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

• Benjamin C. Storm, Elizabeth Ligon Bjork, Robert A. Bjork, John F. Nestojko
• Psychonomic bulletin & review
• 2006

When information is retrieved from memory, it becomes more recallable than it would have been otherwise. Other information associated with the same cue or configuration of cues, however, becomes less… (More)

Successful inhibition, unsuccessful retrieval: manipulating time and success during retrieval practice.

• Benjamin C. Storm, John F. Nestojko
• Memory
• 2010

Retrieving an item or set of items from memory can cause the forgetting of other related items in memory; a phenomenon known as retrieval-induced forgetting. According to the inhibitory account of… (More)

FIVE A Review of Retrieval-Induced Forgetting in the Contexts of Learning , Eyewitness Memory , Social Cognition , Autobiographical Memory , and Creative Cognition

• Benjamin C. Storm, Genna Angello, Dorothy Rose Buchli, Rebecca H. Koppel, Jeri Little, John F. Nestojko
• 2015

Retrieving information from memory can cause the forgetting of other information in memory, a phenomenon referred to as retrieval-induced forgetting. Over the past 20 years, retrieval-induced… (More)

Extending Cognition to External Agents

• John F. Nestojko, Jason R. Finley, Henry Roediger
• 2013

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our… (More)

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

• John F. Nestojko, Dung Bui, Nate Kornell, Elizabeth Ligon Bjork
• Memory & cognition
• 2014

The present research assessed the potential effects of expecting to teach on learning. In two experiments, participants studied passages either in preparation for a later test or in preparation for… (More)

The Relative Benefits of Studying and Testing on Long-Term Retention

• Henry Roediger, John F. Nestojko
• 2014

In most educational situations, both teachers and students make a sharp distinction between learning and assessment. Learning occurs when students read their textbooks, listen to lectures, take… (More)

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