02, Vol.41 (2), p.229-241

2013

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Self-Regulated Learning: Beliefs, Techniques, and Illusions

On the Difficulty of Mending Metacognitive Illusions: A Priori Theories, Fluency Effects, and Misattributions of the Interleaving Benefit

Learning Versus Performance: An Integrative Review

Learning Concepts and Categories: Is Spacing the "Enemy of Induction"?

Why interleaving enhances inductive learning: The roles of discrimination and retrieval

Desirable Difficulties in Theory and Practice

Being Suspicious of the Sense of Ease and Undeterred by the Sense of Difficulty: Looking Back at Schmidt and Bjork (1992)

The promise and perils of self-regulated study

De novo KCNB1 mutations in epileptic encephalopathy

When Does Testing Enhance Retention? A Distribution-Based Interpretation of Retrieval as a Memory Modifier

Unsuccessful Retrieval Attempts Enhance Subsequent Learning

Why tests appear to prevent forgetting: A distribution-based bifurcation model

Multiple-Choice Tests Exonerated, at Least of Some Charges: Fostering Test-Induced Learning and Avoiding Test-Induced Forgetting

Testing facilitates the regulation of subsequent study time

Optimising self-regulated study: The benefits-and costs-of dropping flashcards

Reducing Verbal Redundancy in Multimedia Learning: An Undesired Desirable Difficulty?

When and Why a Failed Test Potentiates the Effectiveness of Subsequent Study

A Stability Bias in Human Memory: Overestimating Remembering and Underestimating Learning

Learning from errors versus explicit instruction in preparation for a test that counts

W. H. Auden's "The Secret Agent," the Old English "Wulf and Eadwacer," and Ockham's Razor

Forgetting as the friend of learning: implications for teaching and self-regulated learning

The effects of lecture speed and note‐taking on memory for educational material

Going beyond the spacing effect: Does it matter how time on a task is distributed?

Commentary on the Potential of the MOCA Minute Program

When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory

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