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Robert A. Bjork
Researcher at University of California, Los Angeles
Publications - 170
Citations - 23317
Robert A. Bjork is an academic researcher from University of California, Los Angeles. The author has contributed to research in topics: Recall & Forgetting. The author has an hindex of 72, co-authored 168 publications receiving 21670 citations. Previous affiliations of Robert A. Bjork include National Research Council & University of California.
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Learning Styles: Concepts and Evidence
TL;DR: It is concluded that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice and limited education resources would better be devoted to adopting other educational practices that have a strong evidence base.
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New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training
TL;DR: The authors argue that typical training procedures are far from optimal and that the goal of training in real-world settings is to support two aspects of post-training performance: (a) the level of performance in the long term and (b) the capability to transfer that training to related tasks and altered contexts.
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Remembering can cause forgetting: retrieval dynamics in long-term memory
TL;DR: A critical role for suppression in models of retrieval inhibition and a retrieval-induced forgetting that implicate the retrieval process itself in everyday forgetting are suggested.
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Measures of Memory
TL;DR: In neuroscience, modularity of systems is the rule rather than the exception: if one accepts a straightforward relationship between brain systems and cogni- tive systems, the hypothesis of multiple memory systems is a logical exten- sion of current knowledge as discussed by the authors.
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Self-regulated learning: beliefs, techniques, and illusions.
TL;DR: A discussion of what learners need to understand in order to become effective stewards of their own learning and a discussion of societal assumptions and attitudes that can be counterproductive in terms of individuals becoming maximally effective learners.