Publications:

Moon, J., & Anderson, J. R. (2013). Timing in multitasking: Memory contamination and time pressure bias. Cognitive Psychology, 67 (1/2), 26-54.
Walsh, M. M., & Anderson, J. R. (2013). Navigating complex decision spaces: Problems and paradigms in sequential choice. Psychological Bulletin, .
Anderson, J.R., Betts, S., Bothell, D., Dimov, C.M. and Fincham, J.M. (2024), Tracking the Cognitive Band in an Open-Ended Task. Cognitive Science, 48: e13454. https://doi.org/10.1111/cogs.13454
Dimov, C. M., Anderson, J. R., & Betts, S. A.(2024). Tight resource-rational analysis. Cognitive Systems Research 86. https://doi.org/10.1016/j.cogsys.2024.101239
Dimov, C. M., Anderson, J. R., Betts, S. A., & Bothell, D. (2023). An Integrated Model of Collaborative Skill Acquisition: Anticipation, Control Tuning, and Role Adoption. Cognitive Science, 47:e13303. https://doi.org/10.1111/cogs.13303
Fincham, J. M., Tenison, C., & Anderson, J. R. (2022, July). Combining EEG and a cognitive model to infer the time course of game play. Paper presented at Virtual MathPsych/ICCM 2022. Via mathpsych.org/presentation/728.
Anderson, J. R., Betts, S., Byrne, M. D., Schooler, L. J., & Stanley, C. (2022, December 22). The Environmental Basis of Memory. Psychological Review. Advance online publication. https://dx.doi.org/10.1037/rev0000409
Anderson, J. R., Betts, S., Bothell, D., & Lebiere, C. (2021). Discovering Skill. Cognitive Psychology, 129.
Gianferrara P.G., Betts S., Anderson J.R. (2021) Cognitive & motor skill transfer across speeds: A video game study. PLoS ONE 16(10): e0258242.
Seow, R. Y. T., Betts, S. A., & Anderson, J. R. (2021). A Decay-Based Account of Learning and Adaptation in Complex Skills. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication.
Anderson, J. R., Betts, S., Fincham, J. M., Hope, R., & Walsh, M. W. (2020). Reconstructing fine-grained cognition from brain activity. NeuroImage, 221, 116999.
Anderson, J.R., Betts, S., Bothell, D., Hope, R., Lebiere, C. (2019) Learning Rapid and Precise Skills. Psychological Review, 126(5), 727-760.
Fincham, JM, Lee, HS, Anderson, JR. Spatiotemporal analysis of event‐related fMRI to reveal cognitive states. Human Brain Mapping. 2019; 1– 18. https://doi.org/10.1002/hbm.24831
Zhang, Q., van Vugt, M., Borst, J.P., & Anderson, J.R. (2018). Mapping working memory retrieval in space and in time: A combined electroencephalography and electrocorticography approach. NeuroImage. 174. 472-484.
Zhang, Q., Walsh, M.M., & Anderson, J.R. (2018) The Impact of Inserting an Additional Mental Process. Computational Brain & Behavior. https://doi.org/10.1007/s42113-018-0002-8
Anderson, J.R., Borst, J.P., Fincham, J.M., Ghuman, A.S., Tenison, C., & Zhang, Q. (2018). The Common Time Course of Memory Processes Revealed. Psychological Science, 29(9), 1463-1474.
Schooler, L. J., & Anderson, J. R. (2017). The Adaptive Nature of Memory. In J. H. Byrne (Ed.) Learning and Memory: A Comprehensive Reference, 2nd edition. Amsterdam, Elsevier.
Zhang, Q., Borst, J.P., ,Kass, R. E., & Anderson, J.R. (2017) Inter-subject Alignment of MEG Datasets in a Common Representational Space. Human Brain Mapping. 38. 4287–4301.
Koerner, F. S., Anderson, J. R., Fincham, J. M., & Kass, R. E. (2017). Change-point detection of cognitive states across multiple trials in functional neuroimaging. Statistics in Medicine, 36(4), 618-642.
Walsh, M. M., Gunzelmann, G., & Anderson, J. R. (2017). Relationship of P3b single-trial latencies and response times in one, two, and three-stimulus oddball tasks. Biological Psychology, 123, 47-61.
Pyke, A. A., Fincham, J. M., & Anderson, J. R. (2017). When math operations have visuospatial meanings versus purely symbolic definitions: Which solving stages and brain regions are affected?. NeuroImage.
Zhang, Q., Borst, J.P., Kass, R.E., & Anderson, J.R. (2017). Inter-Subject Alignment of MEG Datasets in a Common Representational Space. Human Brain Mapping 38(9), 4287-4301.
Borst, J.P. & Anderson, J.R. (2017). A Step-By-Step Tutorial on using the Cognitive Architecture ACT-R in combination with fMRI Data. Journal of Mathematical Psychology 76, pp. 94-103.
Zhang, Q., Walsh, M.M., & Anderson, J.R. (2017). The Effects of Probe Similarity on Retrieval and Comparison Processes in Associative Recognition. Journal of Cognitive Neuroscience. 29(2). 352-367.
Lee, H. S., Betts, S. & Anderson, J. R. (2017). Embellishing Problem-Solving Examples with Deep Structure Information Facilitates Transfer. The Journal of Experimental Education, 85(2),309-333.
Anderson, J. R., Pyke, A., & Fincham, J. M. (2016). Hidden Stages of Cognition Revealed in Patterns of Brain Activation. Psychological Science, 27(9), 1215-1226.
Tenison, C., Fincham, J.M., & Anderson, J.R. (2016). Phases of Learning: How Skill Acquisition Impacts Cognitive Processing. Cognitive Psychology, 87, 1-28.
Anderson, J.R., Zhang, Q., Borst, J.P., & Walsh, M.M. (2016). The Discovery of Processing Stages: Extension of Sternberg’s Method. Psychological Review, 123(5), 481-509.
Anderson, J.R., Bothell, D., Fincham, J.M., & Moon, J. (2016). The Sequential Structure of Brain Activation Predicts Skill. Neuropsychologia, 81, 94-106.
Borst, J.P., Ghuman, A.S., & Anderson, J.R. (2016). Tracking Cognitive Processing Stages with MEG: A Spatio-Temporal Model of Associative Recognition in the Brain. NeuroImage 141, pp. 416-430.
Lee, H.S., Betts, S. & Anderson,J.R. (2016) Learning Problem-Solving Rules as Search Through a Hypothesis Space. Cognitive Science, 40(5), 1036-1079.
Borst, J.P. & Anderson, J.R. (2015). Using the ACT-R Cognitive Architecture in combination with fMRI data. In B.U. Forstmann, & E.-J. Wagenmakers (Eds.), An Introduction to Model-Based Cognitive Neuroscience. Springer: New York.
Tenison, C., & Anderson, J. R. (2015, November 9). Modeling the Distinct Phases of Skill Acquisition. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. http://dx.doi.org/10.1037/xlm0000204
Moon,J., Fincham,J.M., Betts,S.A., & Anderson,J.R.,(2015). End effects and cross-dimensional interference in identification of time and length: Evidence for a common memory mechanism. Cognitive, Affective, & Behavioral Neuroscience, 15, 680-695.
Borst, J.P., Nijboer, M., Taatgen, N.A., Van Rijn, H., & Anderson, J.R. (2015). Using Data-Driven Model-Brain Mappings to Constrain Formal Models of Cognition. PLoS ONE 10(3): e0119673.
Thomson, R., Lebiere, C., Anderson, J. R., & Staszewski, J. (2015). A General Instance-Based Learning Framework for Studying Intuitive Decision Making in a Cognitive Architecture. Journal of Applied Research in Memory and Cognition; Special Issue on Modeling and Aiding Intuitions in Organizational Decision Making.
Borst, J.P. & Anderson, J.R. (2015). The Discovery of Processing Stages: Analyzing EEG data with Hidden Semi-Markov Models. NeuroImage 108, 60-73.
Lee, H. S., Fincham, J. M., & Anderson, J. R. (2015). Learning from examples versus verbal directions in mathematical problem solving. Mind, Brain, and Education, 9(4), 232-245.
Anderson, J. R., Lee, H. S., & Fincham, J. M. (2014). Discovering the structure of mathematical problem solving. NeuroImage, 97, 163-177.
Tenison, C., Fincham, J. M., & Anderson, J. R. (2014). Detecting math problem solving strategies: An investigation into the use of retrospective self-reports, latency and fMRI data. Neuropsychologia, 54, 41-52.
Anderson, J. R. & Fincham, J. M. (2014). Extending Problem-Solving Procedures. Cognitive Psychology, Nov;74:1-31.
Pyke, A., Betts, S., Fincham, J. M., & Anderson, J. R. (2014). Visuospatial referents facilitate the learning and transfer of mathematical operations: Extending the role of the angular gyrus. Cognitive, Affective, & Behavioral Neuroscience, 1-22.
Lee, H. S., Fincham, J. M., Betts, S. & Anderson, J. R. (2014). An fMRI investigation of instructional guidance in mathematical problem solving. Trends in Neuroscience and Education, 3(2), 50–62.
Anderson, J. R. & Fincham, J. M. (2013). Discovering the sequential structure of thought. Cognitive Science, 37(6), 1-31.
Lee, H. S., Betts, S. & Anderson, J. R. (under review). Revealing hidden structure by explicit rule-instruction versus scaffolded example.
Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M. (2013). Can neural imaging be used to investigate learning in an educational task? In J. Stazewski (Ed.) Expertise and skill acquisition: The impact of William G. Chase (pp. 299-324). Taylor and Francis: New York.
Borst, J.P., Schneider, D.W., Walsh, M.M., & Anderson, J.R. (2013). Stages of Processing in Associative Recognition: Evidence from Behavior, Electroencephalography, and Classification. Journal of Cognitive Neuroscience, 25(12), 2151-2166.
Lee, H. S. & Anderson, J. R. (2013). Student learning: What has instruction got to do with it? Annual Review of Psychology, 64, 445-469.
Borst, J. P., & Anderson, J. R. (2013). Using model-based functional MRI to locate working memory updates and declarative memory retrievals in the fronto-parietal network. Proceedings of the National Academy of Sciences U.S.A., 110(5), 1628-1633.
Borst, J. & Anderson, J., R, (2013). Discovering Processing Stages by combining EEG with Hidden Markov Models. In Proceedings of the 35th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Walsh, M. M., & Anderson, J. R. (2013). Electrophysiological responses to feedback during the application of abstract rules. Journal of Cognitive Neuroscience, 25(11), 1986-2002.
Moon, J., Betts, S. A., & Anderson, J. R. (2013). Individual differences and workload effects on strategy adoption in a dynamic task. Acta Psychologica, 144(1), 154-165.
Borst, J.P., Nijboer, M., Taatgen, N.A., & Anderson, J.R. (2013). A Data-Driven Mapping of Five ACT-R Modules on the Brain. In R. West & T. Stewart (Eds.), Proceedings of the 12th International Conference on Cognitive Modeling. Ottawa: Carleton University.
Lebiere, C., Pirolli, P., Thomson, R., Paik, J., Rutledge-Taylor, M., Staszewski, J., & Anderson, J. (2013). A Functional Model of Sensemaking in a Neurocognitive Architecture. Computational Intelligence and Neuroscience; Special Issue on Neurocognitive Models of Sense Making.
Wintermute, S., Betts, S. A., Ferris, J. L., Fincham, J. M., & Anderson, J. R. (2012). Brain Networks Supporting Execution of Mathematical Skills versus Acquisition of New Mathematical Competence. Public Library of Science (PLOS) ONE.
Moon, J., & Anderson, J. R. (2012). Modeling Millisecond Time Interval Estimation in Space Fortress Game. In Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 767-772). Sapporo, Japan.
Stocco, A., Lebiere, C., O'Reilly, R. C., & Anderson, J. R. (2012). Distinct contributions of the caudate nucleus, rostral prefrontal cortex, and parietal cortex to the execution of instructed tasks. Cognitive, Affective, & Behavioral Neuroscience, 12, 611-628.
Borst, J. & Anderson, J., R, (2012). Towards pinpointing the neural correlates of ACT-R: A conjunction of two model-based fMRI analyses. In N. Rußwinkel, U. Drewitz & H. van Rijn (eds.), Proceedings of the 11th International Conference on Cognitive Modeling, Berlin: Universitaetsverlag der TU Berlin.
Anderson, J. R., Fincham, J. M., Schneider, D. W., & Yang, J. (2012). Using brain imaging to track problem-solving in a complex state space. NeuroImage, 60, 633-643.
Schneider, D. W., & Anderson, J. R. (2012). Modeling fan effects on the time course of associative recognition. Cognitive Psychology, 64, 127-160.
Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M. (2012). Tracking children's mental states while solving algebra equations. Human Brain Mapping . 33(11), 2650-65.
Anderson, J. R., Betts, S. A., Ferris, J. L., Fincham, & J. M., Yang, J. (2012). Using Brain Imaging to Track Student Problem solving.IEEE Intelligent Systems, 60, 633-643.
Anderson, J. R. (2012). Tracking problem solving by multivariate pattern analysis and hidden markov model algorithms. Neuropsychologia, 50, 487-498.
Walsh, M. M. & Anderson, J. R. (2012). Learning from experience: Event-related potential correlates of reward processing, neural adaptation, and behavioral choice. Neuroscience and Biobehavioral Reviews, 36, 1870-1894.
Thomson, R., Lebiere, C., Rutledge-Taylor, M., Staszewski, J., & Anderson, J. R. (2012). Understanding Sensemaking Using Functional Architectures. In T. Jambrowski (Ed.) Proceedings of the 21st Annual Behavior Representation in Modeling and Simulation Conference. Dayton, OH.
Rutledge-Taylor, M., Lebiere, C., Thomson, R., Staszewski, J., & Anderson, J. R. (2012). A Comparison of Rule-Based versus Exemplar-Based Categorization Using the ACT-R Architecture. In Proceedings of the 21st Annual Behavior Representation in Modeling and Simulation Conference.
Moon, J., Bothell, D., & Anderson, J. R. (2011). Using a Cognitive Model to Provide Instruction for a Dynamic Task. In Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp.2283-2288). Boston, MA.
Anderson, J. R., Bothell, D., Fincham, J. M., Anderson, A. R., Poole, B. & Qin, Y. (2011). Brain Regions Engaged by Part- and Whole-task Performance in a Video Game: A Model-based Test of the Decomposition Hypothesis. Journal of Cognitive Neuroscience, 23, 3983-3997.
Walsh, M.M., & Anderson, J.R. (2011). Learning from delayed feedback: Neural responses in temporal credit assignment. Cognitive, Affective, and Behavioral Neuroscience, 11, 131-143.
Walsh, M. M. & Anderson, J. R. (2011) Modulation of the feedback-related negativity by instruction and experience. Proceedings of the National Academy of Science U.S.A, 108 (47), 19048-19053.
Danker, J. F., Fincham, J. M., & Anderson, J. R. (2011). The neural correlates of competition during memory retrieval are modulated by attention to the cues. Neuropsychologia, 49, 2427-2438.
Lee, H. S., Betts, S. A. & Anderson, J. R. (2011). How can we design effective instructions to promote transfer? paper to be presented at the annual meetings of the Society for Research on Educational Effectiveness (SREE), September 8-11, 2011, Washington, D.C.
Anderson, J. R.,Betts, S. A., Ferris, J. L., & Fincham, J. M. (2011). Cognitive and metacognitive activity in mathematical problem solving: Prefrontal and parietal patterns.Cognitive, Affective, and Behavioral Neuroscience, 11, 52-67.
Schneider, D. W., & Anderson, J. R. (2011). A memory-based model of Hick’s law. Cognitive Psychology, 62, 193–222.
Lee, H. S., Anderson, A., Betts, S., & Anderson, J. R. (2011). When does provision of instruction promote learning? In L. Carlson, C. Hoelscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 3518-3523). Austin, TX: Cognitive Science Society.
Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M (2011). Using Brain imaging to interpret student problem solving. In IEEE Intelligent Systems, 26(5), 22-29.
Lebiere, C. & Anderson. J. R. (2011). Cognitive constraints on decision making under uncertainty. Frontiers in Cognition: Psychology.
Stocco, A., Lebiere, C., & Anderson, J. R. (2010). Conditional routing of information to the cortex: A model of the basal ganglia’s role in cognitive coordination. Psychological Review, 117(2), 540-574.
Danker, J. F. & Anderson, J. R. (2010). The ghosts of brain states past: Remembering reactivates the brain regions engaged during encoding. Psychological Bulletin, 136, 87-102.
Fincham, J.M., Anderson, J.R., Betts, S.A., & Ferris, J.L. (2010). Using Neural Imaging and Cognitive Modeling to Infer Mental States while Using an Intelligent Tutoring System. In Proceedings of the Third International Conference on Educational Data Mining (EDM2010). Pittsburgh, PA.
Stocco, A., Lebiere, C., O'Reilly, R. C., & Anderson, J. R. (2010). The role of the anterior prefrontal-basal ganglia circuit as a biological instruction interpreter. In A. V. Samsonovich, K. R. Jóhannsdóttir, A. Chella, & B. Goertzel (Eds.) Biologically Inspired Cognitive Architectures 2010. Frontiers in Artificial Intelligence and Applications, (pp. 153-162). Amsterdam, The Netherlands: IOS Press.
Walsh, M. M. & Anderson, J. R. (2010). Neural correlates of temporal credit assignment. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 265-270). Philadelphia, PA: Drexel University.
Anderson, J. R. (2010). Cognitive Psychology and Its Implications: Seventh Edition. New York: Worth Publishing.
Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M. (2010). Neural imaging to track mental states while using an intelligent tutoring system. Proceedings of the National Academy of Science, 107(15), 7018-7023.
Schneider, D. W., & Anderson, J. R. (2010). Asymmetric switch costs as sequential difficulty effects. Quarterly Journal of Experimental Psychology, 63, 1873–1894.
Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M. (2009). Can neural imaging investigate learning in an educational task? In proceedings of the 36th Annual Carnegie Symposium on Cognition, June 2-3, Carnegie Mellon University.
Brunstein, A., Betts, S. A., Anderson, J. R (unpublished). When minimal guidance does and does not work: Drill and kill makes discovery learning a success.
Walsh, M. M. & Anderson, J. R. (2009) The strategic nature of changing your mind. Cognitive Psychology, 58, 416-440.
Anderson, J. R., Anderson, J. F., Ferris, J. L., Fincham, J. M., & Jung, K.-J. (2009). The Lateral Inferior Prefrontal Cortex and Anterior Cingulate Cortex are Engaged at Different Stages in the Solution of Insight Problems. Proceedings of the National Academy Sciences, 106 (26), 10799-10804.
Brunstein, A., Betts, S. A., & Anderson, J. R. (2009). Practice enables successful learning under minimal guidance. Journal of Educational Psychology, 101(4), 790-802.
Rosenberg-Lee, M., Lovett, M., & Anderson, J. R. (2009). Neural correlates of arithmetic calculation strategies. Cognitive, Affective, & Behavioral Neuroscience, 9(3), 270-285.
Stocco, A., Lebiere, C., & Anderson, J. R. (2009). Dopamine, learning, and production rules: The basal ganglia and the flexible control of information transfer in the brain. In A. Samsonovich (Ed.) Biologically Inspired Cognitive Architectures II (pp. 169-175), AAAI Press.
Anderson, J.R., Byrne, D., Fincham, J., & Gunn, P. (2008). Role of Prefrontal and Parietal Cortices in Associative Learning. Cerebral Cortex, 18(4), 904-914.
Rosenberg-Lee, M., Lovett, M., & Anderson, J. R. (2008). Strategy variation in multi-digit mental multiplication: fMRI, behavioral and modeling perspectives. In Proceedings of the Annual Meeting of the Cognitive Neuroscience Society, San Francisco, CA, p. 72.
Fincham, J. M., Qin, Y., & Anderson, J. R. (2008). An fMRI study of cognitive demand and control during skill acquisition. In Proceedings of the Annual Meeting of the Cognitive Neuroscience Society, San Francisco, CA, p. 244.
Anderson, J.R., Fincham, J. M., Qin, Y., & Stocco, A. (2008). A Central circuit of the mind. Trends in Cognitive Science. 12(4), 136-143.
Stocco, A. & Anderson, J. R. (2008) Endogenous control and task representation: An fMRI study in algebraic problem solving. Journal of Cognitive Neuroscience, 20(7), 1300-1314.
Stocco, A., Lebiere, C., & Anderson, J. R. (2008). Procedural Learning and Sequential Control of Behavior in a Neural Network Model of the Basal Ganglia. In Proceedings of the Annual Meeting of the Cognitive Neuroscience Society, San Francisco, CA, pp. 210-211.
Taatgen, N.A., Huss, D., Dickison, D.H., & Anderson, J.R. (2008). The Acquisition of Robust and Flexible Cognitive Skills. Journal of Experimental Psychology: General, 137(3), 548-565.
Anderson, J. R., Anderson, J. F., Ferris, J. L., Fincham, J. M., & Jung, K-J. (unpublished, 2008). Word puzzles produce distinct patterns of activation in the ventrolateral prefrontal cortex and anterior cingulate cortex.
Anderson, J. R. & Qin, Y. (2008). Using Brain Imaging to Extract the Structure of Complex Events at the Rational Time Band. Journal of Cognitive Neuroscience, 20 (9) , 1624-1636.
Fu, W.-T. & Anderson, J. (2008). Dual learning processes in interactive skill acquisition. Journal of Experimental Psychology, Applied. 14 (2), 179-191.
Kao, Y. S., Douglass, S. A., Fincham, J. M., & Anderson, J. R. (in revision). Traveling the Second Bridge: Using fMRI to Assess an ACT-R Model of Geometry Proof.
Taatgen, N.A. & Anderson, J.R. (2008). ACT-R. In R. Sun (ed.), Constraints in Cognitive Architectures. Cambridge University Press, pp 170-185.
Ravizza, S. M., Anderson, J. R., & Carter, C. S. (2008). Errors of mathematical processing: The relationship of accuracy to neural regions associated with retrieval or representation of the problem state. Brain Research, 1238, 118-126.
Danker, J. F., Gunn, P. & Anderson, J. R. (2008). A rational account of memory predicts left prefrontal activation during controlled retrieval. Cerebral Cortex, 18, 2674-2685.
Pavlik, P.I. & Anderson, J. R. (2008). Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology: Applied, 14, 101-117.
Anderson, J. R., Carter, C. S., Fincham, J. M., Qin,. Y., Ravizza, S. M., & Rosenberg-Lee, M. (2008). Using fMRI to Test Models of Complex Cognition. Cognitive Science, 32, 1323-1348.
Fu, W.-T. & Anderson, J. (2008), Solving the Credit Assignment Problem: Explicit and Implicit Learning of Action Sequences with Probabilistic Outcomes. Psychological Research, 72 (3), 321-330.
Fincham, J. M., & Anderson, J. R. (2007). An fMRI study of the neural correlates of performance and learning in an algebraic isomorph task. In Proceedings of the Annual Meeting of the Cognitive Neuroscience Society. New York, NY, p. 271
Stocco, A., & Anderson, J. R. (2007). Endogenous control in algebraic problem solving: An fMRI study. In Proceedings of the Annual Meeting of the Cognitive Neuroscience Society. New York, NY, p. 271.
Gluck, M. A., Anderson, J. R , & Kosslyn, S. M. (2007). Memory and Mind: A Festschrift for Gordon H. Bower. New Jersey: Lawrence Erlbaum Associates.
Danker, J. F. & Anderson, J. R. (2007). The roles of prefrontal and posterior parietal cortex in algebra problem-solving: A case of using cognitive modeling to inform neuroimaging data. Neuroimage, 35, 1365-1377.
Sohn, M.-H., Albert, M. V.., Stenger, V. A, Jung, K.-J., Carter, C. S., & Anderson, J. R. (2007). Anticipation of conflict monitoring in the anterior cingulate cortex and the prefrontal cortex. Proceedings of National Academy of Science, 104, 10330-10334.
Qin, Y., Bothell, D., & Anderson, J. R. (2007). ACT-R meets fMRI. In Proceedings of LNAI 4845 (pp.. 205-222). Berlin, Germany: Springer-Verlag.
Anderson, J. R., Qin, Y., Jung, K-W., & Carter, C. S. (2007). Information-Processing Modules and their Relative Modality Specificity, Cognitive Psychology, 54(3), 185-217
Taatgen, N., Van Rijn, H., Anderson, J. R. (2007). An integrated theory of prospective time interval estimation: The role of cognition, attention, and learning. Psychological Review, 114(3), 577-598.
Anderson, J. R. (2007) How Can the Human Mind Occur in the Physical Universe? New York: Oxford University Press.
Anderson, J. R. (2007). The Algebraic Brain. In Gluck, M. A., Anderson, J. R , & Kosslyn, S. M. (Eds.). Memory and Mind: A Festschrift for Gordon H. Bower. New Jersey: Lawrence Erlbaum Associates.
Anderson, J. R. (2007). Using brain imaging to guide the development of a cognitive architecture. In W. D. Gray (Ed.), Integrated Models of Cognitive Systems (pp. 49-62).New York, NY: Oxford University Press.
Danker, J. M. & Anderson, J. R. (2007). The Roles of Prefrontal and Posterior Parietal Cortex in Algebra Problem Solving: A Case of Using Cognitive Modeling to Inform Neuroimaging Data. NeuroImage. 35, 1365-1377.
Reder, L. M., Oates, J. M., Dickison, D., Anderson, J. R., Gyulai, F., Quinlan, J. J., Ferris, J. L., Dulik, M., & Jefferson, B. (2007a). Retrograde faciliation under midazolam: The role of general and specific interference. Psychonomic Bulletin & Review, 14(2), 261-269.
Ritter, S., Anderson, J. R., Koedinger, K. R., & Corbett, A. (2007) Cognitive Tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14, 249-255.
Anderson, J. R. (2007). The image of complexity. In The 29th Annual Conference of the Cognitive Science Society. Nashville, Tennessee, USA.
Danker, J. F., Gunn, P., & Anderson, J. R. (2007). Interference and repetition both impact left prefrontal cortex during recall. In The 29th Annual Conference of the Cognitive Science Society. Nashville, Tennessee, USA.
Danker, J. F. & Anderson, J. R. (2007). Using cognitive modeling to understand the roles of prefrontal and posterior parietal cortex in algebra problem solving. In Proceedings of the Society for Cognitive Neuroscience. New York, New York.
Huss, D., Taatgen, N. A., & Anderson, J. R. (2006). Instructional Representation in cognitive modeling. In Proceedings of the Seventh International Conference on Cognitive Modeling (pp. 367-368). Trieste, Italy.
Gunzelmann, G. & Anderson, J. R. (2006). Location matters: Why target location impacts performance in orientation tasks. Memory & Cognition, 34(1), 41-59.
Kao, Y. & Anderson, J. R. (2006). What are they thinking? Decomposing a complex task. In proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 2523) . Vancouver, British Columbia, Canada.
Fincham, J. M. & Anderson, J. R. (2006). Distinct roles of the anterior cingulate and prefrontal cortex in acquisition and performance of a cognitive skill. Proceedings of the National Acedemy of Science, U. S. A., 103, 12941-12946.
Fu, W-T. & Anderson, J. R. (2006). From recurrent choice to skill learning: A reinforcement-learning model. Journal of Experimental Psychology: General, 135(2), 184-206.
Budiu, R. & Anderson, J. R. (2006). Word learning in context: Metaphors and neologisms. In M. Vishnevsky (Ed.), Focus on Cognitive Psychology Research, Nova Science Publishers. New York, NY: Hauppage.
Taatgen, N. A., Huss, D., & Anderson, J. R. (2006). How cognitive models can inform the design of instructions. In Proceedings of the Seventh International Conference on Cognitive Modeling (pp. 304-309). Trieste, Italy.
Fu, W. T. & Anderson, J. R. (2006) Solving the credit assignment problem: The interaction of explicit and implicit learning with internal and external state information. In proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 238-243 ) . Vancouver, British Columbia, Canada.
Fu, W.-T., Bothell, D., Douglass, S., Haimson, C., Sohn, M.-H., & Anderson, J. A. (2006), Toward a Real-Time Model-Based Training System. Interacting with Computers, 18(6), 1216-1230.
Reder, L. M., Proctor, I., Anderson, J. R., Gyulai, F., Quinlan, J. J., & Oates, J. M. (2006). Midazolam does not inhibit association formation, just its storage and strengthening. Psychopharmacology, 188, 462-471.
Taatgen, N.A., Lebiere, C. & Anderson, J.R. (2006). Modeling Paradigms in ACT-R. In R. Sun (ed.), Cognition and Multi-Agent Interaction: From Cognitive Modeling to Social Simulation. Cambridge University Press; 29-52.
Petrov, A. & Anderson, J. R. (2005). The dynamics of scaling: A memory-based anchor model of category rating and absolute identification. Psychological Review 112,(2) 383-416.
Sohn, M.-H., Douglass, S. A., Chen, M.-C., & Anderson, J. R. (2005). Characteristics of fluent skills in a complex, dynamic problem-solving task. Human Factors, 47 (4), 742-752.
Pavlik, P. I., Jr., & Anderson, J. R. ( 2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29, 559-586.
Anderson, J. R. (2005). Cognitive Psychology and Its Implications: Sixth Edition. New York: Worth Publishing.
Jung, K.-J., Prasad, p., Qin, Y., & Anderson, J. R. (2005). Extraction of overt verbal response from acoustic noise from the scanner in fMRI by use of segmented active noise cancellation. Magnetic Resonance Imaging, 53, 739-744.
Gunzelmann, G., & Anderson, J. R. (2005). Integrating multiple strategies efficiently to solve an orientation task. In B. G. Bara, L. Barsalou, and M. Bucciarelli (Eds.), Proceedings of the Twenty-Seventh Annual Meeting of the Cognitive Science Society (pp. 851-856). Mahwah, NJ: Lawrence Erlbaum Associates.
Anderson, J. R., Taatgen, N. A., & Byrne, M. D. (2005) Learning to achieve perfect time sharing: Architectural implications of Hazeltine, Teague, & Ivry (2002). Journal of Experimental Psychology: Human Perception and Performance 31, 749-761.
Anderson, J. R. (2005) Human symbol manipulation within an integrated cognitive architecture. Cognitive Science, 29(3), 313-341.
Anderson, J. R., Albert, M. V., & Fincham, J.M. (2005) Tracing Problem Solving in Real Time: fMRI Analysis of the Subject-Paced Tower of Hanoi. Journal of Cognitive Neuroscience, 17 1261-1274.
Budiu, R. & Anderson, J. R. (2005). Negation in nonliteral sentences. In B. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum Associates.
Taatgen, N., Anderson, J. R., Dickison, D., & van Rijn, H. (2005) Time Interval Estimation: Internal Clock or Attentional Mechanism? In B. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum Associates.
Lovett, M. C. & Anderson, J. R. (2005) Thinking as a production system. In K. Holyoak & R. Morrison (Eds.) Cambridge Handbook of Thinking and Reasoning (pp. 401-430). Cambridge University Press; NY.
Sohn, M.-H., Goode, A., Stenger, V. A, Jung, K.-J., Carter, C. S., & Anderson, J. R. (2005). An information-processing model of three cortical regions: Evidence in episodic memory retrieval, NeuroImage , 21-33.
Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C., & Qin, Y . (2004). An integrated theory of the mind. Psychological Review 111, (4). 1036-1060.
Terao, A., Koedinger, K. R., Sohn, M-H., Qin, Y., Anderson, J. R., & Carter, C. S. (2004). An fMRI study of the interplay of symbolic and visuo-spatial systems in mathematical reasoning.In Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 1327-1332).
Gunzelmann, G. & Anderson, J. R. (2004) Spatial orientation using map displays: A model of the influence of target location. In proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 517-522) . August 4-7, Chicago, USA
Budiu, R. & Anderson, J. R. (2004). Interpretation-Based Processing: A Unified Theory of Semantic Sentence Processing. Cognitive Science 28, 1-44.
Anderson, J. R., Bothell, D., & Douglass, S. (2004) Eye movements do not reflect retrieval: Limits of the eye-mind hypotesis. Psychological Science. 15, 225-231.
Pavlik, P. I., Jr., & Anderson, J. R. (2004). An ACT-R model of memory applied to finding the optimal schedule of practice. In Proceedings of the sixth International Conference on Cognitive Modeling (pp. 376-377). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.
Terao, A., Koedinger K., Sohn, M-H., Anderson, J. R., & Carter, C. S. (2004). An fMRI study of the interplay of visual-spatial systems in mathematical reasoning. In Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 1327-1332). August 4-7, Chicago, USA.
Haimson, C., Bothell, D., Douglass, S. A., & Anderson, J. R. (2004) Partitioning visual displays aids task-directed search. Human Factors: The Journal of Human Factors and Ergonomics Society, 3, 551-566 (16).
Anderson, J. R., Qin, Y., Stenger, V. A., & Carter, C. S. (2004). The relationship of three cortical regions to an information-processing model. Journal of Cognitive Neuroscience, 16 (4), 637-653.
Sohn, M.-H., Goode, A., Stenger, V. A, Carter, C. S., & Anderson, J. R. (2003). Competition and representation during memory retrieval: Roles of the prefrontal cortex and the posterior parietal cortex, Proceedings of National Academy of Sciences, 100, 7412-7417.
Qin, Y., Carter, C. S., Silk, E., Stenger, V. A., Fissell, K., Goode, A. & Anderson, J.R. (2004). The change of the brain activation patterns as children learn algebra equation solving. Proceedings of National Academy of Sciences,101(15), 5686-5691.
Sohn, M.-H., Goode, A., Koedinger, K. R., Stenger, V. A, Fissell, K., Carter, C. S., & Anderson, J. R. (2004). Behavioral equivalence but not neural equivalence: Neural evidence of alternative strategies in mathematical thinking. Nature Neuroscience, 7 (11), 1193-1194.
Fu, W-T. & Anderson, J. R. (2004). Extending the Computational Abilities of the Procedural Learning Mechanism in ACT-R. In proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 416-421). August 4-7, Chicago, USA
Gunzelmann, G., Anderson, J. R., & Douglass, S. (2004). Orientation Tasks Involving Multiple Views of Space: Strategies and Performance. Spatial Cognition and Computation, 4(3), 209-256.
Anderson, J. R., Douglass, S. & Qin, Y. (2004). How should a theory of learning and cognition inform instruction?. In A. Healy (Ed.) Experimental cognitive psychology and it’s applications. American Psychological Association; Washinton, D. C.
Sohn, M.-H., Anderson, J. R., Reder, L. M., & Goode, A. (2004) Differential fan effect and attentional focus. Psychonomic Bulletin and Review11(4), 729-734.
Fu, W.-T., Bothell, D., Douglass, S., Haimson, C., Sohn, M.-H., & Anderson, J. R. (2004) Learning from real-time over-the-shoulder instructions in a dynamic task. In Proceedings of the sixth International Conference on Cognitive Modeling (pp. 100-105). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.
Taatgen, N., van Rijn, H., & Anderson, J. R. (2004). Time perception: Beyond simple interval estimation. In Proceedings of the sixth International Conference on Cognitive Modeling (pp. 296-301). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.
Pavlik, P. I., Jr., & Anderson, J. R. (2003). An ACT-R model of the spacing effect. In F. Detje, D. Doerner, & H. Schaub (Eds.), In Proceedings of the Fifth International Conference on Cognitive Modeling (pp. 177-182). Bamberg, Germany: Universitats-Verlag Bamberg.
Qin, Y., Sohn, M-H, Anderson, J. R., Stenger, V. A., Fissell, K., Goode, A. Carter, C. S. (2003). Predicting the practice effects on the blood oxygenation level-dependent (BOLD) function of fMRI in a symbolic manipulation task. Proceedings of the National Academy of Sciences of the United States of America. 100(8): 4951-4956.
van Rijn, H. & Anderson, J. R. (2003). Modeling lexical decision as ordinary retrieval. In F. Detje, D. Doerner, & H. Schaub (Eds.), In Proceedings of the Fifth International Conference on Cognitive Modeling (pp. 207-212). Bamberg, Germany: Universitats-Verlag Bamberg.
Misker, J. M. V. & Anderson, J. R. (2003). Combining optimality theory and a cognitive architecture. In Proceedings of the Fifth International Conference on Cognitive Modeling, 165-170, Bamberg, Germany
Sohn, M.-H., & Anderson, J. R. (2003). Stimulus-related priming during task switching. Memory & Cognition, 31 (5), 775-780.
Gunzelmann, G., & Anderson, J. R. (2003). Problem solving: Increased planning with practice. Cognitive Systems Research, 4, 57-76.
Anderson, J. R. & Lebiere, C. L. (2003). The Newell test for a theory of cognition. Behavioral & Brain Science 26, 587-637
Budiu, R. & Anderson, J. R. (2003). Verifica†ion of sentences containing anaphoric metaphors: An ACT-R computational model. In F. Detje, D. Doerner, & H. Schaub (Eds.), In Proceedings of the Fifth International Conference on Cognitive Modeling (pp. 39-44). Bamberg, Germany: Universitats-Verlag Bamberg.
Budiu R., & Anderson J. R. (2002). Comprehending anaphoric metaphors. Memory & Cognition 30, 158-165.
Gunzelmann, G., & Anderson, J. R. (2002). Strategic differences in the coordination of different views of space. In W. D. Gray and C. D. Schunn (Eds.), Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society (pp. 387-392). Mahwah, NJ: Lawrence Erlbaum Associates.
Taatgen, N.A. & Anderson, J.R. (2002). Why do children learn to say "broke"? A model of learning the past tense without feedback. Cognition, 86(2), 123-155.
Pavlik, P. I., Jr., & Anderson, J. R. (2002). Mental rotation transfer. Poster presented the 24th Annual Meeting of the Cognitive Science Society, Fairfax, VA August 2002.
Anderson, J. R., Qin, Y., Sohn, M-H., Stenger, V. A. & Carter, C. S. (2003) An information-processing model of the BOLD response in symbol manipulation tasks. Psychonomic Bulletin & Review. 10, 241-261.
Fincham, J. M., Carter, C. S., van Veen, V., Stenger, V. A., & Anderson, J. R. (2002). Neural mechanisms of planning: A computational analysis using event-related fMRI. In Proceedings of the National Academy of Sciences. 99 (5), 3346-3351, 2002.
Anderson, J. R. (2002). Spanning seven orders of magnitude: A challenge for cognitive modeling. Cognitive Science, 26, 85-112
Haimson, C., & Anderson, J. R. (2002). Partitioning visual displays: Directing the path of visual search. In Proceedings of the Human Factors and Ergonomics Society 46th Annual Meeting, 1604-1608, Baltimore, MD.
Anderson, J. R. & Douglass, S. (2001). Tower of Hanoi: Evidence for the Cost of Goal Retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(6), 1331-1346.
Corbett, A. T. & Anderson, J. R. (2001). Locus of feedback control in computer-based tutoring: Impact on learning rate, achievement and attitudes. In Proceedings of ACM CHI'2001 Conference on Human Factors in Computing Systems, 245-252.
Lee, F. J. & Anderson, J. R. (2001). Does learning of a complex task have to be complex? A study in learning decomposition. Cognitive Psychology, 42(3), 267-316.
Gunzelmann, G., & Anderson, J. R. (2001). An ACT-R Model of the Evolution of Strategy Use and Problem Difficulty. In Proceedings of the Fourth International Conference on Cognitive Modeling, pp. 109-114. Mahwah, NJ: Lawrence Erlbaum Associates.
Lebiere, C, Anderson, J. R., & Bothell, D. (2001). Multi-tasking and cognitive workload in an ACT-R model of a simplified air traffic control task. In Proceedings of the Tenth Conference on Computer Generated Forces and Behavior Representation. Norfolk, VA.
Byrne, M. D., & Anderson, J. R. (2001). Serial modules in parallel: The psychological refractory period and perfect time-sharing. Psychological Review, 108, 847-869.
Anderson, J. R. & Gluck, K. (2001). What role do cognitive architectures play in intelligent tutoring systems? In D. Klahr & S. M. Carver (Eds.) Cognition & Instruction: Twenty-five years of progress, 227-262. Erlbaum.
Anderson, J. R., Budiu, R. & Reder, L. M. (2001). A theory of sentence memory as part of a general theory of memory. Journal of Memory and Language, 45, 337-367.
Anderson, J. R., & Betz, J. (2001). A hybrid model of categorization. Psychonomic Bulletin and Review, 8, 629-647.
Salvucci, D. D., & Anderson, J. R. (2001). Integrating analogical mapping and general problem solving: The path-mapping theory. Cognitive Science, 25, 67-110.
Salvucci, D. D., & Anderson, J. R. (2001). Automated eye-movement protocol analysis. Human-Computer Interaction, 16, 39-86.
Budiu, R. and Anderson, J. R. (2001). Word Learning in Context: Metaphors and Neologisms. (Technical Report No. CMU-CS-01-147.) School of Computer Science, Carnegie Mellon University.
Schunn, C. D. & Anderson, J. R. (2001). Acquiring expertise in science: Explorations of what, when, and how. In K. Crowley, C. D. Schunn, & T. Okada (Eds.) Designing for science: Implications from everyday, classroom, and professional settings, (pp. 83-114). Mahwah, NJ: Lawrence Erlbaum Associates.
Sohn, M.-H., & Anderson, J. R. (2001). Task preparation and task repetition: Two-component model of task switching. Journal of Experimental Psychology: General.
Petrov, A. & Anderson, J. R. (2000). ANCHOR: A memory-based model of category rating. In Proceedings of the Twenty-Second Annual Conference of the Cognitive Science Society (pp. 369-374).
Lee, F. J. & Anderson, J. R. (2000). Modeling eye-movements of skilled performance in a dynamic task. In Proceedings of the Third International Conference on Cognitive Modeling, pp. 194-201, University of Groningen, Netherlands.
Matessa, M., & Anderson, J. R. (2000). Modelling Focused Learning in Role Assignment. Language and Cognitive Processes, 15 (3), 263-292.
Anderson, J.R., Reder, L.M., & Simon, H.A. (2000, Summer). Applications and Misapplications of Cognitive Psychology to Mathematics Education. Texas Educational Review
Anderson, J. R. & Schunn, C. D. (2000). Implications of the ACT-R learning theory: No magic bullets. In R. Glaser, (Ed.), Advances in instructional psychology: Educational design and cognitive science (Volume 5), pp. 1-34. Mahwah, NJ: Lawrence Erlbaum Associates.
Sanner, S., Anderson, J. R., Lebiere, C., & Lovett, M. (2000). Achieving efficient and cognitively plausible learning in backgammon. In Proceedings of the Seventeenth International Conference on Machine Learning (pp. 823-830). San Francisco: Morgan Kaufmann.
Gunzelmann, G., & Anderson, J. R. (2000). Strategies and subgoals: Planning and execution in the Tower of Hanoi. Abstracts of the Psychonomics Society, 5, 42.
Anderson, J. R. & Schooler, L. J. (2000). The adaptive nature of memory. In E. Tulving and F. I. M. Craik (Eds.) Handbook of memory, 557-570. New York: Oxford University Press.
Sohn, M.-H., Ursu, S., Anderson, J. R., Stenger, V. A., & Carter, C. S. (2000). The role of prefrontal cortex and posterior parietal cortex in task-switching. In Proceedings of National Academy of Science, 97 (24), 13448-13453.
Anderson, J. R., Greeno, J. G., Reder, L. M., & Simon, H. A. (2000). Perspectives on learning, thinking, and activity. Educational Researcher, 29, 11-13.
Anderson, J. R. (2000). Cognitive Psychology and Its Implications: Fifth Edition. New York: Worth Publishing.
Anderson, J. R. (2000). Learning and Memory, Second Edition. New York: Wiley.
Salvucci, D. D., & Anderson, J. R. (2000). Intelligent gaze-added interfaces. In Human Factors in Computing Systems: CHI 2000 Conference Proceedings (pp. 273-280). New York: ACM Press.
Gluck, K. A., Lovett, M. C., Anderson, J. R., & Shute, V. J. (unpublished). The Curriculum and the Interface: A Componential Analysis of the Learning Curve.
Budiu, R. & Anderson, J. R. (2000). Integration of background knowledge in sentence processing: A unified theory of metaphor understanding, semantic illusions, and text memory. In Proceedings of the Third International Conference on Cognitive Modeling, pp. 50-57. Groningen, Netherlands: Universal Press.
Sohn, M-H., Douglass, S. A., Chen, M-C., & Anderson, J. R. (2000). Eye-movements during unit-task execution in a complex problem-solving situation. In Proceedings of the 44th Annual Meeting of the Human Factors and Ergonomics Society, 378-381.
Matessa, M. & Anderson, J. R. (2000). An ACT-R model of adaptive communication. In Proceedings of the Third International Conference on Cognitive Modeling, pp. 210-217, University of Groningen, Netherlands.
Schunn, C. D., & Anderson, J. R. (1999). The generality/specificity of expertise in scientific reasoning. Cognitive Science, 23, 337-370.
Anderson, J. R. & Reder, L. M. (1999). The size of the fan effect: Process not representation. Journal of Experimental Psychology: General, 128, 207-210.
Anderson, J. R. & Reder, L. M. (1999). The fan effect: New results and new theories. Journal of Experimental Psychology: General, 128, 186-197.
Byrne, M. D., Anderson, J. R., Douglass, S., & Matessa, M. (1999). Eye tracking the visual search of click-down menus. Human Factors in Computing Systems: Proceedings of CHI 99, 402-409. Reading, MA: Addison Wesley.
Anderson, J. R., Fincham, J. M. & Douglass, S. (1999). Practice and retention: A unifying analysis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 1120-1136.
Anderson, J. R., Reder, L. M. & Simon, H. (1998). Radical constructivism and cognitive psychology. In D. Ravitch (Ed.) Brookings papers on education policy 1998. Washington, DC: Brookings Institute Press.
Ritter, S., Anderson, J. R., Cytrynowicz, M., & Medvedeva, O. (1998) Authoring Content in the PAT Algebra Tutor. Journal of Interactive Media in Education, 98 (9).
Anderson, J. R., Bothell, D., Lebiere, C. & Matessa, M. (1998). An integrated theory of list memory. Journal of Memory and Language, 38, 341-380.
Schunn, C. D. & Anderson, J. R. (1998). Scientific discovery. In J. R. Anderson, & C. Lebiere (Eds.). The atomic components of thought, 385-428. Mahwah, NJ: Erlbaum.
Koedinger, K. R., & Anderson, J. R. (1998). Illustrating principled design: The early evolution of a cognitive tutor for algebra symbolization. Interactive Learning Environments, 5, 161-180.
Salvucci, D. D. & Anderson, J. R. (1998). Tracing eye movement protocols with cognitive process models. In Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, pp. 923-928. Hillsdale, NJ: Erlbaum.
Anderson, J. R. & Matessa, M. (1998). The rational analysis of categorization and the ACT-R architecture. In M. Oaksford & N. Chater (Eds.) Rational models of cognition, pp. 197-217. Oxford: Oxford University Press.
Anderson, J. R. & Lebiere, C. (1998). The atomic components of thought. Mahwah, NJ: Erlbaum.
Gluck, K. A., Shute, V. J., Anderson, J. R., & Lovett, M. C. (1998). Deconstructing a computer-based tutor: Striving for better learning efficiency in Stat Lady. In B. P. Goettl, H. M. Halff, C. L. Redfield, & V. J. Shute (Eds.), Proceedings of the 4th International Conference on Intelligent Tutoring Systems (pp. 66-75). New York: Springer.
Corbett, A. T., Koedinger, K. R., & Anderson, J. R. (1997). Intelligent tutoring systems (Chapter 37). M. G. Helander, T. K. Landauer, & P. Prabhu, (Eds.) Handbook of Human-Computer Interaction, 2nd edition. Amsterdam, The Netherlands: Elsevier Science.
Anderson, J. R., Simon, H. A., & Reder, L. M. (1997). Rejoiner: Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26, 18-21.
Matessa, M. & Anderson, J. R. (1997). Focused Learning in a Linguistic Environment. In Proceedings of the 19th Annual Conference of the Cognitive Science Society, p. 990. Mahwah, NJ: Erlbaum.
Schunn, C. D., & Anderson, J. R. (1997). General and specific expertise in scientific reasoning. In Proceedings of the 19th Annual Conference of the Cognitive Science Society, pp. 674-679. Mahwah, NJ: Erlbaum.
Anderson, J. R., Matessa, M., & Lebiere, C. (1997). ACT-R: A theory of higher level cognition and its relation to visual attention. Human Computer Interaction, 12(4), 439-462.
Anderson, J. R. & Matessa, M. P. (1997). A production system theory of serial memory. Psychological Review, 104, 728-748.
Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8, 30-43.
Schooler, L. J. & Anderson, J. R. (1997). The role of process in the rational analysis of memory. Cognitive Psychology, 32(3), 219-250.
Salvucci, D. D., Anderson, J. R. & Douglass, S. (1997). Encoding and response strategies in complex skill acquisition. In Proceedings of the 19th Annual Conference of the Cognitive Science Society, pp. 1030. Mahwah, NJ: Erlbaum.
Gluck, K. A., Lovett, M. C., & Anderson, J. R. (1997). The adaptive nature of learning from Stat Lady. In Proceedings of the 19th Annual Conference of the Cognitive Science Society, p. 931. Mahwah, NJ: Erlbaum.
Boyland, J. T. & Anderson, J. R. (1997). Comprehension and production as avenues of syntactic priming. In Proceedings of the 19th Annual Conference of the Cognitive Science Society, p. 871. Mahwah, NJ: Erlbaum.
Gluck, K. A., Lovett, M. C., Anderson, J. R., & Park, J. W. (1997). Learning about learning from Stat Lady. In Proceedings of the World Conference on Educational Multimedia and Hypermedia. Charlottesville, VA: AACE.
Lee, F. J. & Anderson, J. R. (1997). Learning to Act: Acquisition and optimization of procedural skill. In Proceedings of the 19th Annual Conference of the Cognitive Science Society, pp. 418-423. Mahwah, NJ: Erlbaum.
Anderson, J. R. & Douglass, S. (unpublished). Visual Attention and Problem Solving.
Anderson, J. R., Fincham, J. M. & Douglass, S. (1997). The role of examples and rules in the acquisition of a cognitive skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 932-945.
Byrne, M. D. & Anderson J. A. (1997) Enhancing ACT-R's perceptual-motor abilites. In Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society. Stanford University, p. 880. Mahwah, NJ: Erlbaum.
Anderson, J. R. (1996). ACT: A simple theory of complex cognition. American Psychologist, 51, 355-365.
Anderson, J. R., Simon, H. A., & Reder, L. M. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
Blessing, S. & Anderson, J. R. (1996). How people learn to skip steps. Journal of Experimental Psychology: Learning, Memory and Cognition, 22, 576-598.
Anderson, J. R. & Fincham, J. M. (1996). Categorization and sensitivity to correlation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 259-277.
Lovett, M. C. & Anderson, J. R. (1996). History of success and current context in problem solving: Combined influences on operator selection. Cognitive Psychology, 31(2), 168-217.
Anderson, J. R. (1996). Implicit memory and metacognition: Why is the glass half-full? In L. M. Reder (Ed.) Implicit memory and metacognition, 123-136. Mahwah, NJ: Erlbaum.
Anderson, J. R., Reder, L. M. & Lebiere, C. (1996). Working memory: Activation limitations on retrieval. Cognitive Psychology, 30(3), 221-256.
Harvey, L. & Anderson, J. R. (1996). Transfer of declarative knowledge in complex information processing domains. Human-Computer Interaction, 11, 69-96.
Anderson, J. R. & Sheu, C. F. (1995). Causal inference as perceptual judgments. Memory & Cognition, 23, 510-524.
Corbett, A. T. & Anderson, J. R. (1995). Knowledge tracing: Modeling the acquisition of procedural knowledge. User Modeling and User-Adapted Interaction, 4, 253-278.
Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1995). Intelligent tutoring goes to school in the big city. In Proceedings of the 7th World Conference on Artificial Intelligence in Education, August 16-19, 1995, Washington, DC, USA.
Corbett, A. T. and Anderson, J. R. (1995). Knowledge decomposition and subgoal reification in the ACT programming tutor. Artificial Intelligence and Education, 1995: The Proceedings of AI-ED 95. Charlottesville, VA: AACE.
Anderson, J. R. (1995). Cognitive Psychology and Its Implications: Fourth Edition. New York: Freeman.
Anderson, J. R., Corbett, A. T., Koedinger, K., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of Learning Sciences, 4, 167-207.
Lee, F. J., Anderson, J. R. & Matessa, M. P. (1995). Components of Dynamic Skill Acquisition. In Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 506-511). Hillsdale, NJ: Lawrence Erlbaum Associates.
Anderson, J. R. (1995). Learning and Memory. New York: Wiley.
Elliott, S. & Anderson, J. R. (1995). The effect of memory decay on predictions from changing categories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 815-836.
Corbett, A.T., Anderson, J. R., & O'Brien, A.T. (1995). Student modeling in the ACT Programming Tutor. In P. Nichols, S. Chipman and B. Brennan (eds.) Cognitively Diagnostic Assessment. (19-41). Hillsdale, NJ: Erlbaum.
Lovett, M. C. & Anderson, J. R. (1995). Making heads or tails out of selecting problem-solving strategies. In Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 265-270). Hillsdale, NJ: Lawrence Erlbaum Associates.
Ritter, S. & Anderson, J. R. (1995). Calculation and strategy in the equation solving tutor. In Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 413-418). Hillsdale, NJ: Lawrence Erlbaum Associates.
Anderson, J. R., John, B. E., Just, M. A., Carpenter, P. A., Kieras, D. E., & Meyer, D. E. (1995). Production system models of complex cognition. In Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 9-12). Hillsdale, NJ: Lawrence Erlbaum Associates.
Anderson, J. R., Matessa, M. & Douglass, S. (1995). The ACT-R theory and visual attention. In Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 61-65). Hillsdale, NJ: Lawrence Erlbaum Associates.
Anderson, J. R. & Fincham, J. M. (1994). Acquisition of Procedural skills from examples. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1322-1340.
Lebiere, C., Anderson, J. R., & Reder, L. M. (1994). Error modeling in the ACT-R production system. In Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society, 555-559. Hillsdale, NJ: Erlbaum.
Lovett, M. C. & Anderson, J. R. (1994). The effects of solving related proofs on memory and transfer in geometry problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(2), 366-378.
Corbett, A. T., Anderson, J. R., Carver, V. H. & Brancolini, S. A. (1994). Individual differences and predictive validity in student modeling. In A. Ram & K. Eiselt (Eds.) The Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Lawrence Erlbaum.
Schooler, L. J. & Anderson, J. R. (1993). Recency and Context: An Environmental Analysis of Memory. In Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society, pp. 889-894.
Corbett, A. T., Anderson J. R., & O'Brien, A. T. (1993) The predictive validity of student modeling in the ACT Programming Tutor. In P. Brna, S. Ohlsson, & H. Pain (Eds.) Artifically Intelligence and Education, 1993: The Proceedings of AI-ED 93. Charlottesville, VA: AACe.
Koedinger, K. & Anderson, J. R. (1993). Reifying implicit planning in geometry: Guidelines for model-based intelligent tutoring system design. In S. P. Lajoie & S. J. Derry (Eds.) Computers as cognitive tools (pp. 15-46). Hillsdale, NJ: Erlbaum.
Wu, Q. & Anderson, J. R. (1993). Strategy choice and change in programming. International Journal of Man and Machine, 39, 579-598.
Anderson, J. R. (1993). Rules of the Mind. Hillsdale, NJ: Erlbaum.
Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48, 35-44.
Lebiere, C. & Anderson, J. R. (1993). A Connectionist Implementation of the ACT-R Production System. In Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society, pp. 635-640.
Koedinger, K. R., & Anderson, J. R. (1993). Effective use of intelligent software in high school math classrooms. In Proceedings of the 1993 Conference on Artificial Intelligence in Education. Charlottesville, VA: AACE.
Corbett, A.T. and Anderson, J. R. (1993) Student modeling in an intelligent programming tutor. In E. Lemut, B. du Boulay & G. Dettori (Eds.) Cognitive models and intelligent environments for learning programming. New York: Springer-Verlag.
Anderson, J. R. (1992). Automaticity and the ACT* theory. American Journal of Psychology, 105, 165-180.
Anderson, J. R. & Matessa, M. (1992). Explorations of an incremental, Bayesian algorithm for categorization. Machine Learning, 9, 275-308.
Anderson, J. R. (1992). Intelligent tutoring and high school mathematics. In Proceedings of the Second International Conference on Intelligent Tutoring Systems. Montreal.
Anderson, J. R. & Corbett, A. T. (1992). Acquisition of LISP Programming Skill. In S. Chipman & A. Meyrowitz (eds.) Foundations of Knowledge Acquisition: Cognitive Models of Complex Learning. Hingham, MA: Kluwer .
Corbett, A. T. & Anderson, J. R. (1992). Student modeling and mastery learning in a computer-based programming tutor. In Proceedings of the Second International Conference on Intelligent Tutoring Systems. Montreal.
Anjaneyulu, K. S. R. & Anderson, J. R. (1992). The advantages of data flow diagrams for beginning programming. In Proceedings of the Second International Conference on Intelligent Tutoring Systems. Montreal.
Anderson, J. R., Corbett, A., Fincham, J., Hoffman, D., & Pelletier, R. (1992). General principles for an intelligent tutoring architecture. In V. Shute and W. Regian (Eds.), Cognitive Approaches to Automated Instruction, (pp. 81-106). Hillsdale, NJ: Erlbaum.
Corbett, A. T. & Anderson, J. R. (1992). The LISP intelligent tutoring system: Research in skill acquisition. In J. Larkin, R. Chabay, and C. Scheftic (Eds.), Computer Assisted Instruction and Intelligent Tutoring Systems: Establishing Communication and Collaboration. Hillsdale, NJ: Erlbaum.
Corbett, A. T., Anderson, J. R., & Fincham, J. M. (1991). Menu selection vs. typing: effects on learning in an intelligent programming tutor. In Proceedings of the International Conference of the Learning Sciences, 107-112. Evanston, IL.
Anderson, J. R. (1991). The adaptive nature of human categorization. Psychological Review, 98, 409-429.
Anderson, J. R. & Matessa, M. (1991). An iterative Bayesian algorithm for categorization. In D. Fisher, M. J. Pazzani & P. Langley (Eds.), Concept Formation: Knowledge and Experience in Unsupervised Learning. San Mateo, CA: Morgan Kaufman.
Anderson, J. R. & Pelletier, R. (1991). A development system for model-tracing tutors. In Proceedings of the International Conference of the Learning Sciences, 1-8. Evanston, IL.
Anderson, J. R. & Schooler, L. J. (1991). Reflections of the environment in memory. Psychological Science, 2, 396-408.
Wu, Q. & Anderson, J. R. (1991). Knowledge transfer among programming languages. In Proceedings of the 14th Annual Conference of the Cognitive Science Society, 376-381.
Anderson, J. R. (1991). The place of cognitive architectures in a rational analysis. In K. Van Len (Ed.), Architectures for Intelligence. Hillsdale, NJ: Erlbaum.
Koedinger, K. & Anderson, J. R. (1991) Interaction of deductive and inductive reasoning strategies in geometry novices. In Proceedings of the 14th Annual Conference of the Cognitive Science Society, 780-784.
Schooler, L. & Anderson, J. R. (1991). Does memory reflect statistical regularity in the environment? In Proceedings of the 13th Annual Conference of the Cognitive Science Society, 227-232.
Anderson, J. R. (1991). Is human cognition adaptive? Behavioral and Brain Sciences, 14, 471-484.
Singley, M. K., Anderson, J. R., & Gevins, J. S. (1991). Promoting abstract strategies in algebra word problem solving. In Proceedings of the International Conference of the Learning Sciences, 398-404. Evanston, IL.
Milson, R., Lewis, M. W., and Anderson, J. R. (1990). The TEACHER'S APPRENTICE: Building an algebra tutor (pp.53-71). In R. Freedle (Ed.), Artificial Intelligence and the Future of Testing. Hillsdale, NJ: Erlbaum.
Koedinger, K. R., & Anderson, J. R. (1990). Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitive Science, 14, 511-550.
Anderson, J. R., Boyle, C. F., Corbett, A., and Lewis, M. W. (1990) Cognitive modelling and intelligent tutoring. Artificial Intelligence, 42, 7-49.
Anderson, J. R., & Matessa, M. (1990). A rational analysis of categorization. In Proceedings of the Seventh International Machine Learning Conference, 76-84. Palo Alto, CA: Morgan Kaufman.
Anderson, J. R. (1990). Cognitive Psychology and its Implications: Third Edition. New York: Freeman.
Corbett, A. T. & Anderson, J. R. (1990). The effect of feedback control on learning to program with the LISP Tutor. In Proceedings of the Twelfth Annual Conference of the Cognitive Science Society, 796-803, Cambridge, MA.
Anderson, J. R. (1990). The Adaptive Character of Thought. Hillsdale, NJ: Erlbaum.
Servan-Schreiber, E. & Anderson, J. R. (1990). Chunking as a mechanism of implicit learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 592-608.
Schooler, L. J. & Anderson, J. R. (1990). The disruptive potential of immediate feedback. In Proceedings of the Twelfth Annual Conference of the Cognitive Science Society, 702-708, Cambridge, MA.
Corbett, A. T., Anderson, J. R., & Patterson, E. G., (1990). Student modelling and tutoring flexibility in the LISP Intelligent Tutoring System. In C. Frasson and G. Gauthier (Eds.) Intelligent tutoring systems: At the crossroads of artificial intelligence and education. 83-106. Norwood, NJ: Ablex.
Anderson, J. R. (1990). Analysis of student performance with the LISP tutor. In N. Fredericksen, R. Glaser, A. Lesgold, & M. Shaffo (Eds.), Diagnostic Monitoring of Skill and Knowledge Acquisition. Hillsdale, NJ: Erlbaum, 27-50.
Singley, M. K. & Anderson, J. R. (1989). Transfer of Cognitive Skill. Cambridge, MA: Harvard University Press.
Anderson, J. R. (1989). Human Memory: An Adaptive Perspective. Psychological Review, 96, 703-719.
Anderson, J. R. (1989). Practice, working memory, and the ACT* theory of skill acquisition: A Comment on Carlson, Sullivan, and Schneider. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 527-530.
Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP Tutor. Cognitive Science, 13, 467-506.
Anderson, J. R. (1989). The analogical origins of errors in problem solving. In D. Klahr & K. Kotovsky (Eds.), 21st Carnegie Symposium on Cognition, 343-371.
Anderson, J. R. (1989). A rational analysis of human memory. In H. L. Roediger, III and F. I. M. Craik (Eds.) Varieties of Memory and Consciousness: Essays in Honor of Endel Tulving. Hillsdale, NJ: Erlbaum, 195-210.
Singley, M. K., Anderson, J. R., Gevins, J. S., & Hoffman, D. (1989). The algebra word problem tutor. Artificial Intelligence and Education, 267-275.
Anderson, J. R., & Thompson, R. (1989). Use of analogy in a production system architecture. In A. Ortony, et al. (Eds.), Similarity and Analogy, 367-397.
Anderson, J. R. & Milson, R. (1989). Human Memory: An Adaptive Perspective. Psychological Review, 96, 703-719.
Corbett, A. T., & Anderson, J. R., (1989). Feedback timing and student control in the LISP Intelligent Tutoring System. Artificial Intelligence and Education, 64-72.
Anderson, J. R. (1989). A theory of human knowledge. Artificial Intelligence, 40, 313-351.
Singley, M. K. & Anderson, J. R. (1988). A keystroke analysis of learning and transfer of text editing. Human Computer Interaction, 3, 223-274.
Katz, I. R., & Anderson J. R. (1988). Debugging: An analysis of bug-location strategies. Human Computer Interaction, 3, 351-399.
Corbett, A. T., Anderson, J. R., & Patterson, E. J. (1988). Problem compilation and tutoring flexibility in the LISP Tutor. Intelligent Tutoring Systems, 423-429.
Anderson, J. R. (1988). The expert module. In M. Polson & J. Richardson (Eds.), Handbook of Intelligent Training Systems. Hillsdale, NJ: Erlbaum, 21-53.
Anderson, J. R. (1988). The place of cognitive architectures in a rational analysis. Cognitive Science Meetings, 1-10.
Conrad, F. G. & Anderson, J. R. (1988). The process of learning LISP. Cognitive Science Meetings, 454-460.
Anderson, J. R., Pirolli, P. & Farrell, R. (1988). Learning to program recursive functions. In M. Chi, R. Glaser, & M. Farr (Eds.), The Nature of Expertise. Hillsdale, NJ: Erlbaum, 153-184.
Anderson, J. R. (1987). Methodologies for the study of human knowledge. The Behavioral and Brain Sciences, 10, 467-505.
Anderson, J. R. (1987). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review, 94, 192-210.
Anderson, J. R. (1987). Causal analysis and inductive learning. In Proceedings of the Fourth International Workshop on Machine Learning. University of California, Irvine, June 22-25, 1987.
Anderson, J. R., Corbett, A. T., & Reiser, B. J. (1987). Essential LISP, Reading, MA: Addison-Wesley.
Anderson, J. R. (1987). Production systems, learning, and tutoring. In D. Klahr, P. Langley, & R. Neches (Eds.), Self-Modifying Production Systems: Models of Learning and Development. Bradford Books/MIT, Cambridge, MA.
Gray, W. D. & Anderson, J. R. (1987). Change-episodes in coding: When and how do programmers change their code? In Proceedings of the Second Conference on the Experimental Study of Programming. NJ: Able, 185-197.
McKendree, J. E., & Anderson, J. R. (1987). Frequency and practice effects on the composition of knowledge in LISP evaluation. In J. M. Carroll (Ed.), Cognitive Aspects of Human-Computer Interaction. Cambridge, Mass.: MIT Press.
Anderson, J. R., Boyle, C. F., Farrell, R., & Reiser, B. J. (1987). Cognitive principles in the design of computer tutors. In P. Morris (Ed.), Modelling Cognition, Wiley.
Jones, W. P., & Anderson, J. R. (1987). Short- and long-term memory retrieval: A comparison of the effects of information load and relatedness. Journal of Experimental Psychology: General, 116, 137-153.
Lewis, M. W., Milson, R., & Anderson, J. R. (1987). The teacher's apprentice: Designing an intelligent authoring system for high school mathematics. In G. P. Kearsley (Ed.), Artificial Intelligence and Instruction. Reading, MA: Addison-Wesley
Anderson, J. R., & Reder, L. M. (1987). Effects of numbers of facts studied on recognition versus sensibility judgments. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 355-367.
Kessler, C., & Anderson, J. R. (1986). A model of novice debugging in LISP. In E. Soloway & S. Iyengar (Eds.), Empirical studies in programmers, Norwood, NJ: Ablex.
Anderson, J. R., & Skwarecki, E. (1986). The automated tutoring of introductory computer programming. Communications of the ACM, 29, 842-849.
Anderson, J. R., Boyle, C. F., & Yost, G. (1986) The geometry tutor. The Journal of Mathematical Behavior, 5-20.
Anderson, J. R. (1986). Knowledge compilation: The general learning mechanism. In R. Michalski, J. Carbonell, & T. Mitchell (Eds.), Machine learning II. Los Altos, CA: Morgan Kaufmann.
Kessler, C., & Anderson, J. R. (1986). Learning flow of control: Recursive and iterative procedures. Human Computer Interaction, 2, 135-166.
Anderson, J. R., Boyle, C. F., & Reiser, B. J. (1986). Intelligent tutoring systems. Electrotechnology Review, 40-41.
Singley, M. K., & Anderson, J. R. (1985). The transfer of text-editing skill. Journal of Man-Machine Interaction, 22, 403-423.
Pirolli, P. L., & Anderson, J. R. (1985). The acquisition of skill in the domain of programming recursion. Canadian Journal of Psychology, 39, 240-272.
Pirolli, P. L., & Anderson, J. R. (1985). The role of practice in fact retrieval. Journal of Experimental Psychology: Learning, Memory, & Cognition, 11, 136-153.
MacWhinney, B., & Anderson, J. R. (1985). The acquisition of grammar. In E. Gopnik (Ed.), McGill Studies in Cognitive Science, Norwood, NJ: Ablex.
Lewis, M. W., & Anderson, J. R. (1985). Discrimination of operator schemata in problem solving: Procedural learning from examples. Cognitive Psychology, 17, 26-65.
Anderson, J. R., & Jeffries, R. (1985). Novice LISP errors: Undetected losses of information from working memory. Human Computer Interaction, 1, 107-131.
Anderson, J. R., Boyle, C. F., & Yost, G. (1985). The geometry tutor. In Proceedings of IJCAI, 1-7.
Anderson, J. R. (1985). Cognitive Psychology and its Implications (2nd Ed.). New York: Freeman.
Anderson, J. R., & Reiser, B. J. (1985). The LISP tutor. Byte, 10, 159-175.
Anderson, J. R., Boyle, C. F., & Reiser, B. J. (1985). Intelligent tutoring systems. Science, 228, 456-462.
Reiser, B. J., Anderson, J. R., & Farrell, R. G. (1985). Dynamic student modelling in an intelligent tutor for LISP programming. In Proceedings of IJCAI, 8-14.
Pirolli, P. L., Anderson, J. R., & Farrell, R. (1984). Learning to program recursion. In Proceedings of the Sixth Annual Cognitive Science Meetings, 277-280.
Anderson, J. R. (1984). Cognitive psychology and intelligent tutoring. In Proceedings of the Sixth Annual Cognitive Science Meetings, 37-43.
Anderson, J. R., Farrell, R., & Sauers, R. (1984). Learning to program in LISP. Cognitive Science, 8, 87-130.
Elio, R., & Anderson, J. R. (1984). The effects of information order and learning mode on schema abstraction. Memory and Cognition, 12, 20-30.
Farrell, R., Anderson, J. R., & Reiser, B. J. (1984). Interactive student modelling in a computer-based LISP tutor. Proceedings of the Sixth Annual Cognitive Science Meetings, 252-255.
Anderson, J. R. (1984). Spreading activation. In J. R. Anderson & S. M. Kosslyn (Eds.), Essays on Learning and Memory. San Francisco, CA: Freeman.
Farrell, R., Anderson, J. R., & Reiser, B. J. (1984). An interactive computer-based tutor for LISP. Proceedings of the 1984 Meetings of AAAI.
McKendree, J., Reiser, B. J., & Anderson, J. R. (1984). Tutorial goals and strategies in the instruction of programming skills. In Proceedings of the Sixth Annual Cognitive Science Meetings, 252-254.
Anderson, J. R., Boyle, C. F., Farrell, R., & Reiser, B. J. (1984). Cognitive principles in the design of computer tutors. In Proceedings of the Sixth Annual Cognitive Science Meetings, 2-10.
Anderson, J. R., & Pirolli, P. L. Spread of activation. (1984). Journal of Experimental Psychology: Learning, Memory, & Cognition, 10, 791-799.
Anderson, J. R. (1983). A general learning theory and its application to the acquisition of proof skills in geometry. In R. Michalski, J. Carbonell, and T. Mitchell (Eds.), Machine Learning: An Artificial Intelligence Approach. Palo Alto, CA: Tioga Publishing.
Anderson, J. R. (1983). Learning to program. In Proceedings of International Joint Conference on Artifical Intelligence, 57-62.
Anderson, J. R. (1983). Knowledge compilation: The general learning mechanisms. In Proceedings of the 1983 Machine Learning Workshop, 203-212.
Anderson, J. R. (1983). The Architecture of Cognition. Cambridge, MA: Harvard University Press.
Anderson, J. R. (1983). A spreading activation theory of memory. Journal of Verbal Learning and Verbal Behavior, 22, 261-295.
Anderson, J. R. (1983). Retrieval of information from long-term memory. Science, 220, 25-30.
Jones, W. P., & Anderson, J. R. (1982). Semantic categorization and high-speed scanning: When retrieval is faster from long-term memory than from short-term memory. Journal of Experimental Psychology: Human Learning and Memory, 8, 237-242.
Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-403.
Bradshaw, G. L., & Anderson, J. R. (1982). Elaborative encoding as an explanation of levels of processing. Journal of Verbal Learning and Verbal Behavior, 21, 165-174.
Reder, L. M., & Anderson, J. R. (1982). Effects of spacing and embellishments on memory for the main points of a text. Memory and Cognition, 10, 97-102.
Elio, R., & Anderson, J. R. (1981). The effects of category generalization and instance similarity on schema abstraction. Journal of Experimental Psychology: Human Learning and Memory, 7, 397-417.
Neves, D. M., & Anderson, J. R. (1981). Knowledge compilation: Mechanisms for the automatization of cognitive skills. In J. R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum.
Anderson, J. R. (1981). Effects of prior knowledge on memory for new information. Memory and Cognition, 9, 237-246.
Anderson, J. R. (1981). Tuning of search of the problem space for geometry proofs. In Proceedings of IJCAI-81, 97-103.
Anderson, J. R. (1981). A theory of language acquisition based on general learning principles. In Proceedings of IJCAI-81, 165-170.
Anderson, J. R. (1981). Concepts, propositions, and schemata: What are the cognitive units? In J. Flowers (Ed.), Nebraska Symposium on Motivation. Lincoln, Nebraska: University of Nebraska Press.
Anderson, J. R. (1981). Interference: The relationship between response latency and response accuracy. Journal of Experimental Psychology: Human Learning and Memory, 7, 326-343.
Anderson, J. R. (Ed.) (1981). Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum.
Anderson, J. R., Greeno, J. G., Kline, P. K., & Neves, D. M. (1981). Acquisition of problem solving skill. In J. R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum.
Ross, B. H., & Anderson, J. R. (1981). A test of parallel versus serial processing applied to memory retrieval. Journal of Mathematical Psychology, 24, 183-223.
Anderson, J. R. (1981). Memory for logical quantifiers. Journal of Verbal Learning and Verbal Behavior, 20, 306-321.
Anderson, J. R., & Ross, B. H. (1980). Evidence against a semantic-episodic distinction. Journal of Experimental Psychology: Human Learning and Memory, 6, 441-466.
Anderson, J. R. (1980). Cognitive psychology and its implications. San Francisco: Freeman.
Reder, L. M. & Anderson, J. R. (1980b). A partial resolution of the paradox of interference: the role of integrating knowledge. Cognitive Psychology, 12, 447-472.
Anderson, J. R., Kline, P. J., & Beasley, C. M. (1980). Complex learning processes. In R. Snow, P. Federico, and W. Montague (Eds.) Aptitude, learning, and instruction: Cognitive processes analyses, Volume II, 199-232. Hillsdale, NJ: Erlbaum.
Reder, L. M. & Anderson, J. R. (1980a). A comparison of texts and their summaries: memorial consequences. Journal of Verbal Learning and Verbal Behavior, 198, 121-134.
Schustack, M. W. & Anderson, J. R. (1979). Effects of analogy to prior knowledge on memory for new information. Journal of Verbal Learning and Verbal Behavior, 18, 565-584.
Anderson, J. R., Kline, P. J., & Beasley, C. M. (1979). A general learning theory and its application to schema abstraction. In G. H. Bower (Ed.) The Psychology of Learning and Motivation, New York: Academic Press.
Anderson, J. R., & Reder, L. M. (1979). An elaborative processing explanation of depth of processing. In L.S. Cermak & F.I.M. Craik (Eds.), Levels of processing in human memory. Hillsdale, NJ: Erlbaum.
Anderson, J. R. (1979). Further arguments concerning representations for mental imagery: A response to Hayes-Roth and Pylyshyn. Psychological Review, 86, 395-406.
Anderson, J. R. & Paulson, R. (1978). Interference in memory for pictorial information. Cognitive Psychology, 9, 178-202.
Anderson, J. R. (1978). Arguments concerning representations for mental imagery. Psychological Review, 85, 249-277.
Anderson, J. R. (1978). Representation of individuals in semantic nets. In Proceedings of TINLAP, 51-56.
Anderson, J. R. (1978). Computer simulation of language acquisition: A second report. In D. LaBerge and S. J. Samuels (Eds.), Perception and Comprehension. Hillsdale, NJ: Erlbaum, 1978.
Anderson, J. R. & Kline, P. (1977). Design of a Production System. In Proceedings of the Workshop on Pattern-Directed Inference Systems, 60-65.
Anderson, J. R. (1977). Induction of Augmented Transition Networks. Cognitive Science, 1, 125-157.
Anderson, J. R. (1977). Memory for information about individuals. Memory and Cognition, 5, 430-442.
Anderson, J. R. & Paulson, R. (1977). Representation and Retention of Verbatim Information. Journal of Verbal Learning and Verbal Behavior, 16, 439-451.
Anderson, J. R., Kline, P., & Lewis, C. (1977). A production system model for language processing. In P. Carpenter & M. Just (Eds.) Cognitive Processes in Comprehension, Hillsdale, NJ: Lawrence Erlbaum Associates.
Anderson, J. R. (1976). Language, memory, and thought. Hillsdale, NJ: Erlbaum.
King, D. R. W. & Anderson, J. R. (1976). Long-term memory search: An intersecting activation process. Journal of Verbal Learning and Verbal Behavior, 15, 587-605.
Lewis, C. H. & Anderson, J. R. (1976). Interference with Real World Knowledge. Cognitive Psychology, 8, 311-335.
Anderson, J. R. (1975). Review of W. Kintsch, The Representation of Meaning in memory. American Journal of Psychology, 88, 524-532.
Anderson, J. R. (1975). Item-specific and relation-specific interference in sentence memory. Journal of Experimental Psychology: Human Learning and Memory, 104, 249-260.
Anderson, J. R. (1975). Computer simulation of a language-acquisition system. In R.L. Solso (Ed.), Information Processing and Cognition: The Loyola Symposium, 295-349. Hillsdale, NJ: Lawrence Erlbaum.
Anderson, J. R. (1975). Configural properties in sentence memory: A Re-examination. Paper presented at the meeting of the Psychonomics Society.
Anderson, J. R. (1974). Verbatim and propositional representation of sentences in immediate and long-term memory. Journal of Verbal Learning and Verbal Behavior, 13, 149-162.
Anderson, J. R. (1974). Retrieval of propositional information from long-term memory. Cognitive Psychology, 5, 451-474.
Anderson, J. R. & Lewis, C. (1974). Interference with real world knowledge. Paper presented at the meeting of the Psychonomics Society.
Anderson, J. R. & Bower, G. H. (1974). A propositional theory of recognition memory. Memory and Cognition, 2, 406-412.
Anderson, J. R. (1974). Language acquisition by computer and child. Technical Report No. 55, Human Performance Center.
Anderson, J. R. & Reder, L. M. (1974). Negative judgements in and about semantic memory. Journal of Verbal Learning and Verbal Behavior, 13, 664-681.
Reder, L. M., Anderson, J. R., & Bjork, R. A. (1974). A semantic interpretation of encoding specificity. Journal of Experimental Psychology: Human Learning and Memory, 4, 648-656.
Anderson, J. R. & Hastie, R. (1974). Individuation and reference in memory: proper names and definite descriptions. Cognitive Psychology, 5, 495-514.
Anderson, J. R. & Bower, G. H. (1974). Interference in memory for multiple contexts. Memory and Cognition, 2, 509-514.
Anderson, J. R. & Bower, G. H. (1973). Human Associative memory. Washington: Winston and Sons.
Anderson, J. R. (1972) FRAN: A simulation model of free recall. In G. H. Bower, (Ed.) The Psychology of Learning and Motivation, Vol. 5. New York: Academic Press.
Anderson, J. R. A Stochastic model of sentence memory. Doctoral dissertation, Stanford University, June, 1972.
Bower, G. H., & Anderson, J. R. (1972). Recognition and retrieval processes in free recall. Psychological Review, 79, 97-123.
Anderson, J. R. & Bower, G. H. (1972). Configural properties in sentence memory. Journal of Verbal Learning and Verbal Behavior, 11, 594-605.
Anderson, J. R. & Bower, G.H. (1971). On an associative trace for sentence memory. Journal of Verbal Learning and Behavior, 10, 673-680.
Reber, A. S. & Anderson, J. R. (1970). The perception of clicks in linguistic and non-linguistic messages. Perception and Psychophysics, 8, 81-89.
Moon, J., & Anderson, J. R. (submitted). Is temporal memory special? The choose-short effect in time and length.
Danker, J. & Anderson, J. R. (submitted). Left ventrolateral prefrontal activity during retrieval precisely reflects the difficulty of accessing information in memory. Cerebral Cortex.
Taatgen, N. A. & Anderson, J. R. (2009). The Past, Present, and Future of Cognitive Architectures. topiCS in Cognitive Science, 1-12.

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Department of Psychology, Carnegie Mellon University