Fredrik Jönsson


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Arbetar vid Psykologiska institutionen
Telefon 08-16 38 76
Besöksadress Frescati hagväg 14
Rum 320
Postadress Psykologiska institutionen 106 91 Stockholm

Om mig

I defended my thesis at Uppsala University in 2005, and I am currently employed as a senior lecturer at the Department of Psychology, Stockholm University, where I also completed my postdoc time. I’ve led and taught a range of courses from undergraduate (first level) to PhD student level (third level), including topics like psychological testing, perception, introductory psychology, cognitive psychology, metacognition, and degree projects. Currently, I am the head of the graduate and PhD programs.



I am interested in both applied and theoretical issues relating to memory, learning and metacognition. Concerning metacognition, my interests include investigations of how we make metacognitive judgments and what affects these judgments, how accurately we monitor our learning (ease of learning judgments, judgments of learning) and how they relate to control (study-regulation), and additionally students’ knowledge of how to best go about learning (metacognitive knowledge). My memory research has focused on olfactory memory in the short and the long term, but lately more on different learning strategies, such as the testing effect – a reliable benefit on long-term retention through testing memory as compared to restudying previously learned information. Though, memory testing does not only benefit learning and retention, it may also play an important role in metacognition. For example, memory testing helps learners to diagnose what they have learned. In short, how should we go about to learn and how to understand learning?
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I urval från Stockholms universitets publikationsdatabas
  • 2017. Tova Stenlund, Fredrik U. Jönsson, Bert Jonsson. Educational Psychology 37 (2), 145-156

    This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions benefit learning when compared to test-enhanced learning over time. The results showed that feedback does not seem to have any effect if provided to a discussion group, and that test-enhanced learning leads to better learning than the discussion groups, independent of retention interval. Moreover, we examined whether memory and learning might be influenced by the participants’ need for cognition (NFC). The results showed that those scoring high on NFC remembered more than those who scored low. To conclude, testing trumps discussion groups from a learning perspective, and the discussion groups were also the least beneficial learning context for those scoring low on NFC.

  • 2016. Veit Kubik (et al.). Journal of Cognitive Psychology 28 (2), 209-219

    Testing memory typically enhances subsequent re-encoding of information (“indirect” testing effect) and, as compared to restudy, it also benefits later long-term retention (“direct” testing effect). We investigated the effect of testing on subsequent restudy and 1-week retention of action events (e.g. “water the plant”). In addition, we investigated if the type of recall practice (noun-cued vs. verb-cued) moderates these testing benefits. The results showed an indirect testing effect that increased following noun-cued recall of verbs as compared to verb-cued recall of nouns. In contrast, a direct testing effect on the forgetting rate of performed actions was not reliably observed, neither for noun- nor verb-cued recall. Thus, to the extent that this study successfully dissociated direct and indirect testing-based enhancements, they seem to be differentially effective for performed actions, and may rely on partially different mechanisms.

  • 2015. Aram Seddigh (et al.). Journal of Environmental Psychology 44, 34-44

    Noise has repeatedly been shown to be one of the most recurrent reasons for complaints in open-plan office environments. The aim of the present study was to investigate if enhanced or worsened sound absorption in open-plan offices is reflected in the employees' ratings of disturbances, cognitive stress, and professional efficacy. Employees working on two different floors of an office building were followed as three manipulations were made in room acoustics on each of the two floors by means of less or more absorbing tiles & wall absorbents. For one of the floors, the manipulations were from better to worse to better acoustical conditions, while for the other the manipulations were worse to better to worse. The acoustical effects of these manipulations were assessed according to the new ISO-standard (ISO-3382-3, 2012) for open-plan rooms acoustics. In addition, the employees responded to questionnaires after each change. Our analyses showed that within each floor enhanced acoustical conditions were associated with lower perceived disturbances and cognitive stress. There were no effects on professional efficiency. The results furthermore suggest that even a small deterioration in acoustical room properties measured according to the new ISO-standard for open-plan office acoustics has a negative impact on self-rated health and disturbances. This study supports previous studies demonstrating the importance of acoustics in work environments and shows that the measures suggested in the new ISO-standard can be used to adequately differentiate between better and worse room acoustics in open plan offices.

  • 2015. Veit Kubik (et al.). Scandinavian Journal of Psychology 56 (5), 475-481

    Testing one's memory of previously studied information reduces the rate of forgetting, compared to restudy. However, little is known about how this direct testing effect applies to action phrases (e.g., wash the car) - a learning material relevant to everyday memory. As action phrases consist of two different components, a verb (e.g., wash) and a noun (e.g., car), testing can either be implemented as noun-cued recall of verbs or verb-cued recall of nouns, which may differently affect later memory performance. In the present study, we investigated the effect of testing for these two recall types, using verbally encoded action phrases as learning materials. Results showed that repeated study-test practice, compared to repeated study-restudy practice, decreased the forgetting rate across 1 week to a similar degree for both noun-cued and verb-cued recall types. However, noun-cued recall of verbs initiated more new subsequent learning during the first restudy, compared to verb-cued recall of nouns. The study provides evidence that testing has benefits on both subsequent restudy and long-term retention of action-relevant materials, but that these benefits are differently expressed with testing via noun-cued versus verb-cued recall.

  • 2015. Stina Cornell Kärnekull (et al.). Chemical Senses 40 (4), 259-267

    Few studies have investigated long-term odor recognition memory, although some early observations suggested that the forgetting rate of olfactory representations is slower than for other sensory modalities. This study investigated recognition memory across 64 days for high and low familiar odors and faces. Memory was assessed in 83 young participants at 4 occasions; immediate, 4, 16, and 64 days after encoding. The results indicated significant forgetting for odors and faces across the 64 days. The forgetting functions for the 2 modalities were not fundamentally different. Moreover, high familiar odors and faces were better remembered than low familiar ones, indicating an important role of semantic knowledge on recognition proficiency for both modalities. Although odor recognition was significantly better than chance at the 64 days testing, memory for the low familiar odors was relatively poor. Also, the results indicated that odor identification consistency across sessions, irrespective of accuracy, was positively related to successful recognition.

Visa alla publikationer av Fredrik Jönsson vid Stockholms universitet

Senast uppdaterad: 22 maj 2018

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