Nicholas C. Soderstrom
Nicholas C. Soderstrom
Montana State University & Lasting Learning
Dirección de correo verificada de montana.edu - Página principal
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Año
Learning versus performance: An integrative review
NC Soderstrom, RA Bjork
Perspectives on Psychological Science 10 (2), 176-199, 2015
3412015
Aesthetic and affective effects of vocal and traffic noise on natural landscape assessment
JA Benfield, PA Bell, LJ Troup, NC Soderstrom
Journal of environmental psychology 30 (1), 103-111, 2010
1132010
Are survival processing memory advantages based on ancestral priorities?
NC Soderstrom, DP McCabe
Psychonomic Bulletin & Review 18 (3), 564-569, 2011
1112011
The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda-based monitoring.
NC Soderstrom, DP McCabe
Journal of Experimental Psychology: Learning, Memory, and Cognition 37 (5), 1236, 2011
862011
Judgments of learning as memory modifiers.
NC Soderstrom, CT Clark, V Halamish, EL Bjork
Journal of Experimental Psychology: Learning, Memory, and Cognition 41 (2), 553, 2015
772015
Testing facilitates the regulation of subsequent study time
NC Soderstrom, RA Bjork
Journal of Memory and Language 73, 99-115, 2014
772014
Recollection-based prospective metamemory judgments are more accurate than those based on confidence: Judgments of remembering and knowing (JORKS).
DP McCabe, NC Soderstrom
Journal of Experimental Psychology: General 140 (4), 605, 2011
432011
Does Anthropogenic Noise in National Parks Impair Memory?
JA Benfield, PA Bell, LJ Troup, N Soderstrom
Environment and Behavior 42 (5), 693, 2010
362010
The critical importance of retrieval—and spacing—for learning
NC Soderstrom, TK Kerr, RA Bjork
Psychological Science 27 (2), 223-230, 2016
312016
Can multiple-choice testing induce desirable difficulties? Evidence from the laboratory and the classroom
EL Bjork, NC Soderstrom, JL Little
The American Journal of Psychology 128 (2), 229-239, 2015
312015
Learning versus performance
NC Soderstrom, RA Bjork
Oxford University Press, 2013
312013
How should exemplars be sequenced in inductive learning? Empirical evidence versus learners’ opinions.
VX Yan, NC Soderstrom, GS Seneviratna, EL Bjork, RA Bjork
Journal of Experimental Psychology: Applied 23 (4), 403, 2017
302017
Metacognition and depressive realism: Evidence for the level-of-depression account
NC Soderstrom, DB Davalos, SM Vázquez
Cognitive neuropsychiatry 16 (5), 461-472, 2011
252011
Older adults predict more recollective experiences than younger adults.
NC Soderstrom, DP McCabe, MG Rhodes
Psychology and Aging 27 (4), 1082, 2012
192012
Metacognitive illusions can be reduced by monitoring recollection during study
NC Soderstrom, MG Rhodes
Journal of Cognitive Psychology 26 (1), 118-126, 2014
182014
Metamemory and education.
NC Soderstrom, CL Yue, EL Bjork
Oxford University Press, 2016
172016
Partial testing can potentiate learning of tested and untested material from multimedia lessons.
CL Yue, NC Soderstrom, EL Bjork
Journal of Educational Psychology 107 (4), 991, 2015
172015
On the domain-specificity of survival processing advantages in memory
NC Soderstrom, AM Cleary
What is adaptive about adaptive memory, 110-122, 2014
92014
Rapid communication: The fate of being forgotten: Information that is initially forgotten is judged as less important
AD Castel, MG Rhodes, DP McCabe, NC Soderstrom, VM Loaiza
Quarterly Journal of Experimental Psychology 65 (12), 2281-2287, 2012
92012
Learning Versus Performance: An Integrative
RA Bjork
Perspectives on Psychological Science 10 (2), 176-199, 2015
42015
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