Shawn Betts

sabettsandrew.cmu.edu

Carnegie Mellon University

Publications:

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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Brunstein, A., Betts, S. A., & Anderson, J. R. (2009). Practice enables successful learning under minimal guidance. Journal of Educational Psychology, 101(4), 790-802.

Copyright © 2002-2013 ACT-R Research Group


Department of Psychology, Carnegie Mellon University