Kao, Y., Douglass, S. A., Fincham, J. M., Jung, K.-J., Qin, Y., & Anderson, J. R. (submitted). An information-processing approach to deconstructing a geometry proof task. [info]

Kao, Y. S., Douglass, S. A., Fincham, J. M., & Anderson, J. R. (in revision). Traveling the Second Bridge: Using fMRI to Assess an ACT-R Model of Geometry Proof. [][Model] [info]

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. [] [info]

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. [] [] [info]

Sohn, M.-H., Douglass, S. A., Chen, M.-C., & Anderson, J. R. (2005). Characteristics of fluent skills in a complex, dynamic problem-solving task. Human Factors, 47 (4), 742-752. [info]

Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C., & Qin, Y . (2004). An integrated theory of the mind. Psychological Review 111, (4). 1036-1060. [] [info]

Anderson, J. R., Bothell, D., & Douglass, S. (2004) Eye movements do not reflect retrieval: Limits of the eye-mind hypotesis. Psychological Science. 15, 225-231. [] [info]

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 it’s applications. American Psychological Association; Washinton, D. C. [] [info]

Fu, W.-T., Bothell, D., Douglass, S., Haimson, C., Sohn, M.-H., & Anderson, J. R. (2004) Learning from real-time over-the-shoulder instructions in a dynamic task. In Proceedings of the sixth International Conference on Cognitive Modeling (pp. 100-105). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh. [] [info]

Gunzelmann, G., Anderson, J. R., & Douglass, S. (2004). Orientation Tasks Involving Multiple Views of Space: Strategies and Performance. Spatial Cognition and Computation, 4(3), 209-256. [] [ACT-R 5.0 web-based simulation, model source code, and abstract] [info]

Anderson, J. R. & Douglass, S. (2001). Tower of Hanoi: Evidence for the Cost of Goal Retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(6), 1331-1346. [] [ACT-R 4.0 web-based simulations, model source code and experimental data spreadsheet] [info]

Sohn, M-H., Douglass, S. A., Chen, M-C., & Anderson, J. R. (2000). Eye-movements during unit-task execution in a complex problem-solving situation. In Proceedings of the 44th Annual Meeting of the Human Factors and Ergonomics Society, 378-381. [] [info]

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. [] [Excel files] [info]

Byrne, M. D., Anderson, J. R., Douglass, S., & Matessa, M. (1999). Eye tracking the visual search of click-down menus. Human Factors in Computing Systems: Proceedings of CHI 99, 402-409. Reading, MA: Addison Wesley. [] [info]

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. [] [info]

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. [] [info]

Anderson, J. R., Matessa, M. & Douglass, S. (1995). The ACT-R theory and visual attention. In Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 61-65). Hillsdale, NJ: Lawrence Erlbaum Associates. [] [info]