ABSTRACT
Robert Bjork has spent his entire professional life studying learning and memory, and many of us have spent our lives (in part) reading his pathbreaking research. One interesting characteristic of Bob’s work, much of it conducted in collaboration with Elizabeth Bjork, is the oen counterintuitive nature of the ndings emanating from their lab. At the risk of overstatement, one can view many of the important contributions that the Bjorks have made as creating a paradox and then mounting a satisfactory explanation for it.
