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Wei, Y., Soderstrom, N. C., & Meade, M. L. (in press). Making judgments of learning (JOLs) for oneself versus others: A review and proposed model. Psychonomic Bulletin & Review.
Wei, Y., Meade, M. L., & Soderstrom, N. C. (2024). Metacognition about collaborative learning: Students’ beliefs are inconsistent with their learning preferences. Behavioral Sciences, 14(11), 1104. http://dx.doi.org/10.3390/bs14111104
Soderstrom, N. C., & Bjork, E. L. (2023). Pretesting enhances learning in the classroom. Educational Psychology Review, 35(3), 88. http://dx.doi.org/10.1007/s10648-023-09805-6
Yan, V. X., Soderstrom, N. C., Seneviratna, G. S., Bjork, E. L., & Bjork, R. A. (2017). How should exemplars be sequenced in inductive learning? Empirical evidence versus learners’ opinions. Journal of Experimental Psychology: Applied, 23(4), 403-416. http://dx.doi.org/10.1037/xap0000139
Soderstrom, N. C., & McMillan, S. (2017). High school smart: Essential learning strategies for parents and students. Los Angeles, CA: Lasting Learning Press.
Soderstrom, N. C. & McMillan, S. (2016). College smart: How to succeed in college using the science of learning. Los Angeles, CA: Lasting Learning Press.
Soderstrom, N. C. (2016). Study smart: 10 ways to master the SAT/ACT using the science of learning. Los Angeles, CA: Lasting Learning Press.
Soderstrom, N. C., Yue, C. L., & Bjork, E. L. (2016). Metamemory and education. In J. Dunlosky & S. K. Tauber (Eds.), The Oxford handbook of metamemory (pp. 197-215). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199336746.013.6
Soderstrom, N. C., Kerr, T. K., & Bjork, R. A. (2016). The critical importance of retrieval—and spacing—for learning. Psychological Science, 27(2), 223-230. http://dx.doi.org/10.1177/0956797615617778
Yue, C. L., Soderstrom, N. C., & Bjork, E. L. (2015). Partial testing can potentiate learning of tested and untested material from multimedia lessons. Journal of Educational Psychology, 107(4), 991-1005. http://dx.doi.org/10.1037/edu0000031
Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance: An integrative review. Perspectives on Psychological Science, 10(2), 176-199. http://dx.doi.org/10.1177/1745691615569000
Bjork, E. L., Soderstrom, N. C., & Little, J. L. (2015). Can multiple-choice testing induce desirable difficulties? Evidence from the laboratory and the classroom. American Journal of Psychology, 128(2), 229-239. http://dx.doi.org 10.5406/amerjpsyc.128.2.0229
Soderstrom, N. C., Clark, C. T., Halamish, V., & Bjork, E. L. (2015). Judgments of learning as Memory modifiers. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(2), 553-558. http://dx.doi.org/10.1037/a0038388
Soderstrom, N. C., & Bjork, R. A. (2014). Testing facilitates the regulation of subsequent study time. Journal of Memory and Language, 73, 99-115. http://dx.doi.org/10.1016/j.jml.2014.03.003
Soderstrom, N. C., & Rhodes, M. G. (2014). Metacognitive illusions can be reduced by monitoring recollection during study. Journal of Cognitive Psychology, 26(1), 118-126. http://dx.doi.org/10.1080/20445911.2013.834906
Soderstrom, N. C., & Cleary, A. M. (2014). On the domain-specificity of survival processing advantages in memory. In B. Schwartz, M. L. Howe, M. P. Toglia, & H. Otgaar (Eds.), What is adaptive about adaptive memory? (pp. 110-122). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199928057.003.0006
Soderstrom, N. C., & Bjork, R. A. (2013). Learning versus performance. In D. S. Dunn (Ed.), Oxford Bibliographies Online: Psychology. New York: Oxford University Press. https://doi.org/10.1093/obo/9780199828340-0081
Castel, A. D., Rhodes, M. G., McCabe, D. P., Soderstrom, N. C., & Loaiza, V. (2012). The fate of being forgotten: Information that is initially forgotten is judged as less important. Quarterly Journal of Experimental Psychology, 65(12), 2281-2287. http://dx.doi.org/10.1080/17470218.2012.739183
Soderstrom, N. C., McCabe, D. P., & Rhodes, M. G. (2012). Older adults predict more recollective experiences than younger adults. Psychology and Aging, 27(4), 1082-1088. http://dx.doi.org/10.1037/a0029048
McCabe, D. P., & Soderstrom, N. C. (2011). Recollection-based metamemory judgments are more accurate than those based on confidence: Judgments of Remembering and Knowing (JORKs). Journal of Experimental Psychology: General, 140(4), 605-621. http://dx.doi.org/10.1037/a0024014
Soderstrom, N. C., & McCabe, D. P. (2011). The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda-based monitoring. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(5), 1236-1242. http://dx.doi.org/10.1037/a0023548
Soderstrom, N. C., & McCabe, D. P. (2011). Are survival processing memory advantages based on ancestral priorities? Psychonomic Bulletin & Review, 18(3), 564-569. http://dx.doi.org/10.3758/s13423-011-0060-6
Soderstrom, N. C., Davalos, D. B., & Vázquez, S. M. (2011). Metacognition and depressive realism: Evidence for the level-of-depression account. Cognitive Neuropsychiatry, 16(5), 461-472. http://dx.doi.org/10.1080/13546805.2011.557921
Benfield, J. A., Bell, P. A., Troup, L. J., & Soderstrom, N. C. (2010). Does anthropogenic noise in national parks impair memory? Environment and Behavior, 42(5), 693-706. http://dx.doi.org/10.1177/0013916509351219
Benfield, J. A., Bell, P. A., Troup, L. J., & Soderstrom, N. C. (2010). Aesthetic and affective effects of vocal and traffic noise on natural landscape assessment. Journal of Environmental Psychology, 30(1), 103-111. http://dx.doi.org/10.1016/j.jenvp.2009.10.002