Learning Scientist; Cog Psych Prof; Author
Joined January 2017
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I’m excited to share that I will be considering accepting a new graduate student for the upcoming application cycle. My research focuses on learning, metacognition, and education. Application Deadline: January 1st. montana.edu/psychology/gradp…
Took a little winter road trip and listened to @Grandaddy's terrific new album, Blu Wav, on repeat. @jasonlytle and crew have done it again! Cheers from Bozeman
Nick Soderstrom retweeted
⭐️⭐️ Early contender for most useful study of the year⭐️⭐️
15 ways to use PowerPoint more effectively for learning. Very practical tips.
Will blog about it soon, but in the meantime check out table 6 in the study. It’s not behind a paywall either 🔐🤩
link.springer.com/article/10…
“…the ability to inquire and create constructively and independently without external controls.”
Noam Chomsky - On Being Truly Educated youtu.be/eYHQcXVp4F4?si=WUN9… via @YouTube
Nick Soderstrom retweeted
Highly impactful advice from @DTWillingham on how to be an effective student. A podcast to share with your students: ollielovell.com/errr/danielw…
Sad to hear of the passing of Endel Tulving. He had a MASSIVE impact on the scientific study of human memory and paved the way for so many in the field, including myself.
Nick Soderstrom retweeted
New Today
Article Review: Pretesting Enhances Learning in the Classroom

An article review of a study looking at the impact of pretesting on student attention, self-regulated study, and learning.
theeffortfuleducator.com/202…
@NickSoderstrom – at Alabama, USA
There actually hasn't been much classroom research on pretesting. Posttesting, yes, but not pretestting.
I just think college students are likely to spend more time studying on their own compared to younger students (generally speaking, of course). Motivation is certianly a factor, but time constraints and expectations undoubtedly play a role, too.
Hi Isaac! Does the link not direct you to a readable version of the manuscript? This is the first time I've used this type of "shareable" link from the publisher.
Great question! I think it could be effective for younger students, but perhaps not *as* effective. We think pretesting drives 1. increased attention during subsequent lessons, and 2. enhanced effort in studying pretested material after class (might be more relevant to older Ss).
To all my fellow educators: Elizabeth Bjork and I just published a CLASSROOM STUDY showing that students' learning can profit *significantly* from short, low-stakes pretests (given right before lectures). Questions/comments are always welcome! rdcu.be/dlqsE
...if the kid is a visual learner, the teacher should use hand signals or give the kid a picture of a chair.
...if the kid is a kinesthetic learner, the teacher should physically guide the student back to place. Or...
I just heard someone say that if a child is running around the classroom and not listening to the teacher, perhaps the kid isn't an auditory learner. And...
