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Today, we are joined by Drs. Robert and Elizabeth Bjork.Dr. Robert A. Bjork is a Distinguished Professor of Psychology at UCLA and one of the world's foremost experts on human learning and memory. His pioneering research on concepts such as desirable difficulties, retrieval practice, and goal-directed forgetting has fundamentally reshaped how we understand what it means to learn effectively. For decades, Dr. Bjork has guided educators, leaders, and organizations in applying evidence-based strategies that enhance retention, mastery, and long-term performance. His work bridges the gap between theory and practice, helping learners update their "learning operating systems" for real-world results.Dr. Elizabeth L. Bjork is an accomplished researcher and applied learning expert, renowned for translating cutting-edge memory science into actionable strategies for adults and organizations. Her work emphasizes metacognition, context-dependent learning, and practical approaches to improving retention and skill transfer in professional settings. Elizabeth's research and guidance empower leaders, trainers, and educators to design learning experiences that stick, fostering mastery, confidence, and measurable impact across teams and organizations.In this continuation of our conversation, we dive deeper into practical applications of learning science for professional development. The Bjorks reveal why re-reading and highlighting create illusions of learning, how goal-directed forgetting helps us adapt to change, and why making mistakes should be embraced rather than avoided. They also share insights on leveraging technology effectively and discuss surprising research findings that have shaped their understanding of human learning.Key topics include:-Why re-reading and highlighting create false confidence in learning effectiveness-How retrieval practice and self-testing reveal true knowledge gaps-Goal-directed forgetting and letting go of outdated knowledge to learn new skills-The challenge of interference between old and new learning in professional settings-Using technology like AI to enhance rather than replace the learning process-How competitive multiple choice questions can improve learning outcomes-The power of pretesting to prime learning even when answers are unknown-Why taking notes verbatim can actually suppress learning and comprehension-How early foundational learning can help level educational playing fields-Embracing mistakes and failures as essential opportunities for deeper learningWhether you're designing training programs, leading professional development, or seeking to optimize your own learning effectiveness, this conversation provides research-backed strategies for creating lasting knowledge and skill acquisition in our rapidly changing world.The Bjorks' Research: https://bjorklab.psych.ucla.edu/research/-Website and live online programs: http://ims-online.comBlog: https://blog.ims-online.com/Podcast: https://ims-online.com/podcasts/LinkedIn: https://www.linkedin.com/in/charlesgood/Twitter: https://twitter.com/charlesgood99Chapters:(00:00) Introduction(01:00) Tool: Why Re-reading and Highlighting Create Illusions of Learning(04:00) Technique: Goal-Directed Forgetting and Letting Go of Outdated Knowledge(08:00) Tip: Managing Interference Between Old and New Learning(10:00) Tool: Using Technology and AI to Enhance Learning Effectiveness(13:00) Technique: Creating Competitive Multiple Choice Questions for Better Learning(15:00) Tip: Surprising Research Findings on Zero Learning from Immediate Repetition(18:00) Tool: The Power of Pretesting to Prime Learning and Retention(21:00) Technique: Why Making Mistakes Enhances Learning More Than Getting Answers Right(23:00) Tip: Future Directions for Learning Science and Educational Equity(25:00) Conclusion
Today, we are joined by Drs. Robert and Elizabeth Bjork.Dr. Robert A. Bjork is a Distinguished Professor of Psychology at UCLA and one of the world's foremost experts on human learning and memory. His pioneering research on concepts such as desirable difficulties, retrieval practice, and goal-directed forgetting has fundamentally reshaped how we understand what it means to learn effectively. For decades, Dr. Bjork has guided educators, leaders, and organizations in applying evidence-based strategies that enhance retention, mastery, and long-term performance. His work bridges the gap between theory and practice, helping learners update their "learning operating systems" for real-world results.Dr. Elizabeth L. Bjork is an accomplished researcher and applied learning expert, renowned for translating cutting-edge memory science into actionable strategies for adults and organizations. Her work emphasizes metacognition, context-dependent learning, and practical approaches to improving retention and skill transfer in professional settings. Elizabeth's research and guidance empower leaders, trainers, and educators to design learning experiences that stick, fostering mastery, confidence, and measurable impact across teams and organizations.In this fascinating conversation, we explore the counterintuitive principles that make learning stick and why making things harder on yourself in the right way actually enhances long-term retention. The Bjorks reveal why cramming feels effective but fails for lasting learning, how forgetting can actually strengthen memory, and why failure should be embraced as a learning opportunity rather than avoided.Key topics include:-Why "desirable difficulties" enhance learning and the illusion of mastery that comes from easy practice-The difference between storage strength and retrieval strength in memory formation-How spacing and interleaving create better long-term retention than massed practice-Why cramming works for immediate tests but fails for lasting knowledge transfer-The New Theory of Disuse and how forgetting can actually strengthen memory-Why changing contexts and environments improves learning transfer and flexibility-How retrieval practice and testing yourself enhances retention better than re-reading-Applications of learning science in sports training and professional development-The importance of embracing failure and mistakes as learning opportunities-Why variation in practice conditions leads to more robust skill developmentWhether you're a leader looking to improve team training, an educator seeking evidence-based strategies, or a professional wanting to enhance your own learning effectiveness, the Bjorks' research provides scientifically-backed insights that challenge common assumptions about how learning really works.The Bjorks' Research: https://bjorklab.psych.ucla.edu/research/-Website and live online programs: http://ims-online.comBlog: https://blog.ims-online.com/Podcast: https://ims-online.com/podcasts/LinkedIn: https://www.linkedin.com/in/charlesgood/Twitter: https://twitter.com/charlesgood99Chapters:(00:00) Introduction(02:00) Tool: Academic Journeys into Mathematical Psychology and Learning Science(06:00) Technique: Why Making Things Hard on Yourself Enhances Learning(09:00) Tip: The Illusion of Mastery from Cramming vs. Lasting Learning(12:00) Tool: Storage Strength vs. Retrieval Strength in Memory Formation(15:00) Technique: Interleaving and Variation in Sports and Skills Training(19:00) Tip: The New Theory of Disuse and How Forgetting Strengthens Memory(22:00) Tool: Embracing Failure and Mistakes as Learning Opportunities(25:00) Technique: Changing Contexts and Environments for Better Transfer(28:00) Tip: The Spacing Effect and Optimal Timing for Retrieval Practice(31:00) Tool: Practical Applications Across Different Learning Domains(33:00) Conclusion
In de tiende aflevering bespreken Tim Surma en Paul Kirschner de negende didactische bouwsteen: zorg voor afwisseling in oefentypes. Ze bespreken waarom het belangrijk is om tijd tussen oefenmomenten te laten en hoe je interleaving kunt toepassen. Ook praten ze over de valkuilen van het te veel afwisselen van oefentypes en hoe je kunt voorkomen dat leerlingen door de bomen het bos niet meer zien.
Drs. Elizabeth and Robert Bjork have enjoyed long, illustrious careers as cognitive researchers in psychology and have been with the UCLA Department of Psychology for over 45 years. They have received multiple awards and recognitions for their research, teaching, mentorship, and leadership within the field of psychology. To say they have had a profound impact on psychology would be an understatement. In this podcast interview, Drs. Robert and Elizabeth Bjork reminisce about their professional and personal journeys over the past 50+ years in hopes that their experiences and advice inspire those interested in the field of psychology and motivate those already in the field. Robert and Elizabeth each grew up in different parts of the United States yet had several things in common even before they met. They both began their academic journey by earning their B.A. in Mathematics – Robert at the University of Minnesota and Elizabeth at the University of Florida. Both were drawn to psychology late in their undergraduate career when they took a course in psychology. When they each started their graduate careers, they gravitated even more toward psychology after finding the research in psychology more interesting than the research being done in physics and math. Robert states “I, like Elizabeth, had just taken a course in psychology very late and I said ‘Well, that looks like a field where there's a lot to learn and it's early in its history as opposed to physics,' and so I switched to psychology, mathematical psychology, in particular.” Another similarity they shared is how and why they each selected their graduate program and school. Elizabeth selected the University of Michigan because her advisor said it had the best psychology program in the country. Robert selected Stanford University because his advisor informed him that it had the best psychology program and that a prominent figure, William (Bill) Estes, was moving to Stanford. As it turns out, at the time, Stanford University was ranked number 1 among all graduate programs in psychology and University of Michigan was ranked number 2. Both of them also ended up working with Bill Estes – Robert at Stanford University and Elizabeth at Rockefeller University. Now, how did they meet? As Dr. Robert Bjork explains, the first time he met Elizabeth was “when she came in to drop my course at the suggestion of her then boyfriend.” She was an advanced graduate student at the time, and he was a new professor. From the moment they started their academic and professional careers, they each blazed a trail and broke through barriers to become respected and revered researchers, mentors, and leaders within the field of psychology. They were among the first couples in the University of California system to hold professorial positions in the same psychology department and in this interview, they discuss some of the challenges associated with being a professional couple working in the same department when nepotism was still prevalent in the academic field. Drs. Robert and Elizabeth Bjork have received many honors and awards in their distinguished careers. In 2016, they both received the James McKeen Catell Fellow Award which is a lifetime achievement award for their research contributions addressing critical problems in society. The Bjorks are also revered and respected mentors and have been recognized for their teaching and mentorship. Recently, they received the 2020 APS Mentor Award for their work as co-directors of the Bjork Learning and Forgetting Lab as well as their work mentoring others throughout the years. According to the APS article highlighting them for their Mentor Award, of the more than 80 “honors, graduate, and postdoctoral students and scholars the Bjorks have co-mentored at UCLA, a staggering 57 (70 percent) have had successful academic careers in areas related to learning and memory.” Both of the Bjorks have also received Distinguished Teaching Awards,
In this episode of the Tactical Breakdown Podcast, your host Adam Kinakin sits down with Michael Musengo at the 2021 ILEETA conference. Michael Musengo is a Force Science Institute Instructor, the Owner of Train the Brain Consulting LLC, a nationally recognized subject matter expert, an IADLEST Certified Instructor, and the recently retired Director of the Syracuse Regional Police Academy. At the ILEETA conference, Mike taught “Advanced Instructional Methods”, a course focusing on his work with non-traditional and empirically supported methods of training to optimize long term learning, retention, and skill transfer. Michael teaches how to deepen your own knowledge and implement changes into your training program despite systematic challenges and “worn out” tools. Join Adam and Michael as they dive into teaching how to teach and discuss the importance of understanding the science behind learning and human factors, and further contextualizing training into something actionable to optimize learning retention. You will learn what “connective tissue” is in terms of training, how we can create better simulator training for skill integration, how to get started as an instructor, and the importance of connecting and collaborating with other experts. More about our guest: Mike has studied and implemented non-traditional and empirically supported methods of training that optimizes long-term learning, retention, and skill transfer into the LEO training experience. These methods coupled with his experience as an instructor in human performance factors have helped him develop a training curriculum for not only the officer on the street but the trainers who are responsible for them. Mike's innovative application of scientifically supported methods of training has gained the attention, praise, and application from top trainers in the business. His focus is on how we can help each other become more competent instructors, coaches, and leaders within our profession. His background includes NY State DCJS Certifications as a General Topics Instructor, Firearms Instructor, Reality-based Training Instructor, and Academy Director. He has specialized in tactical operations for over 26 years and is the Director of the NYS DCJS Accredited Basic SWAT Operator Course and has experience as the commanding officer for all firearms and tactics-related training for the Syracuse Police Department and SPD SWAT team. He spent 19 years as a narcotics detective working as an undercover operative and was a sworn DEA Taskforce agent working on larger multi-jurisdictional narcotics cases. Want more from Sergeant Mike Musengo? Have a listen to the Tactical Breakdown Podcast, Episode 27: The Science of Training for Law Enforcement. Resources mentioned on today's show: Dr. Robert A. Bjork – UCLA Department of Psychology Motor Learning and Performance – Schmidt and Lee Perception, Cognition, and Decision Training – Joan N. Vickers Beyond Automaticity – Pacherie and Mylopoulos See omnystudio.com/listener for privacy information.
Does it make you feel uncomfortable to watch your students struggle with the target language? Don't let it! Research into the Desirable Difficulty Principle suggests that this is often what active learning can look like, and it's not something to shy away from. To learn what the Desirable Difficulty Principle is, and 4 fun ways you can incorporate it into your language classroom, don't miss this episode! Interested in exploring how the Mango app has been built upon principles of Second Language Acquisition Research, or to download our Setting Good Goals PDF? Click here to access: https://info.mangolanguages.com/glc-signupIf you'd like the blog article that accompanies this video, click here: https://blog.mangolanguages.com/ And check out our podcast on Active Learning Strategies, chock-full of ideas for classroom activities in line with the Desirable Difficulty Principle.If you liked this episode, please let us know by following our podcast! We appreciate you. We also invite you to check out our website at https://mangolanguages.com/ and follow us on social media @MangoLanguages. Wondering what languages were used in today's episode? Guten Tag and Auf Wiedersehen are ‘hello' and ‘goodbye' in German. Mno waben and gwi wabmenëm are ‘good morning' and ‘I will see you' in Potawatomi, which is an Algonquin language spoken in the Great Lakes and Great Plains region. Did you know - there is no word for ‘goodbye' in Potawatomi? This is because Potawatomi believe that we'll always see each other in another time and place, both physically and spiritually. 前置きはさておき (maeoki-wa sate oki) means 'without further ado' (literally translates as ‘setting aside introductory remarks'). Interested in learning English, German, Potawatomi, Japanese, Mandarin, or one of the other 70+ languages that the Mango app offers? Click here to learn more! https://mangolanguages.com/appWant to know more about the scientific research underlying this podcast episode? For a nice overview of the principle: Bjork, R. A., & Bjork, E. L. (2020). Desirable difficulties in theory and practice. Journal of Applied Research in Memory and Cognition, 9(4), 475-479. To explore some little-known caveats: McDaniel, M. A., & Butler, A. C. (2011). A contextual framework for understanding when difficulties are desirable. Successful remembering and successful forgetting: A festschrift in honor of Robert A. Bjork, 175-198. For specifics into language pedagogy: Suzuki, Y., Nakata, T., & Dekeyser, R. (2019). The desirable difficulty framework as a theoretical foundation for optimizing and researching second language practice. The Modern Language Journal, 103(3), 713-720. To zoom in on vocabulary learning: Bjork, R. A., & Kroll, J. F. (2015). Desirable difficulties in vocabulary learning. The American journal of psychology, 128(2), 241. Meet your guide Emily! Emily Sabo (PhD, University of Michigan) is a linguist at Mango Languages. A Pittsburgh native, her areas of specialization are the social and cognitive factors that impact bilingual language processing and production. Having studied 7 languages and lived in various countries abroad, she sees multilingualism -- and the cultural diversity that accompanies it -- as the coolest of superpowers. Complementary to her work at Mango, Emily is a Lecturer of Spanish at the University of Tennessee, a Producer of the “We Are What We Speak' docuseries, and get this...a storytelling standup comedian!
Robert Bjork, Distinguished Research Professor in the UCLA Department of Psychology, shares insights from his work as a renowned expert on human learning. Bjork has been studying learning and memory for more than four decades. Series: "UCLA Faculty Research Lectures" [Humanities] [Show ID: 30574]
Robert Bjork, Distinguished Research Professor in the UCLA Department of Psychology, shares insights from his work as a renowned expert on human learning. Bjork has been studying learning and memory for more than four decades. Series: "UCLA Faculty Research Lectures" [Humanities] [Show ID: 30574]
Robert Bjork, Distinguished Research Professor in the UCLA Department of Psychology, shares insights from his work as a renowned expert on human learning. Bjork has been studying learning and memory for more than four decades. Series: "UCLA Faculty Research Lectures" [Humanities] [Show ID: 30574]
Robert Bjork, Distinguished Research Professor in the UCLA Department of Psychology, shares insights from his work as a renowned expert on human learning. Bjork has been studying learning and memory for more than four decades. Series: "UCLA Faculty Research Lectures" [Humanities] [Show ID: 30574]
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