ACT-R » Learning and Memory

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

Stocco, A., Rice, P., Thomson, R., Smith, B. M., Morrison, D., & Lebiere, C. (2023). An Integrated Computational Framework for the Neurobiology of Memory Based on the ACT-R Declarative Memory System. Computational Brain and Behavior. https://doi.org/10.1007/s42113-023-00189-y

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.

Xu, Y., Stocco, A. Recovering Reliable Idiographic Biological Parameters from Noisy Behavioral Data: the Case of Basal Ganglia Indices in the Probabilistic Selection Task. Comput Brain Behav (2021). https://doi.org/10.1007/s42113-021-00102-5

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.

Gianferrara P.G., Betts S., Anderson J.R. (2021) Cognitive & motor skill transfer across speeds: A video game study. PLoS ONE 16(10): e0258242.

Xu, Y. Reliable Idiographic Parameters From Noisy Behavioral Data: The Case of Individual Differences in a Reinforcement Learning Task.

Wirzberger, M., Borst, J. P., Krems, J. F., & Rey, G. D. (2020). Memory-related cognitive load effects in an interrupted learning task: A model-based explanation. Trends in Neuroscience and Education, 20, 100139. https://doi.org/10.1016/j.tine.2020.100139

Morita, J., Miwa, K., Maehigashi, A., Terai, H., Kojima, K., and Ritter, F. E. (2020). Cognitive Modeling of Automation Adaptation in a Time Critical Task. Frontiers in Psychology (section Cognitive Science), doi: 10.3389/fpsyg.2020.02149.

Nagashima, K., Morita, J., and Takeuchi, Y. (2020). Modeling Intrinsic Motivation in ACT-R: Focusing on the Relation Between Pattern Matching and Intellectual Curiosity. in Proceedings of the 18th Annual Meeting of the International Conference on Cognitive Modelling.

Nishikawa, J., and Morita, J. (2020). Modeling The Cognitive Modeling of Errors During the Japanese Phonological Awareness Formation Process. in Proceedings of the 18th Annual Meeting of the International Conference on Cognitive Modelling.

Itabashi, K., Morita, J., Hirayama, T., Mase, K., and Yamada, K. (2020). Interactive Model-based Reminiscence Using a Cognitive Model and Physiological Indices. in Proceedings of the 18th International Conference on Cognitive Modelling.

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.

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.

Stocco, A. (2018). A Biologically Plausible Action Selection System for Cognitive Architectures: Implications of Basal Ganglia Anatomy for Learning and Decision‐Making Models. Cognitive science, 42(2), 457-490.

Glavan, J. J., & Houpt, J. W. (2018). An Integrated Working Memory Model for Time‐Based Resource‐Sharing. Topics in cognitive science.

Stocco, A. Murray, N. L., Yamasaki, B. L., Renno, T., Nguyen, J., & Prat, C. S. (2017). Individual differences in the Simon effect are underpinned by differences in the competitive dynamics in the basal ganglia: An experimental verification and a computational model. Cognition, 164, 31-45.

Arslan, B., Taatgen, N., & Verbrugge, R. (2017). Five-year-olds’ systematic errors in second-order false belief tasks are due to first-order theory of mind strategy selection: A computational modeling study. Frontiers in Psychology, 8:275.

Morita, J., Konno, T., Okuda, J., Samejima, K., Li, G., Fujiwara, M., and Hashimoto, T. (2017). Implicit Memory Processing in the Formation of a Shared Communication System. in Proceedings of the 15th International Conference on Cognitive Modeling.

Tenison, C., Fincham, J.M., & Anderson, J.R. (2016). Phases of Learning: How Skill Acquisition Impacts Cognitive Processing. Cognitive Psychology, 87, 1-28.

Nijboer, M., Borst, J.P., Van Rijn, H., & Taatgen, N.A. (2016). Contrasting Single and Multi-Component Working-Memory Systems in Dual Tasking. Cognitive Psychology 86, 1-26.

Halbrügge, M., & Russwinkel, N. (2016). The sum of two models: How a composite model explains unexpected user behavior in a dual-task scenario. In D. Reitter & F. E. Ritter (eds.), Proceedings of the 14th international conference on cognitive modeling (pp. 137–143). University Park, PA: Penn State.

Prezenski, S. and Russwinkel, N. (2016). Towards a general model of repeated app usage. In D. Reitter & F. E. Ritter (Eds.), Proceedings of the 14th International Conference on Cognitive Modeling. University Park, PA: Penn State.

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. & Anderson, J.R. (2015). The Discovery of Processing Stages: Analyzing EEG data with Hidden Semi-Markov Models. NeuroImage 108, 60-73.

Cao, S., Qin, Y., Zhao, L., & Shen, M. (2015). Modeling the development of vehicle lateral control skills in a cognitive architecture. Transportation Research Part F: Traffic Psychology and Behaviour, 32, 1-10.

Lebiere, C., Bothell, D., Morrison, D., Oltramari, A., Romero, O., Thomson, R., & Vinokurov, J. (2015). Strong CogSci: Guidance from Cognitive Science On the Design of a Test of Artificial Intelligence. In Rossi, F (Ed), Beyond The Turing Test Workshop Proceedings of the 29th AAAI Conference. Austin, TX.

Lebiere, C., Bennati, S., Thomson, R., Shakarian, P., & Nunes, E. (2015). Functional Cognitive Models of Malware Identification. In N. Taatgen (Ed), Proceedings of the 13th Annual Conference on Cognitive Modeling. Groningen, Netherlands.

Thomson, R. Lebiere, C., Bennati, S., Shakarian, P., & Nunes, E. (2015). Malware Identification Using Cognitively-Inspired Inference. In Proceedings of the 24th Annual Behavior Representation in Modeling and Simulation Conference. Washington, DC.

Thomson, R., Pyke, A., Trafton, J. G., & Hiatt, L. M. (2015). An Account of Associative Learning in Memory Recall. In Proceedings of the 37th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

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

Borst, J.P., Taatgen, N.A., & Van Rijn, H. (2015). What Makes Interruptions Disruptive? A Process-Model Account of the Effects of the Problem State Bottleneck on Task Interruption and Resumption. In Proceedings CHI 2015. Seoul, Korea.

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.

Halbrügge, M., Quade, M., & Engelbrecht, K.-P. (2015) How can Cognitive Modeling Benefit from Ontologies? Evidence from the HCI Domain. In Bieger, J., Goertzel, B., & Potapov, A. (Eds.) Proceedings of Artificial General Intelligence 2015, pp. 261–271. Berlin: Springer.

Peebles, D. & Jones, C. (2014). A model of object location memory. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

Moon, J., & Anderson, J. R. (submitted). Is temporal memory special? The choose-short effect in time and length.

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.

Thomson, R., Bennati, S., & Lebiere, C. (2014). Extending the Influence of Contextual Information in ACT-R using Buffer Decay. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

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.

Lee, H. S., Betts, S. & Anderson, J. R. (under review). Revealing hidden structure by explicit rule-instruction versus scaffolded example.

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.

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.

Das, A., & Stuerzlinger, W. (2013). Unified Modeling of Proactive Interference and Memorization Effort: A new mathematical perspective within ACT-R theory. In Knauff M., Pauen M., Sebanz N., & Wachsmuth I. (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 358-363). Austin, TX: Cognitive Science Society.

Thomson, R. & Lebiere, C. (2013). A Balanced Hebbian Algorithm for Associative Learning in ACT-R. R. West & T. Stewart (Eds.) Proceedings of the 12th International Conference on Cognitive Modeling. Ottawa: Canada.

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.

Paik, J., Pirolli, P., Dong, W., Lebiere, C., & Thomson, R. (2013). An ACT-R Model of Sensemaking in a Geospatial Intelligence Task. In Proceedings of the 22nd Annual Conference on Behavior Representation in Modeling and Simulation.

Schneider, D. W., & Anderson, J. R. (2012). Modeling fan effects on the time course of associative recognition. Cognitive Psychology, 64, 127-160.

Janssen, C.P. & Gray, W.D. (2012) When, What, and How Much to Reward in Reinforcement Learning based Models of Cognition. Accepted for Cognitive Science, 36(2), 333-358.

Kennedy, W.G. & Patterson, R.E. (2012) Modeling Intuitive Decision Making in ACT-R. In Proceedings of the 11th International Conference on Cognitive Modeling (ICCM). Berlin, Germany. 12-15 April 2012.

Altmann, E. M. & Schunn, C. D. (2012). Decay versus Interference: A new look at an old interaction. Psychological Science, 23 (11), 1435-1437.

Emond, B. & Comeau, G. (2012). Cognitive modelling of early music reading skill acquisition for piano. In N. Rußwinkel, U. Drewitz & H. van Rijn (eds.), Proceedings of the 11th International Conference on Cognitive Modeling, Berlin: Universitaetsverlag der TU Berlin.

van Rij. J., van Rijn, H., & Hendriks, P. (2012). How WM load influences pronoun interpretation. In N. Rußwinkel, U. Drewitz & H. van Rijn (eds.), Proceedings of the 11th International Conference on Cognitive Modeling, Berlin: Universitaetsverlag der TU Berlin.

Lende, L. K. & Taatgen, N. (2012). Modeling representation shifts in learning the number line. In N. Rußwinkel, U. Drewitz & H. van Rijn (eds.), Proceedings of the 11th International Conference on Cognitive Modeling, Berlin: Universitaetsverlag der TU Berlin.

Nijboer, M., Taatgen. N., van Rijn, H. (2012). Choices, choices: Task selection preference during concurrent multitasking. In N. Rußwinkel, U. Drewitz & H. van Rijn (eds.), Proceedings of the 11th International Conference on Cognitive Modeling, Berlin: Universitaetsverlag der TU Berlin.

Kottlors, J., Brand, D., & Ragni, M. (2012). Modeling behavioral of attention-deficit-disorder patients in a N-back task. In N. Rußwinkel, U. Drewitz & H. van Rijn (eds.), Proceedings of the 11th International Conference on Cognitive Modeling, Berlin: Universitaetsverlag der TU Berlin.

Drewitz, U. & Brandenburg, S. (2012). Memory and Contextual Change in Causal Learning. In N. Rußwinkel, U. Drewitz & H. van Rijn (eds.), Proceedings of the 11th International Conference on Cognitive Modeling, Berlin: Universitaetsverlag der TU Berlin.

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.

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.

Deline S. & Juhel J. (2012). Cognitive modeling of different processing modes in task switching: towards an explanation of the effects of aging on switching cost. In N. Rußwinkel, U. Drewitz, & H. van Rijn (Eds.), Proceedings of ICCM 2012, 11th international Conference on Cognitive Modeling (pp. 281-282). Universitätsbibliothek, Berlin.

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.

Schneider, D. W., & Anderson, J. R. (2011). A memory-based model of Hick’s law. Cognitive Psychology, 62, 193–222.

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.

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.

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.

Mehlhorn, K., Taatgen, N.A., Lebiere, C., & Krems, J.F. (2011). Memory Activation and the Availability of Explanations in Sequential Diagnostic Reasoning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 37, 1391-1411.

Schneider, D. W., & Anderson, J. R. (2010). Asymmetric switch costs as sequential difficulty effects. Quarterly Journal of Experimental Psychology, 63, 1873–1894.

Van Maanen, L., & Van Rijn, H. (2010). The Locus of the Gratton Effect in Picture-Word Interference. Topics in Cognitive Science 2(1), 168-180.

Janssen, C.P., Brumby, D.P., Dowell, J., & Chater, N. (2010). Strategic Adaptation in a Dual-Task Setting. In Proceedings of the European ACT-R Workshop 2010. Groningen, Netherlands.

Janssen, C.P., Young, R.M., Ament, G.A., Back, J., Brumby, D.P., Cox, A.L., & Grace, J. (2010). Cognitive Modelling at the UCL Interaction Centre. In Proceedings of the European ACT-R Workshop 2010. Groningen, Netherlands.

Petrov, A. (in press). Category rating is based on prototypes and not instances: Evidence from feedback-dependent context effects. Journal of Experimental Psychology: Human Perception and Performance.

Moore, L. R., Gunzelmann, G., & Brown, J. W. (2010). Modeling statistical learning and response inhibition with the change signal task. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 169-174). Philadelphia, PA: Drexel University.

Halverson, T., Gunzelmann, G., Moore, L. R., & Van Dongen, H. P. A. (2010). The Effects of Work Shift and Strategy on an Orientation Task. In R. Catrambone & S. Ohlsson (Eds.), Proceedings of the Thirty-Second Annual Meeting of the Cognitive Science Society (pp. 2134-2139). Austin, TX: Cognitive Science Society.

Derbinsky, N., Laird, J. E., & Smith, B. (2010). Towards efficiently supporting large symbolic declarative memories. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 49-54). Philadelphia, PA: Drexel University.

Douglass, S. A. & Myers, C. W. (2010). Concurrent knowledge activation calculation in large declarative memories. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 55-60). Philadelphia, PA: Drexel University.

Napoli, A. & Fum, D. (2010). Rewards and punishments in iterated decision making: An explanation for the frequency of the contingent event effect. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 175-180). Philadelphia, PA: Drexel University.

Taatgen, N. A. & van Rijn, H. (2010). Nice Graphs, Good R2, but still a poor fit? How to be more sure your model explains your data. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 247-252). Philadelphia, PA: Drexel University.

Rosenbloom, P. S. (2010). Combining procedural and declarative knowledge in a graphical architecture. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 205-2010). Philadelphia, PA: Drexel University.

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.

van Rij, J., van Rijn, H., & Hendriks, P. (2010). A cognitive model of the acquisition and use of referring expressions. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 299-300). Philadelphia, PA: Drexel University.

Paik, J. (2010). Exploring a Novel Training Paradigm for Knowledge and Skills Acquisition. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 319-320). Philadelphia, PA: Drexel University.

van Gog, T., Kostons, D., & Paas, F. (2010). Teaching Students Self-Assessment and Task-Selection Skills with Video-Based Modeling Examples. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 296-301). Austin, TX: Cognitive Science Society.

Matessa, M. (2010). An ACT-R List Learning Representation for Training Prediction. Poster presented at the 32nd Annual Conference of the Cognitive Science Society. Portland, OR.

Lindsey, R., Lewis, O., Pashler, H., & Mozer, M. (2010). Predicting Students' Retention of Facts from Feedback during Study. Poster presented at the 32nd Annual Conference of the Cognitive Science Society. Portland, OR.

Smolen, T. & Chuderski, A. (2010). Modeling strategies in Stroop with a general architecture of executive control. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 931-936). Austin, TX: Cognitive Science Society.

Danker, J. & Anderson, J. R. (submitted). Left ventrolateral prefrontal activity during retrieval precisely reflects the difficulty of accessing information in memory. Cerebral Cortex.

Das, A. & Stuerzlinger, W. (2010). Proactive interference in location learning: A new closed-form approximation. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 37-42). Philadelphia, PA: Drexel University.

West, R. L., Pyke, A. A., Rutledge-Taylor, M. F., & Lang, H. (2010). Interference and ACT-R: New evidence from the fan effect. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 277-281). Philadelphia, PA: Drexel University.

Janssen, C.P. & Brumby, D.P. (2010). Strategic Adaptation to Performance Objectives in a Dual-Task Setting. Cognitive Science, 34(8), 1548+1560.

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.

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.

West, R., Pyke, A., Rutledge-Taylor, M. & Lang, H. (2010). Interference and ACT-R: New evidence from the fan effect. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 211-216). Philadelphia, PA: Drexel University.

Rutledge-Taylor, M., Pyke, A., West, R. & Lang, H. (2010). Modeling a Three Term Fan Effect. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th International Conference on Cognitive Modeling (pp. 211-216). Philadelphia, PA: Drexel University.

Halbrügge, M. (2010). Keep it simple - A case study of model development in the context of the Dynamic Stocks and Flows (DSF) task. Journal of Artificial General Intelligence, 2(2):38-51

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.

Douglass, S., Ball, J., & Rodgers, S. (2009).Large declarative memories in ACT-R. In Proceedings of the 9th International Conference of Cognitive Modeling (paper 234), Manchester, United Kingdom.

Dutt, V., Yamaguchi, M., Gonzalez, C., & Proctor, R. W. (2009). In Proceedings of the 9th International Conference of Cognitive Modeling (paper 115), Manchester, United Kingdom.

van Maanen, L. & van Rijn D. H. (2009). The locus of the gratton effect in picture-word interference. In Proceedings of the 9th International Conference of Cognitive Modeling (paper 187), Manchester, United Kingdom.

Pape, N. & Urbas, L. (2009). Testing a quantitative model of time estimation in a load-switch scenario. In Proceedings of the 9th International Conference of Cognitive Modeling (paper 214), Manchester, United Kingdom.

Napoli, A. & Fum, D. (2009). Applying Occam's razor to paper (and rock and scissors, too): Why simpler models are sometimes better. In Proceedings of the 9th International Conference of Cognitive Modeling (paper 203), Manchester, United Kingdom.

Guhe, M. (2009). Generating referring expressions with a cognitive model. In Proceedings of PRE-CogSci 2009: Production of Referring Expressions: Bridging the gap between computational and empirical approaches to reference. 29th July 2009, Amsterdam.

Chikhaoui, B., Pigot, H., Beaudoin, M., Pratte, G., Bellefeuille, P. & Laudares, F. (2009). Learning a song: an ACT-R Model. In proceedings of the International Conference on Computational Intelligence (pp. 405-410), Oslo, Norway.

Böhm, U. & Mehlhorn, K. (2009). The Influence of Spreading Activation on Memory Retrieval in Sequential Diagnostic Reasoning. In Proceedings of the 9th International Conference on Cognitive Modeling. Manchester, UK.

Lebiere, C. & Best, B. J. (2009). Balancing Long-Term Reinforcement and Short-Term Inhibition. In Proceedings of the 31st Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

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.

Van Maanen, L., Van Rijn, H., & Borst, J.P. (2009). Stroop and Picture-Word Interference are Two Sides of the Same Coin. Psychonomic Bulletin & Review, 16(6), 987-999.

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.

Van Maanen, L., & Van Rijn, H. (2008). The picture-word interference effect is a stroop effect after all. In V. Sloutsky, B. Love & K. McRae (Eds.), In proceedings of 30th Annual Meeting of the Cognitive Science Society. Washington DC.

Janssen, C.P., Gray, W.D., & Schoelles, M.J. (2008). How a Modeler's Conception of Rewards Influences a Model's Behavior: Investigating ACT-R 6's Utility Learning Mechanism. In Proceedings of the 15th Annual ACT-R Workshop (p. 42), Pittsburgh, PA.

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.

Evertsz, R., Busetta, P., Pedrotti, M., Ritter, F. E., & Bittner, J. L. (2008). CoJACK--Achieving principled behaviour variation in a moderated cognitive architecture. In Proceedings of the 16th Conference on Behavior Representation in Modeling and Simulation. 08-BRIMS-025. Orlando, FL: U. of Central Florida.

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.

Fu, W.-T. & Anderson, J. (2008). Dual learning processes in interactive skill acquisition. Journal of Experimental Psychology, Applied. 14 (2), 179-191.

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.

Guhe, M. & Bard, E. G. (2008). Adapting the use of attributes to the task environment in joint action: Results and a model. In Proceedings of Londial – The 12th Workshop on the Semantics and Pragmatics of Dialogue, 91–98.

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.

Pape, N., & Urbas, L. (2008). A Model of Time-Estimation Considering Working Memory Demands. In Proceedings of the 30th Annual Cognitive Science Society (pp. 1543-1548). Austin, TX: Cognitive Science Society.

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.

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., Jr., Presson, N., & Koedinger, K. R. (2007). Optimizing knowledge component learning using a dynamic structural model of practice. In proceedings of the 8th International Conference on Cognitive Modeling. Ann Arbor, Michigan, USA.

van Maanen, L. & van Rijn, H. (2007). Accounting for Subliminal Priming in ACT-R. In proceedings of 8th International Conference on Cognitive Modeling. Ann Arbor, Michigan, 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.

Gunzelmann, G., Gluck, K. A., Kershner, J., Van Dongen, H. P. A., & Dinges, D. F. (2007). Understanding decrements in knowledge access resulting from increased fatigue. In The 29th Annual Conference of the Cognitive Science Society. Nashville, Tennessee, USA.

Tamborello, F. P., II, & Byrne, M. D. (2007). Fast Learning in a Simple Probabilistic Visual Environment: A Comparison of ACT-R’s Old PG-C and New Reinforcement Learning Algorithms. In Proceedings of the 8th International Conference on Cognitive Modeling. Ann Arbor, Michigan, USA.

Salvucci, D. D., & Taatgen, N. A. (in press). Threaded cognition: An integrated theory of concurrent multitasking. Psychological Review.

Brumby, D. P. & Hahn, U. (2007). Rules and exemplars in categorization: A computation exploration. In The 29th Annual Conference of the Cognitive Science Society. Nashville, Tennessee, USA.

Pavlik, P. I., Jr., Presson, N., Dozzi, G., Wu, S.-M., MacWhinney, B., & Koedinger, K. (2007). The FaCT (fact and concept) system: A new tool linking cognitive science with educators. In proceedings of the 29th Annual Conference of the Cognitive Science Society. Nashville, TN, USA.

Kim, J. W., Koubek, R. J., & Ritter, F. E. (2007). Investigation of procedural skills degradation from different modalities. In Proceedings of the 8th International Conference on Cognitive Modeling. Ann Arbor, Michigan, USA.

Schultheis, H., Lile, S., & Barkowsky, T. (2007). Extending ACT-R's Memory Capabilities. In S. Vosniadou, D. Kayser, A. Protopapas (Eds.), In Proceedings of EuroCogSci'07: The European Cognitive Science Conference (pp. 758–763). Lawrence Erlbaum Associates.

Ritter, F. E., Schoelles, M., Klein, L. C., & Kase, S. E. (2007). Modeling the range of performance on the serial subtraction task. In Proceedings of the 8th International Conference on Cognitive Modeling. Lewis, R. L., Polk, T. A., Laird, J. L., (eds.). 299-304. Oxford, UK: Taylor & Francis/Psychology Press.

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.

Vasishth, S., Brüssow, S., Lewis, R. L., & Drenhaus, H. (in press). Processing polarity: How the ungrammatical intrudes on the grammatical. Cognitive Science, 32 (4), 685-712.

Fu, W.-T. (2007), Adaptive tradeoffs between exploration and exploitation: A rational-ecological approach. In W. D. Gray (Ed.), Integrated models of cognitive systems (pp. 165-179). New York: Oxford University Press.

Van Maanen, L., & Van Rijn, H. (2007). An accumulator model of semantic interference. Cognitive Systems Research, 8(3), 174-181.

Lewis, R. L. (2006). The surprising nature of working memory in language comprehension: Insights from cognitive architectures and psycholinguistics. In Proceedings of the Seventh International Conference on Cognitive Modeling (pp. 16-17). Trieste, Italy.

Chuderski, A., Stettner, Z., & Orzechowski, J. (2006). Modeling individual differences in working memory search task. In Proceedings of the Seventh International Conference on Cognitive Modeling (pp. 74-79). Trieste, Italy.

Schultheis, H., Barkowsky, T. & Bertel, S. (2006). LTMc -- An improved long-term memory for cognitive architectures. In Proceedings of the Seventh International Conference on Cognitive Modeling (pp. 274-279). Trieste, Italy.

van Maanen, L. & van Rijn, H. (2006). An accumulator model account of sematic interference in memory retrieval. In Proceedings of the Seventh International Conference on Cognitive Modeling (pp. 322-327). Trieste, Italy.

Guhe, M. (2006). Referential nets as ACT-R declarative memory representation. In Proceedings of the Seventh International Conference on Cognitive Modeling (pp. 363-364). Trieste, Italy.

Petrov, A. A. (2006). Computationally efficient approximation of the base-level learning equation in ACT-R. In Proceedings of the Seventh International Conference on Cognitive Modeling (pp. 391-392). Trieste, Italy.

Elio, R. (2006). On modeling intentions for prospective memory performance. In proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1269-1274) . Vancouver, British Columbia, Canada.

Gray, W. D., Sims, C. R., Fu, W.-T., & Schoelles, M. J. (2006). The soft constraints hypothesis: A rational analysis approach to resource allocation for interactive behavior. Psychological Review, 113(3), 461-482.

Blessing, S. B. & Dronek, P. (2006). The effect of Einstellung on compositional processes. In proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 2444) . Vancouver, British Columbia, Canada.

Lewis, R. L., Vasishth, S. and Van Dyke, J. A. (2006) Computational principles of working memory in sentence comprehension. Trends in Cognitive Science, 10, 447-454.

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.

Gaissmaier, W., Schooler, L.J., Rieskamp, J. (2006). Simple predictions fueled by capacity limitations: When are they successful? Journal of Experimental Psychology, 32(5), 966-982.

Jastrzembski, T. S., Gluck, K. A., & Gunzelmann, G. (2006). Knowledge tracing and prediction of future trainee performance. In Proceedings of the 2006 Interservice/Industry Training, Simulation, and Education Conference (pp. 1498-1508). Orlando, FL: National Training Systems Association.

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.

Ritter, F. E., Haynes, S. R., Cohen, M., Howes, A., John, B., Best, B. J., Lebiere, C., Jones, R. M., Crossman, J., Lewis, R. L., St. Amant, R., McBride, S. P., Urbas, L., Leuchter, S., & Vera, A. (2006). High-level behavior representation languages revisited. Symposium at Trieste: Proceedings of the Seventh International Conference on Cognitive Modeling (pp. 404-407). Trieste, Italy.

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.

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.

Schooler, L. J. & Hertwig, R. (2005). How Forgetting Aids Heuristic Inference. Psychological Review, 112(3), 610-628.

Van Maanen, L. & Van Rijn, H. (2005) RACE for retrieval: Competitive effects in memory retrieval. In Proceedings of the 12th Annual ACT-R Workshop. Trieste, Italy.

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.

Peebles, D. & Bothell, D. (2004). Modelling performance in the sustained attention to response task. In Proceedings of the sixth International Conference on Cognitive Modeling (pp. 231-236). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.

Schooler, L. J. & Hertwig, R. (2004). How forgetting fosters heuristic inference. In Proceedings of the sixth International Conference on Cognitive Modeling (pp. 384-385). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.

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.

Wood, M. A., Leong, J. C. S., & Bryson, J. J. (2004) ACT-R is almost a model of primate task learning: Experiments in modelling transitive inference. In proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 1470-1475) . August 4-7, Chicago, USA

Gunzelmann, G., & Gluck, K. A. (2004). Knowledge tracing for complex training applications: Beyond Bayesian mastery estimates. In Proceedings of the Thirteenth Conference on Behavior Representation in Modeling and Simulation (pp. 383-384). Orlando, FL: Simulation Interoperability Standards Organization.

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.

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.

Ritter, F. E., Reifers, A., Klein, L. C., Quigley, K., & Schoelles, M. (2004). Using cognitive modeling to study behavior moderations: Pre-task appraisal and anxiety. In Proceedings of the Human factors and Ergonomics Society (pp. 2121-2125). Santa Monica, CA: Human Factor and Ergonomics Society.

Trafton, J. G., Altmann, E. M., Brock, D. P., & Mintz, F. E. (2003). Preparing to resume an interrupted task: Effects of prospective goal encoding and retrospective rehearsal. International Journal of Human-Computer Studies, 58, 583-603.

Huss, D. G., & Byrne, M. D. (2003). An ACT-R/PM model of the articulatory loop. In F. Detje, D. Doerner, & H. Schaub (Eds.) Proceedings of the Fifth International Conference on Cognitive Modeling (pp. 135-140). Bamberg, Germany: Universitas-Verlag Bamberg.

Müller, B. & Schoppek, W. (2003). Acquisition and use of mental operators: Multinomial modeling versus ACT-R. In F. Schmalhofer, R.M. Young, & G. Katz (Eds.), Proceedings of EuroCogSci 03 (pp 241-246). Mahwah, NJ: Erlbaum.

Fum, D. & Stocco, A. (2003) Outcome Evaluation and Procedural Knowledge in Implicit Learning. In Proceedings of the 25th Annual Meeting of the Cognitive Science Society. pg 456-431.

Taatgen, N.A. & Lee, F.J. (2003). Production Compilation: A simple mechanism to model Complex Skill Acquisition. Human Factors, 45(1), 61-76.

Fum, D. & Stocco, A. (2003) Instance vs. rule based learning in controlling a dynamic system. In Proceeedings of the Fifth International Conference on Cognitive Modelling, Bamberg, Germany, 10-12 April 2003.

Belavkin, R. V. (2003). Conflict Resolution by Random Estimated Costs. In D. Al-Dabass (Ed.), Proceedings of 17th European Simulation Multiconference (pp. 105--110). Nottingham, England. ISBN 3-936150-25-7

Belavkin, R. V., & Ritter, F. E. (2003). The use of entropy for analysis and control of cognitive models. In F. Detje, D. Doerner, & H. Schaub (Eds.), Proceedings of the Fifth International Conference on Cognitive Modeling. 21-26. Bamberg, Germany: Universitats-Verlag Bamberg.

Kelley, Troy, D. (2003). Symbolic and Sub-symbolic Representations in Computational Models of Human Cognition: What can be learned from biology? Theory and Psychology, 13(6), December.

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.

Schoppek, W. (2002b). Stochastic independence between recognition and completion of spatial patterns as a function of causal interpretation. In Proceedings of the 24th Annual Conference of the Cognitive Science Society.

Lebiere, C. & Wallach, D. (2002). Explicit or implicit learning? An integrative theory of sequence learning. In Proceedings of the 43rd conference of the German Psychological Association.

Lee, F.J. & Taatgen, N.A. (2002). Multi-tasking as Skill Acquisition. Proceedings of the twenty-fourth annual conference of the cognitive science society (pp. 572-577). Mahwah, NJ: Erlbaum. Fairfax, VA: August, 2002.

Wallach, D., & Lebiere, C. (2002). On the role of instances in complex skill acquisition. In Proceedings of the 43rd Conference of the German Psychological Association.

Taatgen, N. A. (2002). A model of individual differences in skill acquisition in the Kanfer-Ackerman Air Traffic Control Task. Cognitive Systems Research, 3(1), 103-112. (ACT-R 4)

Altmann, E. M. & Schunn, C. D. (2002). Integrating decay and interference: A new look at an old interaction. To appear in Proceedings of the 24th annual conference of the Cognitive Science Society.

Lebiere, C. & Lee, F. J. (2002). Prospective memory: A context-switching account. Journal of Cognitive Systems Research. Special Issue on top papers of ICCM-2001.

Taatgen, N. A. & Wallach, D. (2002). Whether skill acquisition is rule or instance based is determined by the structure of the task. Cognitive Science Quarterly, 2(2), 163-204.

Lebiere, C. & Wallach, D. (2001). Sequence Learning in the ACT-R Cognitive Architecture: Empirical Analysis of a Hybrid Model. In R. Sun & C. L. Gilles (Eds.). Sequence Learning: Paradigms, Algorithms, and Applications (pp. 188-212). Berlin: Spinger Lecture Notes in Computer Science.

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.

Anderson, J. R., & Betz, J. (2001). A hybrid model of categorization. Psychonomic Bulletin and Review, 8, 629-647.

Lebiere, C., & Lee, F. J. (2001). Prospective memory: A computational account. In Proceedings of the Fourth International Conference on Cognitive Modeling, pp. 139-144. Mahwah, NJ: Lawrence Erlbaum Associates.

Schoppek, W. (2001). The influence of causal interpretation on memory for system states. In J. D. Moore and K. Stenning (Eds.), Proceedings of the 23rd Annual Conference of the Cognitive Science Society, 904-909, Mahwah: Erlbaum.

Cox, A. L. (2001). What people learn from exploratory device learning. In Proceedings of the Fourth International Conference on Cognitive Modeling, pp. 277-278. Mahwah, NJ: Lawrence Erlbaum Associates.

Ritter, F.E., & Schooler, L. J. (2001). The learning curve. In W. Kintch, N. Smelser, P. Baltes, (Eds.), International Encyclopedia of the Social and Behavioral Sciences. Oxford, UK: Pergamon.

Altmann, E. M. (2000). Memory in chains: A dual-code associative model of positional uncertainty. In N. Taatgen & J. Aasman (Eds.), Proceedings of the third international conference on cognitive modeling (pp. 9-16). Veenendaal, The Netherlands: Universal Press (unipress@worldonlin.nl).

Altmann, E. M. (2000). Memory in chains: Modeling primacy and recency effects in memory for order. In Proceedings of the twenty second annual conference of the Cognitive Science Society (pp. 31-36).

Freundenthal, D. (2000). An instance learning model of task-action mappings. In Proceedings of the Third International Conference on Cognitive Modeling, pp. 118-125. Veenendaal, The Netherlands: Universal Press.

Cox, A. L. & Young, R. M. (2000). Device-oriented and task oriented exploratory learning of interface designs. In Proceedings of the Third International Conference on Cognitive Modeling, pp. 70-77. Veenendaal, The Netherlands: Universal Press.

Schoppek, W. (2000). Memory for continually changing information: A task analysis and model of the keeping track task. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the 22nd Annual Conference of the Cognitive Science Society, 877-882, Mahwah: Erlbaum.

Wallach, D. & C. Lebiere, C. (2000). Learning of event sequences: An architectural approach. In N. Taatgen (Ed.). In Proceedings of the Third International Conference on Cognitive Modeling, pp. 271-279. Groningen: Universal Press.

Taatgen, N. A. (1999). Learning without limits: from problem solving toward a unified theory of learning. Doctoral Dissertation, University of Groningen, The Netherlands.

Taatgen, N. A. (1999). A model of learning task-specific knowledge for a new task. In Proceedings of the twenty-first annual conference of the Cognitive Science Society (pp. 730-735). Mahwah, NJ: Erlbaum.

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. (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.

Lebiere, C. (1999). The dynamics of cognition: An ACT-R model of cognitive arithmetic. Kognitionswissenschaft., 8 (1), pp. 5-19.

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.

Lebiere, C. (1998). The dynamics of cognition: An ACT-R model of cognitive arithmetic. Ph.D. Dissertation. CMU Computer Science Dept Technical Report CMU-CS-98-186. Pittsburgh, PA. Available at http://reports-archive.adm.cs.cmu.edu/.

Lebiere, C., Wallach, D. & Taatgen, N. (1998). Implicit and explicit learning in ACT-R. In F. Ritter & R. Young (Eds.). Cognitive Modeling II (pp. 183-193). Nottingham: Nottingham University Press.

Anderson, J. R., Bothell, D., Lebiere, C. & Matessa, M. (1998). An integrated theory of list memory. Journal of Memory and Language, 38, 341-380.

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., 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.

Blessing, S. B. (1997). A programming by demonstration authoring tool for model-tracing tutors. International Journal of Artificial Intelligence in Education, 8, 233-261

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.

Schooler, L. J. & Anderson, J. R. (1997). The role of process in the rational analysis of memory. Cognitive Psychology, 32(3), 219-250.

Anderson, J. R. & Matessa, M. P. (1997). A production system theory of serial memory. Psychological Review, 104, 728-748.

Anderson, J. R., Reder, L. M. & Lebiere, C. (1996). Working memory: Activation limitations on retrieval. Cognitive Psychology, 30(3), 221-256.

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. & Fincham, J. M. (1996). Categorization and sensitivity to correlation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 259-277.

Blessing, S. & Anderson, J. R. (1996). How people learn to skip steps. Journal of Experimental Psychology: Learning, Memory and Cognition, 22, 576-598.

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.

Anderson, J. R. & Sheu, C. F. (1995). Causal inference as perceptual judgments. Memory & Cognition, 23, 510-524.

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. & Fincham, J. M. (1994). Acquisition of Procedural skills from examples. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1322-1340.

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.

Anderson, J. R. & Matessa, M. (1992). Explorations of an incremental, Bayesian algorithm for categorization. Machine Learning, 9, 275-308.

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.

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. & 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. (1991). The adaptive nature of human categorization. Psychological Review, 98, 409-429.

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.

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.

Singley, M. K. & Anderson, J. R. (1989). Transfer of Cognitive Skill. Cambridge, MA: Harvard University Press.

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.

Singley, M. K. & Anderson, J. R. (1988). A keystroke analysis of learning and transfer of text editing. Human Computer Interaction, 3, 223-274.

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.

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.

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.

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 role of practice in fact retrieval. Journal of Experimental Psychology: Learning, Memory, & Cognition, 11, 136-153.

Elio, R., & Anderson, J. R. (1984). The effects of information order and learning mode on schema abstraction. Memory and Cognition, 12, 20-30.

Anderson, J. R. (1983). Retrieval of information from long-term memory. Science, 220, 25-30.

Anderson, J. R. (1983). Learning to program. In Proceedings of International Joint Conference on Artifical Intelligence, 57-62.

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.

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.

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.

Anderson, J. R. (1981). Memory for logical quantifiers. Journal of Verbal Learning and Verbal Behavior, 20, 306-321.

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., 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.

Anderson, J. R. (Ed.) (1981). Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum.

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. (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). Effects of prior knowledge on memory for new information. Memory and Cognition, 9, 237-246.

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., 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. (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. (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. (1978). Representation of individuals in semantic nets. In Proceedings of TINLAP, 51-56.

Anderson, J. R. & Paulson, R. (1978). Interference in memory for pictorial information. Cognitive Psychology, 9, 178-202.

Anderson, J. R. (1977). Memory for information about individuals. Memory and Cognition, 5, 430-442.

Lewis, C. H. & Anderson, J. R. (1976). Interference with Real World Knowledge. Cognitive Psychology, 8, 311-335.

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.

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. & Bower, G. H. (1974). Interference in memory for multiple contexts. Memory and Cognition, 2, 509-514.

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. & Lewis, C. (1974). Interference with real world knowledge. Paper presented at the meeting of the Psychonomics Society.

Anderson, J. R. (1974). Retrieval of propositional information from long-term memory. Cognitive Psychology, 5, 451-474.

Bower, G. H., & Anderson, J. R. (1972). Recognition and retrieval processes in free recall. Psychological Review, 79, 97-123.

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.

Gugerty, L. (in press, publication expected May 2007). Cognitive components of troubleshooting strategies. Thinking and Reasoning.

Publications in Learning and Memory