1 John F. Nestojko, Ph.D. – Post-doctoral Research Fellow
Department of Psychology, Washington University in St. Louis
nestojko@wustl.edu – (310) 650-2392 – http://psych.wustl.edu/memory/nestojko.html
PROFESSIONAL PROFILE
Ph.D. Cognitive Psychologist in the field of human learning and memory with several years experience in psychology research, teaching, and mentoring students in the laboratory. EDUCATION
Ph.D. – Psychology (major, Cognitive Psychology; minor, Developmental Psychology) – 2011 – University of California, Los Angeles – Los Angeles, CA, United States M.A., Psychology – 2009 – University of California, Los Angeles – Los Angeles, CA,
United States
B.A., Psychology – 2005 – University of California, Los Angeles – Los Angeles, CA, United States
Completed Honors Transfer Program – 2003 – El Camino College – Torrance, CA, United States
HIGHLIGHTS
Teaching philosophy based in active student learning, research-based pedagogical methods (e.g., Process-Oriented Guided Inquiry Learning; POGIL), and principles of learning gleaned from cognitive psychology.
Developed depth and breadth of knowledge in psychology from education and research training at top-tier universities, with top-notch experimental psychologists as advisors. Skilled at engaging students from diverse backgrounds using collaborative in-class activities
and clear lectures, demonstrations, and visual aids.
Years of mentoring students and undergraduate research assistants, focused on helping students develop and attain educational and career goals.
Prepared to teach or develop a variety of psychology courses, including:
Introduction to Psychology; Psychological Statistics; Research Methods in Psychology (lecture and lab); Cognitive Psychology; Human Learning & Memory; Forgetting; Developmental Psychology (including Social & Emotional Development; Development of Language & Cognition); Critical Thinking & Psychology; History of Psychology. RESEARCH INTERESTS
Human learning and memory, specifically:
Applying cognitive psychology to enhance educational practice – Retrieval as a memory modifier – Forgetting as an adaptive mechanism of memory – Collective memory – False memories – Eyewitness memory
2 RESEARCH POSITIONS
Postdoctoral Research Fellow with Dr. Henry L. Roediger, III – Department of Psychology – Washington University in St. Louis – August 2011 to present.
Graduate Student Researcher with Dr. Robert A. Bjork and Dr. Elizabeth Ligon Bjork – Department of Psychology – University of California, Los Angeles – September 2006 - June, 2011.
Research Assistant with Kelly Christoffersen – Institute for Creative Technology – University of Southern California – September 2009 - October 2009.
Lab Assistant, Level I with Dr. Robert A. Bjork and Dr. Elizabeth Ligon Bjork –
Department of Psychology – University of California, Los Angeles – June 2005 - June 2006.
Research Assistant with Dr. Robert A. Bjork and Dr. Elizabeth Ligon Bjork – Department of Psychology – University of California, Los Angeles – 2004 - 2005.
PUBLICATIONS
Published or in press:
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, eyewitness 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.
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 in honor of Richard M. Shiffrin (pp. 99-111). New York: Psychology Press.
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.
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, 321-325, DOI: 10.1080/1047840X.844056.
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.
Storm, B. C., & Nestojko, J. F. (2010). Successful inhibition, unsuccessful retrieval: Manipulating time and success during retrieval practice. Memory, 18 (2), 99-114.
Doctoral dissertation:
Nestojko, J. F. (2011). The influence of retrieval difficulty on retrieval-induced forgetting (Unpublished doctoral dissertation).
3 TEACHING EXPERIENCE
Experimental Psychology – Course Instructor – Fall 2014 & Spring 2015 – Washington University in St. Louis
Seminar: Introduction to Psychology, Controversial Issues in Psychology – Course Instructor – Fall 2013 & Spring 2014 – Washington University in St. Louis
Human Learning and Memory: Lab Seminar – Lab mentor / instructor – Fall 2005 to Fall 2014 – UCLA and Washington University in St. Louis
History and Modern Systems of Psychology – Teaching Assistant – Spring 2014 with Dr. Henry L. Roediger – Washington University in St. Louis
Research Methods in Psychology – Teaching Assistant* – Summer 2010 with Dr. R. Edward Geiselman – Fall 2009 with Dr. Elizabeth Ligon Bjork – UCLA
Cognitive Psychology – Teaching Assistant* with Dr. Sean McAuliffe – Summer 2008 with Dr. Sean McAuliffe – Spring 2008 with Dr. Hongjing Lu & Dr. Alan Castel – UCLA Advanced Regression Analysis (Graduate course)– Reader/Grader – Spring 2008 with Dr.
Jennifer Krull – UCLA.
Sport Psychology – Teaching Assistant*– Fall 2007 with Dr. Tara K. Scanlan – UCLA Psychological Statistics – Teaching Assistant*– Summer 2007 with Dr. Andrew Ainsworth
– UCLA
* Responsibilities for teaching assistant positions at UCLA are typically akin to many course instructor positions and, in my experience, included: creating
discussion section course materials; lecturing twice weekly for discussion sections of 20-30 students; administering in-class activities; grading assignments and research papers; office hours; tracking course grades; Blackboard maintenance; leading review sessions; evaluating student learning; assigning discussion section grades. PROFESSIONAL DEVELOPMENT
STEM Pedagogies: Teaching Students How to Read and Critically Evaluate Scientific Literature – October 17th
, 2013 – workshop provided by the Teaching Center at Washing University in St. Louis
Teaching in the Large Undergraduate STEM Classroom – September 25th
, 2013 – Online webcast workshop provided by CIRTL, the Center for the Integration of Research, Teaching, and Learning
4 Designing Writing Assignments – September 24th
, 2013 – workshop provided by the Teaching Center at Washington University in St. Louis
STEM Pedagogies: Incorporating Active Learning – September 19th
, 2013 – workshop provided by the Teaching Center at Washington University in St. Louis
Workshop for Early Career Success – July 14th
to 17th
, 2013 – two-day workshop organized by the Midstates Consortium for Math and Science
Teaching Apprenticeship Practicum – Fall 2007 – course taught in the UCLA Department of Psychology Graduate Program
Psychology of Academia (audited) – Fall 2011 – course taught by Henry L. Roediger in the Department of Psychology at Washington University in St. Louis
MENTORING
One of my favorite aspects of academia is mentoring undergraduates to prepare them for successful careers. I have mentored the following undergraduate students in a research lab:
(*letters of support upon request; †currently enrolled in graduate programs) CONSULTING
Nestojko, J. F. (2013, March). Cognitive illusions: Understanding the tricks our minds can play on us. Talk delivered to members of OASIS, St. Louis, as part of a speaker series implemented by the Academy of Science of St. Louis, St. Louis, MO. (link to a video of this lecture: http://alturl.com/eaz5b).
Nestojko, J. F. (2011, March). Three things to know about learning. Talk delivered to high school instructors in the San Jose Unified School District for their annual Staff
Abate, David Goldenson, Nicholas*† Muller, Lindsay Bartak, Laura Gonzalez, Brenda* Nunez, Mia C.*† Bekarian, Rose Gooding, Amanda Phan, Danielle Blancher, Mark Han, Gloria Ramos, Erica Bui, Dung C.*† Ho, Cheryl Richland, Brandon Bustos, Jessica* Hunter, John* Shaffer, Ruthie* Camarillo, Lauren Kainen, Harry Taylor, Jinnesse Carlos, Joel Kempsell, Andrew*† Trost, Terha Cataldo, Mike*† Kogan, Dmitry Walker, John A*† Cheng, Yi-Ki Morales, Josh* Zou, Fan
Feldman, Rebecca Morey, Rachel Francis, Elizabeth Morgenstein, Karina
5 Development Day for the Learning Options program. During this 3-hour seminar I lead a discussion with high school instructors about principles of learning and how they could incorporate those principles into their pedagogical practice.
Provided information about principles of learning and memory in a consultation interview with Continuum, an innovation design company (November, 2010).
SERVICE
Undergraduate Journal Club Meeting (seminar), organizer – Bjork Learning and Forgetting Lab, UCLA – 2005-2011; Memory Lab, Washington University in St. Louis – 2011-present
Larry Jacoby Festschrift, co-organizer – Washington University in St. Louis – May 31st
, June 31st
2013 17th
Annual Graduate Research Symposium, volunteer judge – Washington University in St. Louis – Spring 2012
Graduate Student Panel member for the Psychology Research Opportunities Program – Department of Psychology, UCLA – March 9th
, 2011
Graduate Student Recruitment Weekend, co-organizer – Department of Psychology, UCLA – Fall 2007
Reviewer of multiple articles (2009-present) for numerous journals, including Journal of Experimental Psychology: Learning Memory and Cognition; Memory; Memory & Cognition.
FELLOWSHIPS & AWARDS
Psychology Department Dissertation Year Fellowship – UCLA – $20,000 – 2010-2011 Graduate Summer Research Mentorship Program – UCLA – $4,700 – Summer 2009 Award for Best Poster (Research Category) at the Symposium of the Science of Learning in
Medical Education – UCLA – $100 – Fall 2009
SCHOLARLY CONFERENCE PRESENTATIONS (Partial List)
DeSoto, K. A., Nestojko, J. F., & Roediger, H. L. (2012, November). Effects of free recall testing on immediate and delayed recognition. Poster presented at the 53rd
Annual Meeting of the Psychonomic Society, Seattle, WA.
Nestojko, J. F., Bui, D. C., & Roediger, H. L. (2012, November). Thinking like a teacher enhances memory for text information. Poster presented at the 53rd
Annual Meeting of the Psychonomic Society, Seattle, WA.
Nestojko, J. F., & Roediger, H. L. (2012, November). Repeated retrieval practice vs. repeated studying: A new twist on an old problem. Poster presented at the 53rd
Annual Meeting of the Psychonomic Society, Seattle, WA.
6 Buchli, D. R., Nestojko, J. F., & Bjork, R. A. (2012, May). Episodic strength as a
modulating factor in retrieval-induced forgetting. Poster presented at the 24th
Annual Convention of the Association for Psychological Science, Chicago, IL.
Nestojko, J. F., & Roediger, H. L. (2012, May). Repeated study and repeated retrieval practice both improve long-term retention. Poster presented at the 24th
Annual Convention of the Association for Psychological Science, Chicago, IL.
Nestojko, J. F., Bui, D. C., & Roediger, H. L. (2012, May). How expecting to teach improves learning. Paper presented at the 84th
Annual Convention of the Midwestern Psychological Association, Chicago, IL.
Nestojko, J. F., Bjork, E. L., & Bjork, R. A. (2011, November). The impact of retrieval difficulty on retrieval-induced forgetting. Poster presented at the 52nd
Annual Meeting of the Psychonomic Society, Seattle, WA.
Nestojko, J. F., Schilling, C. J., & Storm, B. C. (2011, November). Forgetting in the face of rehearsal: Are actively rehearsed items susceptible to retrieval-induced forgetting? Poster presented at the 52nd
Annual Meeting of the Psychonomic Society, Seattle, WA. Nestojko, J. F., Nunez, M. C., & Bjork, R. A. (2010, November). Of course I’ll remember
that! Stability bias with text passages. Poster presented at the 51st
Annual Meeting of the Psychonomic Society, St. Louis, MO.
Nestojko, J. F., Bjork, E. L., Bui, D. C., & Kornell, N. (2010, April). Preparing to teach— without actually teaching—improves organization of recall. Paper presented at the 80th
Annual Convention of the Rocky Mountain Psychological Association, Denver, CO. Nestojko, J. F., Bui, D. C., Kornell, N., & Bjork, R. A. (2009, April). The cognitive costs
and benefits of preparing to teach. Poster presented at the 89th
Annual Convention of the Western Psychological Association, Portland, OR.
Nestojko, J. F., Storm, B. C., Bjork, R. A., & Walker, J. A. (2008, April). Selective re-exposure and retrieval of valenced trait information for political candidates. Poster presented at the 88th
Annual Convention of the Western Psychological Association, Irvine, CA.
Storm, B. C., Nestojko, J. F., Bjork, R. A. (2007, August). Inhibitory processes during possible and impossible retrieval. Poster presented at the 115th
Annual Convention of the American Psychological Association, San Francisco, CA.
Nestojko, J. F., Little, J., Bjork, R. A., & Bjork, E. L. (2006, November). Recency, recovery, and the efficiency of relearning. Poster presented at the 47th
Annual Meeting of the Psychonomic Society, Houstion, TX.
Storm, B. C., Nestojko, J. F., Bjork, R. A., & Bjork, E. L. (2005, November). Is retrieval success necessary for retrieval induced forgetting? Poster presented at the 46th
Annual Meeting of the Psychomonic Society, Toronto, ON, Canada.
