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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.
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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.
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Altmann, E. M. & Trafton, J. G. (2002). Memory for goals: An activation-based model. Cognitive Science, 26, 39-83.
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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.
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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.
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Petrov, A. (2001). Fitting the ANCHOR model to individual data: A case study in Bayesian methodology. In Proceedings of the 2001 International Conference on Cognitive Modeling, pp. 174-180. Mahwah, NJ: Lawrence Erlbaum Associates.
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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.
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MacWhinney, B., & Anderson, J. R. (1985). The acquisition of grammar. In E. Gopnik (Ed.), McGill Studies in Cognitive Science, Norwood, NJ: Ablex.
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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.
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Matessa, M., & Anderson, J. R. (2000). Modelling Focused Learning in Role Assignment. Language and Cognitive Processes, 15 (3), 263-292.
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Peebles, D. & Cheng, P. C.-H. (2002). Extending task analytic models of graph-based reasoning: A cognitive model of problem solving with Cartesian graphs in ACT-R/PM. Cognitive Systems Research, 3, 77-86.
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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.
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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.
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Peterson, S. & Simon, T. J. (2000) Computational evidence for the subitizing phenomenon as an emergent property of the human cognitive architecture. Cognitive Science, 24, 93-122.
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Pirolli, P. L., & Anderson, J. R. (1985). The role of practice in fact retrieval. Journal of Experimental Psychology: Learning, Memory, & Cognition, 11, 136-153.
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Reber, A. S. & Anderson, J. R. (1970). The perception of clicks in linguistic and non-linguistic messages. Perception and Psychophysics, 8, 81-89.
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Lebiere, C., & Shang, J. (2002). A cognitive architecture-based theory of meliorative behavior. In Proceedings of the 8th Behavioral Decision Research in Management Conference (BDRM). Chicago, IL.
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Singley, M. K. & Anderson, J. R. (1988). A keystroke analysis of learning and transfer of text editing. Human Computer Interaction, 3, 223-274.
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Wallach, D. & Tack, W. (1998). Wissenserwerb und Performanz bei der Regelung komplexer Systeme [On the relationship of learning and performance in system control]. Kognitionswissenschaft, 7, 118-123.
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Pirolli, P. L., Anderson, J. R., & Farrell, R. (1984). Learning to program recursion. In Proceedings of the Sixth Annual Cognitive Science Meetings, 277-280.
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Altmann, E. M. & Gray, W. D. (1998). Pervasive episodic memory: Evidence from a control-of-attention paradigm. In M. A. Gernsbacher & S. J. Derry (Eds.), Proceedings of the twentieth annual conference of the Cognitive Science Society (pp. 42-47). Hillsdale, NJ: Erlbaum.
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Lewis, R. L. (1999, March). Attachment without competition: A race-based model of ambiguity resolution in a limited working memory. Presented at the CUNY Sentence Processing Conference, New York.
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Pirolli, P. L., & Anderson, J. R. (1985). The acquisition of skill in the domain of programming recursion. Canadian Journal of Psychology, 39, 240-272.
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Anderson, J. R., Simon, H. A., & Reder, L. M. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
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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.
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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.
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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.
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Fum, D. & Del Missier, F. (2001). Adaptive selection of problem solving strategies. In Proceedings of the Twenty-Third Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum Associates, 313-318.
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Anderson, J.R., Reder, L.M., & Simon, H.A. (2000, Summer). Applications and Misapplications of Cognitive Psychology to Mathematics Education. Texas Educational Review
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Salvucci, D. D. (2000). A model of eye movements and visual attention. In Proceedings of the International Conference on Cognitive Modeling (pp. 252-259). Veenendaal, The Netherlands: Universal Press.
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Schunn, C. D., & Anderson, J. R. (1999). The generality/specificity of expertise in scientific reasoning. Cognitive Science, 23, 337-370.
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Koedinger, K. R. & MacLaren, B. A. (2002). Developing a pedagogical domain theory of early algebra problem solving. CMU-HCII Tech Report 02-100.
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Anderson, J. R. (1990). The Adaptive Character of Thought. Hillsdale, NJ: Erlbaum.
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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.
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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 its applications. American Psychological Association; Washinton, D. C.
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Brumby, D. P. (2004) A model of single-page web search: The effect of interdependence on link assessment. In Proceedings of the sixth International Conference on Cognitive Modeling (pp. 402-403). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.
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Pirolli, P.L., Fu, W-T., Reeder, R., & Card, S. K. (2002) A User-Tracing Architecture for Modeling Interaction with the World Wide Web. Presented at Advanced Visual Interfaces (AVI 2002), May22-24, Trento Italy.
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West, R. L. & Emond, B. (2004). The environment as theory: An example using the ACT-R/SOS environment. In Proceedings of the sixth International Conference on Cognitive Modeling (pp. 398-399). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.
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Kim, S.-Y., Lodge, M., & Taber, C. (2004). A computational model of voter- The dynamics of political candidate evaluation. In Proceedings of the sixth International Conference on Cognitive Modeling (pp. 362-363). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.
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Pirolli, P. L. & Fu, W-T. (2003)SNIF-ACT: A Model of Information Foraging on the World Wide Web. Ninth International Conference on User Modeling, Johnstown, PA .
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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.
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Roll, I., Baker, R. S., Aleven, V., & Koedinger, K. (2004). What goals do students have when choosing the actions they perform? In Proceedings of the sixth International Conference on Cognitive Modeling (pp. 380-381). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.