Successful Remembering and Successful Forgetting

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adaptive forgetting mechanisms in cognition
bjork
Can
Category=JMA
Category=JMM
Category=JMR
cognitive psychology
Constructive Episodic Simulation Hypothesis
Cued Recall Test
DRM Paradigm
educational neuroscience
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Expanding Retrieval Practice
False Recall
Free Recall Test
interference
intervals
Long Term Retention
Massed Retrieval
memory inhibition
metacognitive strategies
nal
Nal Test
Nonpracticed Items
Output Interference
Pe Rc
practice
Ra Te
Recognition Memory
Rem Model
Repetition Priming
retention
Retention Interval
Retrieval Inhibition
retrieval practice
Retrieval Strength
retrieval-induced
retroactive
robert
spaced learning
Spacing Eects
Storage Strength
test
Test Taker
Testing Eects

Product details

  • ISBN 9781848728912
  • Weight: 861g
  • Dimensions: 152 x 229mm
  • Publication Date: 19 Nov 2010
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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The chapters in this volume are testament to the many ways in which Robert Bjork’s ideas have shaped the course of research on human memory over four decades. It showcases the theoretical advances and recent findings by researchers whose work and careers have been influenced by Bjork.

The first group of chapters explore the idea that forgetting is an adaptive response to the demands of a retrieval system fraught with competition - an idea that has helped recalibrate conceptualizations of memory away from one in which in which the computer is the dominant metaphor.

Several chapters then review the application of research on learning and memory to enhancing human performance, reflecting Bjork’s staunch commitment to translating his findings and theories to real-world settings.

Later chapters address topics that are relevant to the translation of cognitive psychology to human performance, and in particular recognize the critical role of metacognition in such problems.

The final chapters cover a variety of issues related to how remembering can be enhanced, and how research on remembering can be profitably guided by the use of mathematical modeling.

This volume will appeal to researchers and graduate students of human learning, memory, and forgetting, and will also benefit an audience working in applied domains, such as training and education.

Aaron Benjamin is Professor of Psychology and a faculty member of the Beckman Institute for Advanced Science and Technology at the University of Illinois at Urbana-Champaign. He is Associate Editor of the Journal of Experimental Psychology: Learning, Memory, and Cognition and Co-President of the International Association for Metacognition.