Publications:

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.
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.
Rehling, J., Lovett, M., Lebiere, C., Reder, L. M., & Demiral, B. (2004) Modeling complex tasks: An individual difference approach. In proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 1137-1142) . August 4-7, Chicago, USA
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.
Rehling, J., Demiral, B., Lebiere, C., Lovett, M., & Reder, L. M. (2003). Modeling individual difference factors in a complex task environment. In F. Detje, D. Doerner, & H. Schaub (Eds.), In Proceedings of the Fifth International Conference on Cognitive Modeling (pp. 287-288). Bamberg, Germany: Universitats-Verlag Bamberg.
Daily, L. Z., Lovett, M. C., & Reder, L. M. (2001). Modeling individual differences in working memory performance: A source activation account in ACT-R. Cognitive Science 25, 315-353.
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., Reder, L.M., & Simon, H.A. (2000, Summer). Applications and Misapplications of Cognitive Psychology to Mathematics Education. Texas Educational Review
Anderson, J. R., Greeno, J. G., Reder, L. M., & Simon, H. A. (2000). Perspectives on learning, thinking, and activity. Educational Researcher, 29, 11-13.
Lovett, M. C., Daily, L. Z., & Reder, L. M. (2000). A source activation theory of working memory: Cross-task prediction of performance in ACT-R. Cognitive Systems Research, 1, 99-118.
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.
Lovett, M. C., Reder, L. M., & Lebiere, C. (1999). Modeling working memory in a unified architecture: An ACT-R perspective. In A. Miyake & P. Shah (Eds.) Models of Working Memory, pp. 135-182. Cambridge, MA: Cambridge.
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.
Best, B. J., Schunn, C. D., & Reder, L. M. (1998). Modeling adaptivity in a dynamic task. In M. A. Gernsbacher & S. J. Derry (Eds.), Proceedings of the 20th Annual Conference of the Cognitive Science Society. (p. 144-149) Mahwah, NJ: Erlbaum.
Anderson, J. R., Simon, H. A., & Reder, L. M. (1997). Rejoiner: Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26, 18-21.
Lovett, M. C., Reder, L. M., & Lebiere, C. (1997). Modeling individual differences in a digit working memory task. In Proceedings of the Nineteenth Conference of the Cognitive Science Society, pp. 460-465. Mahwah, NJ: Erlbaum.
Anderson, J. R., Simon, H. A., & Reder, L. M. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
Anderson, J. R., Reder, L. M. & Lebiere, C. (1996). Working memory: Activation limitations on retrieval. Cognitive Psychology, 30(3), 221-256.
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.
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.
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.
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.
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.
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. & 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.

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Department of Psychology, Carnegie Mellon University