Robert A. Bjork (PhD, Psychology, Stanford; BA, Mathematics, Minnesota) is Distinguished Research Professor in the Department of Psychology at the University of California, Los Angeles. His research focuses on human learning and memory and on the implications of the science of learning for instruction and training. He has served as Editor of Memory & Cognition (1981-85) and Psychological Review (1995-2000), Co-editor of Psychological Science in the Public Interest (1998-2004), Chair of a National Research Council Committee on Techniques for the Enhancement of Human Performance (1988-1994), and Chair of the UCLA Department of Psychology (2003-2010). He is a past president or chair of the American Psychological Society (APS); the Western Psychological Association; the Psychonomic Society; the Society of Experimental Psychologists; the Council of Editors of the American Psychological Association (APA); and the Council of Graduate Departments of Psychology. He is a recipient of UCLA's Distinguished Teaching Award; the American Psychological Association's Distinguished Scientist Lecturer Award, the American Psychological Association’s Distinguished Service to Psychological Science Award; the American Physiological Society's Claude Bernard Distinguished Lectureship Award; the Society of Experimental Psychologists' Norman Anderson Lifetime Achievement Award; and, together with Elizabeth Bjork, the James McKeen Cattell Award (“for outstanding contributions to applied psychological research”) from the Association for Psychological Science. He is a Fellow of the American Academy of Arts and Sciences, and was selected to give the 120th Faculty Research Lecture at the University of California, Los Angeles, during February 2016.
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Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance: An integrative review. Perspectives on Psychological Science, 10, 176-199.
Bjork, R. A. (2015). Forgetting as a friend of learning. In D. S. Lindsay, C. M. Kelley, A. P. Yonelinas, & H. L. Roediger, III (Eds.) Remembering: Attributions, processes, and control in human memory: Papers in honour of Larry L. Jacoby (pp. 15-28). New York: Psychology Press.
Bjork, E. L., & Bjork, R. A. (2014). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher and J. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (2nd edition). (pp. 59-68). New York: Worth.
Storm, B. C., Friedman, M. C., Murayama, K., & Bjork, R. A. (2014). On the transfer of prior tests or study events to subsequent study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 115-124.
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444.
Kornell, N., & Bjork, R. A. (2008b). Learning concepts and categories: Is spacing the "enemy of induction"? Psychological Science, 19, 585-592.
Anderson, M.C., Bjork, R.A., & Bjork, E.L. (1994). Remembering can cause forgetting: Retrieval dynamics in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1063-1087.
Bjork, R.A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe and A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp.185-205). Cambridge, MA: MIT Press.
Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3, 207-217.
Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. In A. Healy, S. Kosslyn, & R. Shiffrin (Eds.), From learning processes to cognitive processes: Essays in honor of William K. Estes (Vol. 2, pp. 35-67). Hillsdale, NJ: Erlbaum.