| Self-regulated learning: Beliefs, techniques, and illusions RA Bjork, J Dunlosky, N Kornell Annual review of psychology 64 (1), 417-444, 2013 | 1846 | 2013 |
| Learning concepts and categories: Is spacing the “enemy of induction”? N Kornell, RA Bjork Psychological science 19 (6), 585-592, 2008 | 917 | 2008 |
| The promise and perils of self-regulated study N Kornell, RA Bjork Psychonomic bulletin & review 14 (2), 219-224, 2007 | 761 | 2007 |
| Unsuccessful retrieval attempts enhance subsequent learning. N Kornell, MJ Hays, RA Bjork Journal of Experimental Psychology: Learning, Memory, and Cognition 35 (4), 989, 2009 | 694 | 2009 |
| Optimising learning using flashcards: Spacing is more effective than cramming N Kornell Applied Cognitive Psychology: The Official Journal of the Society for …, 2009 | 520 | 2009 |
| A region of proximal learning model of study time allocation J Metcalfe, N Kornell Journal of memory and language 52 (4), 463-477, 2005 | 498 | 2005 |
| Transfer of metacognitive skills and hint seeking in monkeys N Kornell, LK Son, HS Terrace Psychological Science 18 (1), 64-71, 2007 | 463 | 2007 |
| Study efficacy and the region of proximal learning framework. N Kornell, J Metcalfe Journal of experimental psychology: Learning, Memory, and Cognition 32 (3), 609, 2006 | 426 | 2006 |
| The pretesting effect: Do unsuccessful retrieval attempts enhance learning? LE Richland, N Kornell, LS Kao Journal of Experimental Psychology: Applied 15 (3), 243, 2009 | 394 | 2009 |
| Why tests appear to prevent forgetting: A distribution-based bifurcation model N Kornell, RA Bjork, MA Garcia Journal of Memory and Language 65 (2), 85-97, 2011 | 372 | 2011 |
| Why interleaving enhances inductive learning: The roles of discrimination and retrieval MS Birnbaum, N Kornell, EL Bjork, RA Bjork Memory & cognition 41, 392-402, 2013 | 356 | 2013 |
| Learners’ choices and beliefs about self-testing N Kornell, LK Son Memory 17 (5), 493-501, 2009 | 305 | 2009 |
| The dynamics of learning and allocation of study time to a region of proximal learning. J Metcalfe, N Kornell Journal of Experimental Psychology: General 132 (4), 530, 2003 | 302 | 2003 |
| Spacing as the friend of both memory and induction in young and older adults. N Kornell, AD Castel, TS Eich, RA Bjork Psychology and aging 25 (2), 498, 2010 | 270 | 2010 |
| The ease-of-processing heuristic and the stability bias: Dissociating memory, memory beliefs, and memory judgments N Kornell, MG Rhodes, AD Castel, SK Tauber Psychological science 22 (6), 787-794, 2011 | 262 | 2011 |
| A stability bias in human memory: overestimating remembering and underestimating learning. N Kornell, RA Bjork Journal of experimental psychology: General 138 (4), 449, 2009 | 253 | 2009 |
| Optimising self-regulated study: The benefits—and costs—of dropping flashcards N Kornell, RA Bjork Memory 16 (2), 125-136, 2008 | 243 | 2008 |
| Principles of cognitive science in education: The effects of generation, errors, and feedback J Metcalfe, N Kornell Psychonomic Bulletin & Review 14, 225-229, 2007 | 238 | 2007 |
| The spacing effect in children’s memory and category induction HA Vlach, CM Sandhofer, N Kornell Cognition 109 (1), 163-167, 2008 | 220 | 2008 |
| Stability and variability in extinction. A Neuringer, N Kornell, M Olufs Journal of Experimental Psychology: Animal Behavior Processes 27 (1), 79, 2001 | 205 | 2001 |
Robert A. BjorkDistinguished Research Professor of Psychology, UCLA在 psych.ucla.edu 的电子邮件经过验证
