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Psychology

D-Index
41
Citations
10272
World Ranking
7761
National Ranking
4164

Overview

Elizabeth Ligon Bjork is affiliated with the University of California, Los Angeles, United States. Their research focuses primarily on psychology, with a specialization in cognitive neuroscience and developmental and educational psychology. Additionally, their work encompasses experimental and cognitive psychology, education, and social psychology.

The main topics addressed in their publications include:

  • Memory Processes and Influences
  • Educational Strategies and Epistemologies
  • Visual and Cognitive Learning Processes
  • Mind wandering and attention
  • Innovative Teaching and Learning Methods
  • Online Learning and Analytics
  • Clinical Reasoning and Diagnostic Skills

Elizabeth Ligon Bjork has contributed to a number of papers in various academic venues. Recent notable publications include:

  • Desirable difficulties in theory and practice., 2020, Journal of Applied Research in Memory and Cognition
  • Pretesting reduces mind wandering and enhances learning during online lectures., 2020, Journal of Applied Research in Memory and Cognition
  • The Value of Using Tests in Education as Tools for Learning-Not Just for Assessment, 2023, Educational Psychology Review
  • Improving conceptual learning via pretests., 2020, Journal of Experimental Psychology Applied
  • Where and how to learn: The interactive benefits of contextual variation, restudying, and retrieval practice for learning, 2020, Quarterly Journal of Experimental Psychology

Frequent co-authors collaborating with Elizabeth Ligon Bjork include:

  • Robert A. Bjork
  • Megan N. Imundo
  • Steven C. Pan
  • Dillon H. Murphy
  • Faria Sana

Their work has appeared repeatedly in several publication venues, including:

  • Journal of Applied Research in Memory and Cognition
  • Educational Psychology Review
  • Applied Cognitive Psychology
  • Quarterly Journal of Experimental Psychology
  • Journal of Experimental Psychology Applied

Best Publications

  • Remembering can cause forgetting: retrieval dynamics in long-term memory

    Michael C. Anderson;Robert A. Bjork;Elizabeth L. Bjork

  • Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning.

    Elizabeth Ligon Bjork;Robert A. Bjork

  • A new theory of disuse and an old theory of stimulus fluctuation

    RA Bjork;EL Bjork;E. Björk;L Björk

  • Retrieval-induced forgetting: evidence for a recall-specific mechanism.

    Michael C. Anderson;Elizabeth L. Bjork;Robert A. Bjork

  • Why interleaving enhances inductive learning: the roles of discrimination and retrieval.

    Monica S. Birnbaum;Nate Kornell;Elizabeth Ligon Bjork;Robert A. Bjork

  • Varieties of goal-directed forgetting.

    Elizabeth Ligon Bjork;Robert A. Bjork;Michael C. Anderson

  • Continuing Influences of To-Be-Forgotten Information

    Elizabeth Ligon Bjork;Robert A. Bjork

  • Is retrieval success a necessary condition for retrieval-induced forgetting?

    Benjamin C. Storm;Elizabeth L. Bjork;Robert A. Bjork;John F. Nestojko

  • On the Nature of Input Channels in Visual Processing.

    Elizabeth Ligon Bjork;J. Thomas Murray

  • The memorial consequences of multiple-choice testing

    Elizabeth J. Marsh;Henry L. Roediger;Robert A. Bjork;Elizabeth L. Bjork

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

    Jeri L. Little;Elizabeth Ligon Bjork;Robert A. Bjork;Genna Angello

  • Short-term order and item retention.

    Elizabeth L. Bjork;Alice F. Healy

  • On the difficulty of mending metacognitive illusions: A priori theories, fluency effects, and misattributions of the interleaving benefit.

    Veronica X. Yan;Elizabeth Ligon Bjork;Robert A. Bjork

  • Desirable Difficulties in Theory and Practice

    Robert A. Bjork;Elizabeth L. Bjork

  • Expecting to teach enhances learning and organization of knowledge in free recall of text passages

    John F. Nestojko;Dung C. Bui;Nate Kornell;Elizabeth Ligon Bjork

  • Processing strategies and the generation effect: Implications for making a better reader

    Patricia Ann DeWinstanley;Elizabeth Ligon Bjork

  • Judgments of learning as memory modifiers.

    Nicholas C. Soderstrom;Colin T. Clark;Vered Halamish;Elizabeth Ligon Bjork

  • Knowledge Retention after an Online Tutorial: A Randomized Educational Experiment among Resident Physicians

    Douglas S. Bell;Charles E. Harless;Jerilyn K. Higa;Elizabeth L. Bjork

  • The Development of Word Retrieval Abilities in the Second Year and its Relation to Early Vocabulary Growth

    Mirella Dapretto;Elizabeth L. Bjork

  • Reducing verbal redundancy in multimedia learning: An undesired desirable difficulty?

    Carole L. Yue;Elizabeth Ligon Bjork;Robert A. Bjork

  • Thinking can cause forgetting: memory dynamics in creative problem solving.

    Benjamin C. Storm;Genna Angello;Elizabeth Ligon Bjork

  • When intended remembering leads to unintended forgetting.

    Benjamin C. Storm;Elizabeth L. Bjork;Robert A. Bjork

  • Memory: Handbook of Perception and Cognition

    E. Bjork;R. Bjork

Frequent Co-Authors

Robert A. Bjork
Robert A. Bjork University of California, Los Angeles
William K. Estes
William K. Estes Harvard University
E. Mark Cummings
E. Mark Cummings University of Notre Dame
Elizabeth J. Marsh
Elizabeth J. Marsh Duke University
Michael C. Anderson
Michael C. Anderson University of Cambridge
Nate Kornell
Nate Kornell Williams College
Henry L. Roediger
Henry L. Roediger Washington University in St. Louis
Carol M. Mangione
Carol M. Mangione University of California, Los Angeles
Alice F. Healy
Alice F. Healy University of Colorado Boulder
Mirella Dapretto
Mirella Dapretto University of California, Los Angeles

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