Memory is flexible and dynamic, and it is shaped and reshaped by processes both in and outside of our control. Broadly, I want to understand how information is learned, retrieved, maintained, and updated in memory. The questions that motivate my research include:

Does expecting to teach enhance learning? If yes, how?

Do lineup procedures have the potential to change accuracy of eyewitness memory and/or confidence in those memories?

How does retrieval from memory enhance long-term retention?

Does retrieving information from memory have the potential to create false memories, cause forgetting of other information, or other memory problems?

How do globally shared information resources, such as Wikipedia, serve as shapers of and repositories for collective memory?

How is external cognition (e.g., Google searches for information) altering the way people use their internal cognitive resources?

  • B.A., University of California, Los Angeles, Los Angeles, CA, 2005

  • M.A., University of California, Los Angeles, Los Angeles, CA, 2009

  • Ph.D., University of California, Los Angeles, Los Angeles, CA, 2011


Click here to download John Nestojko's curriculum vitae.

    John F. Nestojko
    Department of Psychology - Box 1125
    Washington University
    One Brookings Drive
    St Louis, MO 63130-4899

    Lab Phone: (314) 935-8731
    Office Number: Psychology 331B


  • Nestojko, J. F., Bui, D. C., Kornell, N., & Bjork, E. L. (2014). Expecting to teach enhances learning and organization of knowledge in free recall of text passages. Memory & Cognition, 42, 1038-1048. DOI: 10.3758/s13421-014-0416-z [PDF]

  • Nestojko, J. F., Finley, J. R., & Roediger, H. L. (2013). Extending cognition to external agents. Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 24:4, 321-325, DOI:10.1080/1047840X.2013.844056 [PDF]

  • Putnam, A. L., Nestojko, J. F., & Roediger, H. L. (in press). Improving student learning: Two strategies to make it stick. In J. C. Horvath, J. Lodge, & J. A. C. Hattie (Eds.), From the laboratory to the classroom: Translating the science of learning for teachers. Oxford, U.K.: Routledge.
  • Roediger, H. L., & Nestojko, J. F. (2015). The relative benefits of studying and testing on long-term retention. In J. G. W. Raaijmakers, A. H. Criss, R. L. Goldstone, & M. Styvers (Eds.), Cognitive modeling in perception and memory: A festschrift for Richard M. Shiffrin (pp. 99-111). New York: Psychology Press. [PDF]

  • Storm, B. C., Angello, G., Buchli, D. R., Koppel, R. H., Little, J. L., & Nestojko, J. F. (2015). A review of retrieval-induced forgetting in the contexts of learning, eye-witness memory, social cognition, autobiographical memory, and creative cognition. In B. Ross (Ed.), The Psychology of Learning and Motivation, Vol. 62 (pp. 141-194). San Diego, CA: Elsevier Academic Press. [PDF]
  • Storm, B. C., Bjork, E. L., Bjork, R. A., & Nestojko, J. F. (2006).  Is retrieval success a necessary condition for retrieval-induced forgetting?  Psychonomic Bulletin & Review, 13 (6), 1023-1027. [PDF]

  • Storm, B. C., & Nestojko, J. F. (2010). Successful inhibition, unsuccessful retrieval:Manipulating time and success during retrieval practice. Memory, 18 (2), 99-114. [PDF]

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