Publications in Practice and Retention

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

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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Department of Psychology, Carnegie Mellon University