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Robert A. Bjork

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For the American legal scholar and onetime nominee to the Supreme Court of the United States, see Robert Bork.
Robert Bjork in 2014

Robert Allen Bjork (born 1939) is Distinguished Professor 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 is the creator of the directed forgetting paradigm. He was elected a member of the National Academy of Sciences in 2022.[1]

Education and career

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He got his BA degree in mathematics from the University of Minnesota in 1961, and then studied psychology under William Kaye Estes, Richard C. Atkinson, Gordon H. Bower, and James Greeno at Stanford University until he graduated from it in 1966.[2]

He has served as editor of Memory & Cognition (1981–85); editor of Psychological Review (1995–2000); co-editor of Psychological Science in the Public Interest (1998–2004), and chair of a National Research Council Committee on Techniques for the Enhancement of Human Performance (1988–94). His positions of leadership include president of the American Psychological Society (now the Association for Psychological Science); president of the Western Psychological Association; chair of the Psychonomic Society; chair of the Society of Experimental Psychologists; and chair of the Council of Editors of the American Psychological Association (APA). He is currently chair of the Council of Graduate Departments of Psychology.[2] He is a fellow of the Society of Experimental Psychologists,[3] the Society for Experimental Psychology and Cognitive Science,[4] and the James McKeen Cattell Fellow of the American Psychological Society (now the Association for Psychological Science).[5] He is chair of the Science Advisory Board at Amplifire[6] and has contributed explanatory video content for GoCognitive[7] and LastingLearning.[8]

Cogfog

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Bjork (with his wife, Elizabeth L. Bjork) is a founder and long-time leader of the Bjork Learning and Forgetting Lab at UCLA and the weekly cognitive psychology research group meeting associated with the lab, both informally known as Cogfog.[9] Just as "Cogfog" has two meanings – the laboratory group and the weekly meetings – Cogfog has served dual purposes through the years. Members of the Cogfog Lab have performed seminal cognitive psychology research, and the lab has served as an important training ground for future academics and researchers.[3]

Research contributions

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The Cogfog Lab has conducted much ground-breaking research in the area of human learning and retention. In addition to the basic research, there has also been an emphasis on understanding effective ways to apply memory research findings to real-world educational contexts. Notable contributions include key studies on: desirable difficulties,[10][5][6] spacing effect,[7] interleaving,[8][9] transfer-appropriate processing,[11] directed forgetting,[12][13][14] retrieval-induced forgetting,[15][16][17][18][19][20][21] testing effect,[22][23][24][25][26] metacognition,[27][28][29][30][31] generation effect,[32] sparse-distributed memory,[33] false balance,[34] disinformation attack,[35] and fast mapping.[36][37]

Alumni

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Through the years approximately 120 students, post-docs, and visiting professors/researchers have been part of the Cogfog Lab.[38] Participation in the lab and mentorship from the professors in the lab have helped student lab members hone their critical thinking, research methodology, data analysis, and public speaking skills. Cogfog Lab has served as a launching pad for students and post-docs who have gone on to assume faculty positions at esteemed universities worldwide. A partial list of these institutions includes: Arizona State University,[39] Florida State University,[40]Lafayette College,[41] National University of Singapore,[42] Oberlin College,[43] UCLA,[44] University of California, Irvine,[45] University of Illinois at Urbana-Champaign,[46] University of London (UK), University of Magdeburg (Germany), University of North Carolina at Chapel Hill, University of Texas at Austin,[47] University of Virginia,[48] Washington University in St. Louis,[49] and Williams College.[50][38]

Additionally, alumni have made significant contributions in industry research and development roles at organizations such as: Apple, Bell Labs, Columbia University Medical Center, Google, NASA, Procter & Gamble, RAND Corporation, SRI International, and United Kingdom Medical Research Council (MRC).[38]

History and culture

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CogFog originated as a modest gathering in 1979, consisting of three graduate students and two professors. Over nearly four and a half decades, it has evolved into a thriving community of professors, visiting researchers, and undergraduate and graduate students from around the world.[51]

Much of the lab's success can be attributed to Bob and Elizabeth's vision of a lab group environment the blends "esprit de corps" and an appetite for ground-breaking research driven by critical analysis of research hypotheses, innovative study design, and astute data interpretation and visualization. The late Professor Thomas Wickens was an invaluable member of the Cogfog community during its early years and played a key role in shaping the Cogfog culture.[52]

Cogfog is known for fostering a vibrant and inclusive community characterized by erudite discussions and conviviality. In addition to exploring scholarly topics, members often engage in lively debates over doughnuts and bagels, affectionately referred to as "CogFood", with preferences for one over the other remaining a perennial topic of contention.[51]

Etymology

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The term "Cogfog" originated from a fortuitous random pairing of "Cog" and "Fog" during a paired-associate learning experiment performed by early Bjork Lab members at UCLA. This pairing resonated with members due to its evocation of "Cognitive Fog", leading to its adoption as a colloquial term within the group, used whenever they were confused about anything. Subsequently, it became the name of the weekly research group meeting and the informal moniker of the Bjork Learning and Forgetting Lab.[51]

References

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  1. ^ "News from the National Academy of Sciences". May 3, 2022.
  2. ^ a b "Robert A. Bjork" (PDF). Retrieved December 7, 2019.
  3. ^ a b "People | Bjork Learning and Forgetting Lab". bjorklab.psych.ucla.edu. Retrieved 2024-02-28.
  4. ^ Bjork, Robert (1994). "Institutional Impediments to Effective Training," in Learning, Remembering, Believing: Enhancing Human Performance.
  5. ^ a b Bjork, Robert A. (1994-04-07), "Memory and Metamemory Considerations in the Training of Human Beings", Metacognition, The MIT Press, pp. 185–206, doi:10.7551/mitpress/4561.003.0011, ISBN 978-0-262-27969-7, retrieved 2024-02-28
  6. ^ a b Soderstrom, Nicholas C.; Bjork, Robert A. (2013-10-29). "Learning versus Performance". Oxford Bibliographies Online Datasets. doi:10.1093/obo/9780199828340-0081. Retrieved 2024-02-28.
  7. ^ a b Appleton-Knapp, Sara L.; Bjork, Robert A.; Wickens, Thomas D. (2005). "Examining the Spacing Effect in Advertising: Encoding Variability, Retrieval Processes, and Their Interaction". Journal of Consumer Research. 32 (2): 266–276. doi:10.1086/432236. ISSN 0093-5301.
  8. ^ a b Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the "enemy of induction?" Psychological Science, 19(6), 585–592. doi:10.1111/j.1467-9280.2008.02127.x.
  9. ^ a b Richland, Lindsey E.; Linn, Marcia C.; Bjork, Robert A. (January 2007). "Instruction". Handbook of Applied Cognition: 553–583. doi:10.1002/9780470713181.ch21. ISBN 978-0-470-01534-6.
  10. ^ Bjork, Robert (1994). "Institutional Impediments to Effective Training," in Learning, Remembering, Believing: Enhancing Human Performance.
  11. ^ A. de Winstanley, Patricia; Ligon Bjork, Elizabeth (1997). "Processing Instructions and the Generation Effect: A Test of the Multifactor Transfer-appropriate Processing Theory". Memory. 5 (3): 401–422. doi:10.1080/741941392. ISSN 0965-8211. PMID 9231150.
  12. ^ Anderson, Michael C.; Bjork, Robert A.; Bjork, Elizabeth L. (1994). "Retrieval-Induced Forgetting Paradigm". PsycTESTS Dataset. doi:10.1037/t31768-000. Retrieved 2024-02-25.
  13. ^ Kimball, Daniel R.; Bjork, Robert A. (2002). "Influences of intentional and unintentional forgetting on false memories". Journal of Experimental Psychology: General. 131 (1): 116–130. doi:10.1037/0096-3445.131.1.116. ISSN 1939-2222. PMID 11900099.
  14. ^ Geiselman, Ralph E.; Bjork, Robert A.; Fishman, Deborah L. (1983). "Disrupted retrieval in directed forgetting: A link with posthypnotic amnesia". Journal of Experimental Psychology: General. 112 (1): 58–72. doi:10.1037/0096-3445.112.1.58. ISSN 0096-3445. PMID 6221062.
  15. ^ Anderson, Michael C.; Bjork, Robert A.; Bjork, Elizabeth L. (1994). "Remembering can cause forgetting: Retrieval dynamics in long-term memory". Journal of Experimental Psychology: Learning, Memory, and Cognition. 20 (5): 1063–1087. doi:10.1037/0278-7393.20.5.1063. ISSN 0278-7393. PMID 7931095.
  16. ^ Anderson, Michael C.; Spellman, Barbara A. (1995). "On the status of inhibitory mechanisms in cognition: Memory retrieval as a model case". Psychological Review. 102 (1): 68–100. doi:10.1037/0033-295X.102.1.68. ISSN 1939-1471. PMID 7878163.
  17. ^ Storm, Benjamin C.; Bjork, Elizabeth L.; Bjork, Robert A.; Nestojko, John F. (December 2006). "Is retrieval success a necessary condition for retrieval-induced forgetting?". Psychonomic Bulletin & Review. 13 (6): 1023–1027. doi:10.3758/BF03213919. ISSN 1069-9384. PMID 17484429.
  18. ^ Shaw, John S.; Bjork, Robert A.; Handal, Allison (June 1995). "Retrieval-induced forgetting in an eyewitness-memory paradigm". Psychonomic Bulletin & Review. 2 (2): 249–253. doi:10.3758/BF03210965. ISSN 1069-9384. PMID 24203660.
  19. ^ Storm, Benjamin C.; Bjork, Elizabeth L.; Bjork, Robert A. (July 2007). "When intended remembering leads to unintended forgetting". Quarterly Journal of Experimental Psychology. 60 (7): 909–915. doi:10.1080/17470210701288706. ISSN 1747-0218. PMID 17616909. S2CID 14758513.
  20. ^ Storm, Benjamin C.; Nestojko, John F. (February 2010). "Successful inhibition, unsuccessful retrieval: Manipulating time and success during retrieval practice". Memory. 18 (2): 99–114. doi:10.1080/09658210903107853. ISSN 0965-8211. PMID 19657962. S2CID 2913524.
  21. ^ Storm, Benjamin C.; White, Holly A. (April 2010). "ADHD and retrieval-induced forgetting: Evidence for a deficit in the inhibitory control of memory". Memory. 18 (3): 265–271. doi:10.1080/09658210903547884. ISSN 0965-8211. PMID 20209425. S2CID 205665474.
  22. ^ Giebl, Saskia; Mena, Stefany; Storm, Benjamin C.; Bjork, Elizabeth Ligon; Bjork, Robert A. (2021). "Answer First or Google First? Using the Internet in ways that Enhance, not Impair, One's Subsequent Retention of Needed Information". Psychology Learning & Teaching. 20 (1): 58–75. doi:10.1177/1475725720961593. ISSN 1475-7257. S2CID 226317994.
  23. ^ Bjork, Robert A., and Elizabeth L. Bjork. "A new theory of disuse and an old theory of stimulus fluctuation." _From learning processes to cognitive processes: Essays in honor of William K. Estes_ 2 (1992): 35-67.
  24. ^ Kornell, Nate; Bjork, Robert A.; Garcia, Michael A. (2011-08-01). "Why tests appear to prevent forgetting: A distribution-based bifurcation model". Journal of Memory and Language. 65 (2): 85–97.
  25. ^ Halamish, Vered; Bjork, Robert A. (2011). "When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier". Journal of Experimental Psychology: Learning, Memory, and Cognition. 37 (4): 801–812. doi:10.1037/a0023219. ISSN 1939-1285. PMID 21480751.
  26. ^ Kornell, Nate; Hays, Matthew Jensen; Bjork, Robert A. (2009). "Unsuccessful retrieval attempts enhance subsequent learning". Journal of Experimental Psychology: Learning, Memory, and Cognition. 35 (4): 989–998. doi:10.1037/a0015729. ISSN 1939-1285. PMID 19586265.
  27. ^ Benjamin, Aaron S.; Bjork, Robert A.; Schwartz, Bennett L. (1998). "The mismeasure of memory: When retrieval fluency is misleading as a metamnemonic index". Journal of Experimental Psychology: General. 127 (1): 55–68. doi:10.1037/0096-3445.127.1.55. ISSN 1939-2222. PMID 9503651.
  28. ^ Koriat, Asher; Bjork, Robert A. (2006). "Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures". Journal of Experimental Psychology: Learning, Memory, and Cognition. 32 (5): 1133–1145. doi:10.1037/0278-7393.32.5.1133. ISSN 1939-1285. PMID 16938051.
  29. ^ Koriat, Asher; Bjork, Robert A.; Sheffer, Limor; Bar, Sarah K. (2004). "Predicting One's Own Forgetting: The Role of Experience-Based and Theory-Based Processes". Journal of Experimental Psychology: General. 133 (4): 643–656. doi:10.1037/0096-3445.133.4.643. ISSN 1939-2222. PMID 15584811.
  30. ^ Kornell, Nate; Bjork, Robert A. (2009). "A stability bias in human memory: Overestimating remembering and underestimating learning". Journal of Experimental Psychology: General. 138 (4): 449–468. doi:10.1037/a0017350. ISSN 1939-2222. PMID 19883130.
  31. ^ Simon, Dominic A.; Bjork, Robert A. (2001). "Metacognition in motor learning". Journal of Experimental Psychology: Learning, Memory, and Cognition. 27 (4): 907–912. doi:10.1037/0278-7393.27.4.907. ISSN 1939-1285. PMID 11486923.
  32. ^ DeWinstanley, Patricia Ann; Bjork, Elizabeth Ligon (2004). "Processing strategies and the generation effect: Implications for making a better reader". Memory & Cognition. 32 (6): 945–955. doi:10.3758/BF03196872. ISSN 0090-502X. PMID 15673182.
  33. ^ Rissman, Jesse; Wagner, Anthony D. (2012-01-10). "Distributed Representations in Memory: Insights from Functional Brain Imaging". Annual Review of Psychology. 63 (1): 101–128. doi:10.1146/annurev-psych-120710-100344. ISSN 0066-4308. PMC 4533899. PMID 21943171.
  34. ^ Imundo, Megan N.; Rapp, David N. (2022). "When fairness is flawed: Effects of false balance reporting and weight-of-evidence statements on beliefs and perceptions of climate change". Journal of Applied Research in Memory and Cognition. 11 (2): 258–271. doi:10.1016/j.jarmac.2021.10.002. ISSN 2211-369X. S2CID 245175824.
  35. ^ Imundo, Megan N.; Rapp, David N. (2022). "When fairness is flawed: Effects of false balance reporting and weight-of-evidence statements on beliefs and perceptions of climate change". Journal of Applied Research in Memory and Cognition. 11 (2): 258–271. doi:10.1016/j.jarmac.2021.10.002. ISSN 2211-369X. S2CID 245175824.
  36. ^ Vlach, Haley; Sandhofer, Catherine (February 2012). "Fast mapping across time: memory processes support children's retention of learned words". Frontiers in Psychology. 3: 46.
  37. ^ "Research | Bjork Learning and Forgetting Lab". bjorklab.psych.ucla.edu. Retrieved 2024-02-28.
  38. ^ a b c "Cogfog Members Timeline". www.cogfog.com. Retrieved 2024-02-28.
  39. ^ "Megan Imundo". search.asu.edu. Retrieved 2024-02-28.
  40. ^ "Charles Hofacker | College of Business". business.fsu.edu. Retrieved 2024-02-28.
  41. ^ "John S. Shaw. III · Psychology · Lafayette College". psychology.lafayette.edu. Retrieved 2024-02-28.
  42. ^ "Chua Fook Kee". fass.nus.edu.sg. Retrieved 2024-02-28.
  43. ^ "Patty deWinstanley". Oberlin College and Conservatory. 2016-10-28. Retrieved 2024-02-28.
  44. ^ "Yih-Ing Hser, Ph.D. – UCLA Brain Research Institute (BRI)". Retrieved 2024-02-28.
  45. ^ "UC Irvine - Faculty Profile System". www.faculty.uci.edu. Retrieved 2024-02-28.
  46. ^ "Aaron S Benjamin | Psychology at Illinois". psychology.illinois.edu. Retrieved 2024-02-28.
  47. ^ "Profile for Veronica Yan at UT Austin". liberalarts.utexas.edu. Retrieved 2024-02-28.
  48. ^ "Barbara A. Spellman | University of Virginia School of Law". www.law.virginia.edu. 2016-07-22. Retrieved 2024-02-28.
  49. ^ Sciences, Psychological & Brain (2019-01-22). "John Nestojko". Psychological & Brain Sciences. Retrieved 2024-02-28.
  50. ^ "Nate Kornell | Williams College Psychology". sites.williams.edu. Retrieved 2024-02-28.
  51. ^ a b c "Cogfog 35 Years" (PDF). bjorklab.psych.ucla.edu. Retrieved 2024-02-28.
  52. ^ "Dr. Wickens Platitudes for research design and analysis" (PDF).
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