Successful Remembering and Successful Forgetting
A Festschrift in Honor of Robert A. Bjork
Edited by Aaron S. Benjamin
Psychology Press – 2011 – 560 pages
Psychology Press – 2011 – 560 pages
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.
"Successful Remembering and Successful Forgetting: A Festschrift in Honor of Robert A. Bjork is clearly targeted for cognitive psychologists. … Professionals in education and training could benefit from its lessons." - Ernest T. Goetz, Ph.D., Texas A&M University, USA, in PsycCRITIQUES
"This book offers outstanding chapters to suitably celebrate Robert A. Bjork’s outstanding career." - Larry Jacoby, Ph.D., Washington University in St. Louis, USA
Part 1. On the Relationship Between Remembering and Forgetting. R.A. Bjork, On the Symbiosis of Remembering, Forgetting, and Learning. H.L. Roediger, J.D. Karpicke, Intricacies of Spaced Retrieval: A Resolution. T.K. Landauer, Distributed Learning and the Size of Memory: A 50-year Spacing Odyssey. A.S. Benjamin, B.H. Ross, The Causes and Consequences of Reminding. Part 2. Forgetting, Inhibition, and Competition in Memory. B.C. Storm, Retrieval-induced Forgetting and the Resolution of Competition. M.C. Anderson, B.J. Levy, On the Relationship Between Interference and Inhibition in Cognition. M.D. Macleod, J.C. Hulbert, Sleep, Retrieval Inhibition, and the Resolving Power of Human Memory. S.M. Smith, Blocking Out Blocks: Adaptive Forgetting of Fixation in Memory, Problem Solving, and Creative Ideation. Part 3. Desirable Difficulties in Education and Training. M.A. McDaniel, A.C. Butler, A Contextual Framework for Understanding when Difficulties are Desirable. C.O. Fritz, Testing, Generation, and Spacing Applied to Education – Past, Present, and Future. W.B. Whitten II, Learning from and for Tests. M.C. Linn, Can Desirable Difficulties Overcome Deceptive Clarity in Scientific Visualizations? J. Metcalfe, Desirable Difficulties and Studying in the Region of Proximal Learning. A.F. Healy, J.A. Kole, E.L. Wohldmann, C.J. Buck-Gengler, L.E. Bourne Jr, Data Entry: A Window to Principles of Training. Part 4. Metacognition. A. Koriat, A. Pansky, M. Goldsmith, An Output-Bound Perspective on False Memories: The Case of the Deese-Roediger-McDermott Paradigm. H.P. Bahrick, M.K. Baker, L.K. Hall, L. Abrams, How Should We Define and Differentiate Metacognitions? E.L. Bjork, B.C. Storm, P.A. DeWinstanley Learning From the Consequences of Retrieval: Another Test Effect. N. Kornell, Failing To Predict Changes In Memory: A Stability Bias Yields Long-Term Overconfidence. B.A. Spellman, E.R. Tenney, M.J. Scalia, Relying on Other People’s Metamemory. Part 5. The Psychology and Neuroscience of Remembering. T.D. Wickens, Multidimensional Models for Item Recognition and Source Identification. T.A. Smith, D.R. Kimball, Pursuing a General Model of Recall and Recognition. J.M. Oates, L.M. Reder, Memory for Pictures: Sometimes a Picture Is Not Worth a Single Word. B. Stangl, E. Hirshman, J. Verbalis, Administration of Dehydroepiandrosterone (DHEA) Increases Serum Levels of Androgens and Estrogens but Does Not Enhance Recognition Memory in Post-Menopausal Women. A. Richardson-Klavehn, On the Fruitful Relationship Between Functional Neuroimaging and Cognitive Theories of Human Learning and Memory. D.L. Schacter, B. Gaesser, D.R. Addis, Age-Related Changes in the Episodic Simulation of Past and Future Events.
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.