Publications
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Soderstrom, N. C., & Bjork, E. L. (2023). Pretesting enhances learning in the classroom. Educational Psychology Review. 35(3), 88.
Soderstrom, N. C. (2018). The science of successful learning: What every teacher, parent, and student should know. Los Angeles, CA: Lasting Learning Press.
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, 403-416.
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.
Soderstrom N. C., Kerr, T. K., & Bjork, R. A. (2016). The critical importance of retrieval--and spacing--for learning. Psychological Science, 27, 223-230.
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, 991-1005.
Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance: An integrative review. Perspectives on Psychological Science, 10, 176-199.
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, 229-239.
Soderstrom, N. C., Clark, C., Halamish, V., & Bjork, E. L. (2015). Judgments of Learning as Memory Modifiers. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 553-558.
Soderstrom, N. C., & Bjork, R. A. (2014). Testing facilitates the regulation of subsequent study time. Journal of Memory and Language, 73, 99-115.
Soderstrom, N. C., & Rhodes, M. G. (2014). Metacognitive illusions can be reduced by monitoring recollection during study. Journal of Cognitive Psychology, 26, 118-126.
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.
Soderstrom, N. C., & Bjork, R. A. (2013). Learning versus performance. In D. S. Dunn (Ed.), Oxford bibliographies online: Psychology. New York: Oxford University Press.
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, 2281-2287.
Soderstrom, N. C., McCabe, D. P., & Rhodes, M. G. (2012). Older adults predict more recollective experiences than younger adults. Psychology and Aging, 27, 1082-1088.
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, 605-621.
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, 1236-1242.
Soderstrom, N. C., & McCabe, D. P. (2011). Are survival processing memory advantages based on ancestral priorities? Psychonomic Bulletin & Review, 18, 564-569.
Soderstrom, N. C., Davalos, D. B., & Vázquez, S. M. (2011). Metacognition and depressive realism: Evidence for the level-of-depression account. Cognitive Neuropsychiatry, 16, 461-472.
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, 693-706.
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, 103-111.