John Robert Anderson

EDUCATION, PROFESSIONAL EXPERIENCE, & HONORS

RESEARCH INTERESTS

The following topics in Cognitive Psychology and Artificial Intelligence:

• Learning and Memory
• Cognitive Architecture
• Problem Solving
• Intelligent Tutoring
• fMRI Brain Imaging

BIOGRAPHICAL SKETCH

STUDENTS SUPERVISED

PROFESSIONAL MEMBERSHIPS and COMMITTEES

• Major professional memberships
  • American Psychological Society,
  • Psychonomics Society
  • Cognitive Science Society
• Major professional committee activity
  • National Research Council on Sciences of Learning
  • Office of Naval Research - VETT Advisory Panel
  • NRC Panel on Learning & Instruction

COMPLETE PUBLICATIONS

Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M. (2009). Can neural imaging investigate learning in an educational task? In proceedings of the 36th Annual Carnegie Symposium on Cognition, June 2-3, Carnegie Mellon University. [Document] [][Model] [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]

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

Moon, J., & Anderson, J. R. (submitted). Timing in multitasking: Memory contamination and time pressure bias. Cognitive Psychology.[Model] [info]

Anderson, J. R., Fincham, J. M., Schneider, D. W., & Yang, J. (2012). Using brain imaging to track problem-solving in a complex state space. NeuroImage, 60, 633-643. [] [] [][Normed data for matlab code][Matlab code] [info]

Anderson, J. R. & Fincham, J. M. (submitted). Uncovering the sequential structure of thought. Cognitive Science. [][Model] [info]

Borst, J. & Anderson, J., R, (2012). Towards pinpointing the neural correlates of ACT-R: A conjunction of two model-based fMRI analyses. In N. Rußwinkel, U. Drewitz & H. van Rijn (eds.), Proceedings of the 11th International Conference on Cognitive Modeling, Berlin: Universitaetsverlag der TU Berlin. [] [info]

Moon, J., & Anderson, J. R. (2012). Modeling Millisecond Time Interval Estimation in Space Fortress Game. In Proceedings of the 34th Annual Conference of the Cognitive Science Society. [] [info]

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

Stocco, A., Lebiere, C., O'Reilly, R. C., & Anderson, J. R. (2012). Distinct contributions of the caudate nucleus, rostral prefrontal cortex, and parietal cortex to the execution of instructed tasks. Cognitive, Affective, & Behavioral Neuroscience. [] [info]

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. [Document][Pyramid Data] [info]

Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M. (in press). Can neural imaging be used to investigate learning in an educational task? In J. Stazewski (Ed.) Expertise and skill acquisition: The impact of William G. Chase. [info]

Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M. (in press). Tracking children's mental states while solving algebra equations. Human Brain Mapping . [][Mindreading HMM files and data] [info]

Anderson, J. R., Betts, S. A., Ferris, J. L., Fincham, & J. M., Yang, J. (in press). Using Brain Imaging to Track Student Problem solving.IEEE Intelligent Systems. [info]

Anderson, J. R., Bothell, D., Fincham, J. M., Anderson, A. R., Poole, B. & Qin, Y. (2011). Brain Regions Engaged by Part- and Whole-task Performance in a Video Game: A Model-based Test of the Decomposition Hypothesis. Journal of Cognitive Neuroscience, 23, 3983-3997. [][Points description][Space Fortress model files][Model description] [info]

Anderson, J. R. (in press) Tracking problem solving by multivariate pattern analysis and hidden markov model algorithms. Neuropsychologia. [info]

Danker, J. F., Fincham, J. M., & Anderson, J. R. (2011). The neural correlates of competition during memory retrieval are modulated by attention to the cues. Neuropsychologia, 49, 2427-2438. [] [info]

Lee, H. S., Betts, S. A. & Anderson, J. R. (2011). How can we design effective instructions to promote transfer? paper to be presented at the annual meetings of the Society for Research on Educational Effectiveness (SREE), September 8-11, 2011, Washington, D.C. [info]

Moon, J., Bothell, D., & Anderson, J. R. (2011). Using a Cognitive Model to Provide Instruction for a Dynamic Task. In Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp.2283-2288). Boston, MA. [] [info]

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

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. [] [info]

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. [] [info]

Anderson, J. R. (2010). Cognitive Psychology and Its Implications: Seventh Edition. New York: Worth Publishing. [info]

Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M. (2010). Neural imaging to track mental states while using an intelligent tutoring system. Proceedings of the National Academy of Science, 107(15), 7018-7023. [] [][PNAS Matlab Files and data] [info]

Anderson, J. R.,Betts, S. A., Ferris, J. L., & Fincham, J. M. (in press). Cognitive and metacognitive activity in mathematical problem solving: Prefrontal and parietal patterns.Cognitive, Affective, and Behavioral Neuroscience, 11, 52-67. [] [HTML] [info]

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

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. [] [info]

Fincham, J.M., Anderson, J.R., Betts, S.A., & Ferris, J.L. (2010). Using Neural Imaging and Cognitive Modeling to Infer Mental States while Using an Intelligent Tutoring System. In Proceedings of the Third International Conference on Educational Data Mining (EDM2010). Pittsburgh, PA. [] [info]

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

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. [][Model] [info]

Stocco, A., Lebiere, C., O'Reilly, R. C., & Anderson, J. R. (2010). The role of the anterior prefrontal-basal ganglia circuit as a biological instruction interpreter. In A. V. Samsonovich, K. R. Jóhannsdóttir, A. Chella, & B. Goertzel (Eds.) Biologically Inspired Cognitive Architectures 2010. Frontiers in Artificial Intelligence and Applications, (pp. 153-162). Amsterdam, The Netherlands: IOS Press. [] [info]

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. [] [info]

Anderson, J. R., Anderson, J. F., Ferris, J. L., Fincham, J. M., & Jung, K.-J. (2009). The Lateral Inferior Prefrontal Cortex and Anterior Cingulate Cortex are Engaged at Different Stages in the Solution of Insight Problems. Proceedings of the National Academy Sciences, 106 (26), 10799-10804. [][Model] [info]

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

Brunstein, A., Betts, S. A., Anderson, J. R (unpublished). When minimal guidance does an does not work: Drill and kill makes discovery learning a success. [][discovery model] [info]

Rosenberg-Lee, M., Lovett, M., & Anderson, J. R. (2009). Neural correlates of arithmetic calculation strategies. Cognitive, Affective, & Behavioral Neuroscience, 9(3), 270-285. [] [Document][Model] [info]

Stocco, A., Lebiere, C., & Anderson, J. R. (2009). Dopamine, learning, and production rules: The basal ganglia and the flexible control of information transfer in the brain. In A. Samsonovich (Ed.) Biologically Inspired Cognitive Architectures II (pp. 169-175), AAAI Press. [] [info]

Taatgen, N. A. & Anderson, J. R. (2009). The Past, Present, and Future of Cognitive Architectures. topiCS in Cognitive Science, 1-12. [] [info]

Walsh, M. M. & Anderson, J. R. (2009) The strategic nature of changing your mind. Cognitive Psychology, 58, 416-440. [] [info]

Anderson, J. R., Anderson, J. F., Ferris, J. L., Fincham, J. M., & Jung, K-J. (unpublished, 2008). Word puzzles produce distinct patterns of activation in the ventrolateral prefrontal cortex and anterior cingulate cortex. [][Model] [info]

Anderson, J.R., Byrne, D., Fincham, J., & Gunn, P. (2008). Role of Prefrontal and Parietal Cortices in Associative Learning. Cerebral Cortex, 18(4), 904-914. [][Pair1 model] [info]

Anderson, J. R., Carter, C. S., Fincham, J. M., Qin,. Y., Ravizza, S. M., & Rosenberg-Lee, M. (2008). Using fMRI to Test Models of Complex Cognition. Cognitive Science, 32, 1323-1348. [][Model][Model] [info]

Anderson, J.R., Fincham, J. M., Qin, Y., & Stocco, A. (2008). A Central circuit of the mind. Trends in Cognitive Science. 12(4), 136-143. [] [info]

Anderson, J. R. & Qin, Y. (2008). Using Brain Imaging to Extract the Structure of Complex Events at the Rational Time Band. Journal of Cognitive Neuroscience, 20 (9) , 1624-1636. [][Model] [info]

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. [] [info]

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. [info]

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

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. [info]

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. [] [info]

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. [] [info]

Rosenberg-Lee, M., Lovett, M., & Anderson, J. R. (2008). Strategy variation in multi-digit mental multiplication: fMRI, behavioral and modeling perspectives. In Proceedings of the Annual Meeting of the Cognitive Neuroscience Society, San Francisco, CA, p. 72. [info]

Stocco, A. & Anderson, J. R. (2008) Endogenous control and task representation: An fMRI study in algebraic problem solving. Journal of Cognitive Neuroscience, 20(7), 1300-1314. [][Model] [info]

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. [] [info]

Taatgen, N.A. & Anderson, J.R. (2008). ACT-R. In R. Sun (ed.), Constraints in Cognitive Architectures. Cambridge University Press, pp 170-185. [] [info]

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. [][Model for Experiment 2][Model for Experiment 1] [info]

Anderson, J. R. (2007) How Can the Human Mind Occur in the Physical Universe? New York: Oxford University Press. [HTML][Pyramid model][Linear Equations][Friedman model] [info]

Anderson, J. R. (2007). The Algebraic Brain. In Gluck, M. A., Anderson, J. R , & Kosslyn, S. M. (Eds.). Memory and Mind: A Festschrift for Gordon H. Bower. New Jersey: Lawrence Erlbaum Associates. [] [info]

Anderson, J. R. (2007). The image of complexity. In The 29th Annual Conference of the Cognitive Science Society. Nashville, Tennessee, USA. [] [info]

Anderson, J. R. (2007). Using brain imaging to guide the development of a cognitive architecture. In W. D. Gray (Ed.), Integrated Models of Cognitive Systems (pp. 49-62).New York, NY: Oxford University Press. [] [info]

Anderson, J. R., Qin, Y., Jung, K-W., & Carter, C. S. (2007). Information-Processing Modules and their Relative Modality Specificity, Cognitive Psychology, 54(3), 185-217 [] [HTML] [model information] [info]

Danker, J. F. & Anderson, J. R. (2007). The roles of prefrontal and posterior parietal cortex in algebra problem-solving: A case of using cognitive modeling to inform neuroimaging data. Neuroimage, 35, 1365-1377. [][Models] [info]

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. [] [info]

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. [] [info]

Danker, J. M. & Anderson, J. R. (2007). The Roles of Prefrontal and Posterior Parietal Cortex in Algebra Problem Solving: A Case of Using Cognitive Modeling to Inform Neuroimaging Data. NeuroImage. 35, 1365-1377. [info]

Fincham, J. M., & Anderson, J. R. (2007). An fMRI study of the neural correlates of performance and learning in an algebraic isomorph task. In Proceedings of the Annual Meeting of the Cognitive Neuroscience Society. New York, NY, p. 271 [info]

Gluck, M. A., Anderson, J. R , & Kosslyn, S. M. (2007). Memory and Mind: A Festschrift for Gordon H. Bower. New Jersey: Lawrence Erlbaum Associates. [info]

Qin, Y., Bothell, D., & Anderson, J. R. (2007). ACT-R meets fMRI. In Proceedings of LNAI 4845 (pp.. 205-222). Berlin, Germany: Springer-Verlag. [] [info]

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. [] [info]

Ritter, S., Anderson, J. R., Koedinger, K. R., & Corbett, A. (2007) Cognitive Tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14, 249-255. [] [info]

Sohn, M.-H., Albert, M. V.., Stenger, V. A, Jung, K.-J., Carter, C. S., & Anderson, J. R. (2007). Anticipation of conflict monitoring in the anterior cingulate cortex and the prefrontal cortex. Proceedings of National Academy of Science, 104, 10330-10334. [] [info]

Stocco, A., & Anderson, J. R. (2007). Endogenous control in algebraic problem solving: An fMRI study. In Proceedings of the Annual Meeting of the Cognitive Neuroscience Society. New York, NY, p. 271. [] [info]

Taatgen, N., Van Rijn, H., Anderson, J. R. (2007). An integrated theory of prospective time interval estimation: The role of cognition, attention, and learning. Psychological Review, 114(3), 577-598. [][Model] [info]

Budiu, R. & Anderson, J. R. (2006). Word learning in context: Metaphors and neologisms. In M. Vishnevsky (Ed.), Focus on Cognitive Psychology Research, Nova Science Publishers. New York, NY: Hauppage. [] [info]

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. [] [info]

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. [] [info]

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. [] [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]

Gunzelmann, G. & Anderson, J. R. (2006). Location matters: Why target location impacts performance in orientation tasks. Memory & Cognition, 34(1), 41-59. [] [info]

Huss, D., Taatgen, N. A., & Anderson, J. R. (2006). Instructional Representation in cognitive modeling. In Proceedings of the Seventh International Conference on Cognitive Modeling (pp. 367-368). Trieste, Italy. [] [info]

Kao, Y. & Anderson, J. R. (2006). What are they thinking? Decomposing a complex task. In proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 2523) . Vancouver, British Columbia, Canada. [] [info]

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. [info]

Taatgen, N. A., Huss, D., & Anderson, J. R. (2006). How cognitive models can inform the design of instructions. In Proceedings of the Seventh International Conference on Cognitive Modeling (pp. 304-309). Trieste, Italy. [] [info]

Taatgen, N.A., Lebiere, C. & Anderson, J.R. (2006). Modeling Paradigms in ACT-R. In R. Sun (ed.), Cognition and Multi-Agent Interaction: From Cognitive Modeling to Social Simulation. Cambridge University Press; 29-52. [] [info]

Anderson, J. R. (2005) Human symbol manipulation within an integrated cognitive architecture. Cognitive Science, 29(3), 313-341. [] [info]

Anderson, J. R. (2005). Cognitive Psychology and Its Implications: Sixth Edition. New York: Worth Publishing. [info]

Anderson, J. R., Albert, M. V., & Fincham, J.M. (2005) Tracing Problem Solving in Real Time: fMRI Analysis of the Subject-Paced Tower of Hanoi. Journal of Cognitive Neuroscience, 17 1261-1274. [] [info]

Anderson, J. R., Taatgen, N. A., & Byrne, M. D. (2005) Learning to achieve perfect time sharing: Architectural implications of Hazeltine, Teague, & Ivry (2002). Journal of Experimental Psychology: Human Perception and Performance 31, 749-761. [] [info]

Budiu, R. & Anderson, J. R. (2005). Negation in nonliteral sentences. In B. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum Associates. [] [info]

Gunzelmann, G., & Anderson, J. R. (2005). Integrating multiple strategies efficiently to solve an orientation task. In B. G. Bara, L. Barsalou, and M. Bucciarelli (Eds.), Proceedings of the Twenty-Seventh Annual Meeting of the Cognitive Science Society (pp. 851-856). Mahwah, NJ: Lawrence Erlbaum Associates. [] [info]

Jung, K.-J., Prasad, p., Qin, Y., & Anderson, J. R. (2005). Extraction of overt verbal response from acoustic noise from the scanner in fMRI by use of segmented active noise cancellation. Magnetic Resonance Imaging, 53, 739-744. [info]

Lovett, M. C. & Anderson, J. R. (2005) Thinking as a production system. In K. Holyoak & R. Morrison (Eds.) Cambridge Handbook of Thinking and Reasoning (pp. 401-430). Cambridge University Press; NY. [] [info]

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. [][Model and Sequence Files] [info]

Petrov, A. & Anderson, J. R. (2005). The dynamics of scaling: A memory-based anchor model of category rating and absolute identification. Psychological Review 112,(2) 383-416. [] [HTML] [Matlab ANCHOR model] [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]

Sohn, M.-H., Goode, A., Stenger, V. A, Jung, K.-J., Carter, C. S., & Anderson, J. R. (2005). An information-processing model of three cortical regions: Evidence in episodic memory retrieval, NeuroImage , 21-33. [] [info]

Taatgen, N., Anderson, J. R., Dickison, D., & van Rijn, H. (2005) Time Interval Estimation: Internal Clock or Attentional Mechanism? In B. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum Associates. [] [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]

Anderson, J. R., Qin, Y., Stenger, V. A., & Carter, C. S. (2004). The relationship of three cortical regions to an information-processing model. Journal of Cognitive Neuroscience, 16 (4), 637-653. [] [info]

Budiu, R. & Anderson, J. R. (2004). Interpretation-Based Processing: A Unified Theory of Semantic Sentence Processing. Cognitive Science 28, 1-44. [] [ACT-R 4.0 web-based simulations and model source code] [info]

Fu, W-T. & Anderson, J. R. (2004). Extending the Computational Abilities of the Procedural Learning Mechanism in ACT-R. In proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 416-421). August 4-7, Chicago, USA [] [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. (2004) Spatial orientation using map displays: A model of the influence of target location. In proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 517-522) . August 4-7, Chicago, USA [] [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]

Haimson, C., Bothell, D., Douglass, S. A., & Anderson, J. R. (2004) Partitioning visual displays aids task-directed search. Human Factors: The Journal of Human Factors and Ergonomics Society, 3, 551-566 (16). [] [info]

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. [] [info]

Qin, Y., Carter, C. S., Silk, E., Stenger, V. A., Fissell, K., Goode, A. & Anderson, J.R. (2004). The change of the brain activation patterns as children learn algebra equation solving. Proceedings of National Academy of Sciences,101(15), 5686-5691. [] [info]

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. [] [info]

Sohn, M.-H., Goode, A., Koedinger, K. R., Stenger, V. A, Fissell, K., Carter, C. S., & Anderson, J. R. (2004). Behavioral equivalence but not neural equivalence: Neural evidence of alternative strategies in mathematical thinking. Nature Neuroscience, 7 (11), 1193-1194. [] [info]

Sohn, M.-H., Goode, A., Stenger, V. A, Carter, C. S., & Anderson, J. R. (2003). Competition and representation during memory retrieval: Roles of the prefrontal cortex and the posterior parietal cortex, Proceedings of National Academy of Sciences, 100, 7412-7417. [] [info]

Taatgen, N., van Rijn, H., & Anderson, J. R. (2004). Time perception: Beyond simple interval estimation. In Proceedings of the sixth International Conference on Cognitive Modeling (pp. 296-301). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh. [] [info]

Terao, A., Koedinger, K. R., Sohn, M-H., Qin, Y., Anderson, J. R., & Carter, C. S. (2004). An fMRI study of the interplay of symbolic and visuo-spatial systems in mathematical reasoning.In Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 1327-1332). [] [info]

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. [] [info]

Anderson, J. R. & Lebiere, C. L. (2003). The Newell test for a theory of cognition. Behavioral & Brain Science 26, 587-637 [] [info]

Budiu, R. & Anderson, J. R. (2003). Verifica†ion of sentences containing anaphoric metaphors: An ACT-R computational model. In F. Detje, D. Doerner, & H. Schaub (Eds.), In Proceedings of the Fifth International Conference on Cognitive Modeling (pp. 39-44). Bamberg, Germany: Universitats-Verlag Bamberg. [] [info]

Gunzelmann, G., & Anderson, J. R. (2003). Problem solving: Increased planning with practice. Cognitive Systems Research, 4, 57-76. [] [ACT-R 4.0 web-based simulation and model source code] [info]

Misker, J. M. V. & Anderson, J. R. (2003). Combining optimality theory and a cognitive architecture. In Proceedings of the Fifth International Conference on Cognitive Modeling, 165-170, Bamberg, Germany [] [info]

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. [] [info]

Qin, Y., Sohn, M-H, Anderson, J. R., Stenger, V. A., Fissell, K., Goode, A. Carter, C. S. (2003). Predicting the practice effects on the blood oxygenation level-dependent (BOLD) function of fMRI in a symbolic manipulation task. Proceedings of the National Academy of Sciences of the United States of America. 100(8): 4951-4956. [] [info]

Sohn, M.-H., & Anderson, J. R. (2003). Stimulus-related priming during task switching. Memory & Cognition, 31 (5), 775-780. [] [info]

van Rijn, H. & Anderson, J. R. (2003). Modeling lexical decision as ordinary retrieval. In F. Detje, D. Doerner, & H. Schaub (Eds.), In Proceedings of the Fifth International Conference on Cognitive Modeling (pp. 207-212). Bamberg, Germany: Universitats-Verlag Bamberg. [] [info]

Anderson, J. R. (2002). Spanning seven orders of magnitude: A challenge for cognitive modeling. Cognitive Science, 26, 85-112 [] [info]

Anderson, J. R., Bothell, D., & Douglass, S. A. (unpublished). An eye movement study of the fan effect: Evidence for a multiple-access model. [] [info]

Anderson, J. R., Qin, Y., Sohn, M-H., Stenger, V. A. & Carter, C. S. (2003) An information-processing model of the BOLD response in symbol manipulation tasks. Psychonomic Bulletin & Review. 10, 241-261. [] [ACT-R 5.0 web-based simulations and model source code] [info]

Budiu R., & Anderson J. R. (2002). Comprehending anaphoric metaphors. Memory & Cognition 30, 158-165. [] [info]

Fincham, J. M., Carter, C. S., van Veen, V., Stenger, V. A., & Anderson, J. R. (2002). Neural mechanisms of planning: A computational analysis using event-related fMRI. In Proceedings of the National Academy of Sciences. 99 (5), 3346-3351, 2002. [] [info]

Gunzelmann, G., & Anderson, J. R. (2002). Strategic differences in the coordination of different views of space. In W. D. Gray and C. D. Schunn (Eds.), Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society (pp. 387-392). Mahwah, NJ: Lawrence Erlbaum Associates. [] [ACT-R 5.0 model source code] [info]

Haimson, C., & Anderson, J. R. (2002). Partitioning visual displays: Directing the path of visual search. In Proceedings of the Human Factors and Ergonomics Society 46th Annual Meeting, 1604-1608, Baltimore, MD. [] [info]

Pavlik, P. I., Jr., & Anderson, J. R. (2002). Mental rotation transfer. Poster presented the 24th Annual Meeting of the Cognitive Science Society, Fairfax, VA August 2002. [] [info]

Taatgen, N.A. & Anderson, J.R. (2002). Why do children learn to say "broke"? A model of learning the past tense without feedback. Cognition, 86(2), 123-155. [] [ACT-R 4.0 model source code] [info]

Anderson, J. R., & Betz, J. (2001). A hybrid model of categorization. Psychonomic Bulletin and Review, 8, 629-647. [] [ACT-R 4.0 web-based simulation and model source code] [info]

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. [] [ACT-R 4.0 web-based simulations and model source code] [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]

Anderson, J. R. & Gluck, K. (2001). What role do cognitive architectures play in intelligent tutoring systems? In D. Klahr & S. M. Carver (Eds.) Cognition & Instruction: Twenty-five years of progress, 227-262. Erlbaum. [] [info]

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. [] [ACT-R 4.0 web-based simulation and Excel files] [info]

Byrne, M. D., & Anderson, J. R. (2001). Serial modules in parallel: The psychological refractory period and perfect time-sharing. Psychological Review, 108, 847-869. [] [info]

Corbett, A. T. & Anderson, J. R. (2001). Locus of feedback control in computer-based tutoring: Impact on learning rate, achievement and attitudes. In Proceedings of ACM CHI'2001 Conference on Human Factors in Computing Systems, 245-252. [] [info]

Gunzelmann, G., & Anderson, J. R. (2001). An ACT-R Model of the Evolution of Strategy Use and Problem Difficulty. In Proceedings of the Fourth International Conference on Cognitive Modeling, pp. 109-114. Mahwah, NJ: Lawrence Erlbaum Associates. [] [info]

Lebiere, C, Anderson, J. R., & Bothell, D. (2001). Multi-tasking and cognitive workload in an ACT-R model of a simplified air traffic control task. In Proceedings of the Tenth Conference on Computer Generated Forces and Behavior Representation. Norfolk, VA. [] [info]

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. [] [info]

Salvucci, D. D., & Anderson, J. R. (2001). Automated eye-movement protocol analysis. Human-Computer Interaction, 16, 39-86. [] [info]

Salvucci, D. D., & Anderson, J. R. (2001). Integrating analogical mapping and general problem solving: The path-mapping theory. Cognitive Science, 25, 67-110. [] [ACT-R 4.0 web-based simulations and models source code] [info]

Schunn, C. D. & Anderson, J. R. (2001). Acquiring expertise in science: Explorations of what, when, and how. In K. Crowley, C. D. Schunn, & T. Okada (Eds.) Designing for science: Implications from everyday, classroom, and professional settings, (pp. 83-114). Mahwah, NJ: Lawrence Erlbaum Associates. [] [info]

Sohn, M.-H., & Anderson, J. R. (2001). Task preparation and task repetition: Two-component model of task switching. Journal of Experimental Psychology: General. [] [ACT-R 4.0 web-based simulations and model source code] [info]

Anderson, J. R. (2000). Cognitive Psychology and Its Implications: Fifth Edition. New York: Worth Publishing. [info]

Anderson, J. R. (2000). Learning and Memory, Second Edition. New York: Wiley. [info]

Anderson, J. R., Greeno, J. G., Reder, L. M., & Simon, H. A. (2000). Perspectives on learning, thinking, and activity. Educational Researcher, 29, 11-13. [] [info]

Anderson, J.R., Reder, L.M., & Simon, H.A. (2000, Summer). Applications and Misapplications of Cognitive Psychology to Mathematics Education. Texas Educational Review [] [HTML] [info]

Anderson, J. R. & Schooler, L. J. (2000). The adaptive nature of memory. In E. Tulving and F. I. M. Craik (Eds.) Handbook of memory, 557-570. New York: Oxford University Press. [] [info]

Anderson, J. R. & Schunn, C. D. (2000). Implications of the ACT-R learning theory: No magic bullets. In R. Glaser, (Ed.), Advances in instructional psychology: Educational design and cognitive science (Volume 5), pp. 1-34. Mahwah, NJ: Lawrence Erlbaum Associates. [] [info]

Budiu, R. & Anderson, J. R. (2000). Integration of background knowledge in sentence processing: A unified theory of metaphor understanding, semantic illusions, and text memory. In Proceedings of the Third International Conference on Cognitive Modeling, pp. 50-57. Groningen, Netherlands: Universal Press. [] [info]

Gluck, K. A., Lovett, M. C., Anderson, J. R., & Shute, V. J. (unpublished). The Curriculum and the Interface: A Componential Analysis of the Learning Curve. [] [ACT-R 4.0 web-based simulation and model source code] [info]

Gunzelmann, G., & Anderson, J. R. (2000). Strategies and subgoals: Planning and execution in the Tower of Hanoi. Abstracts of the Psychonomics Society, 5, 42. [] [info]

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. [] [info]

Matessa, M. & Anderson, J. R. (2000). An ACT-R model of adaptive communication. In Proceedings of the Third International Conference on Cognitive Modeling, pp. 210-217, University of Groningen, Netherlands. [] [info]

Matessa, M., & Anderson, J. R. (2000). Modelling Focused Learning in Role Assignment. Language and Cognitive Processes, 15 (3), 263-292. [] [ACT-R 4.0 web-based simulations and models source code] [info]

Petrov, A. & Anderson, J. R. (2000). ANCHOR: A memory-based model of category rating. In Proceedings of the Twenty-Second Annual Conference of the Cognitive Science Society (pp. 369-374). [] [info]

Salvucci, D. D., & Anderson, J. R. (2000). Intelligent gaze-added interfaces. In Human Factors in Computing Systems: CHI 2000 Conference Proceedings (pp. 273-280). New York: ACM Press. [] [info]

Sanner, S., Anderson, J. R., Lebiere, C., & Lovett, M. (2000). Achieving efficient and cognitively plausible learning in backgammon. In Proceedings of the Seventeenth International Conference on Machine Learning (pp. 823-830). San Francisco: Morgan Kaufmann. [] [] [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]

Sohn, M.-H., Ursu, S., Anderson, J. R., Stenger, V. A., & Carter, C. S. (2000). The role of prefrontal cortex and posterior parietal cortex in task-switching. In Proceedings of National Academy of Science, 97 (24), 13448-13453. [] [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]

Anderson, J. R. & Reder, L. M. (1999). The fan effect: New results and new theories. Journal of Experimental Psychology: General, 128, 186-197. [] [ACT-R 4.0 web-based simulations] [info]

Anderson, J. R. & Reder, L. M. (1999). The size of the fan effect: Process not representation. Journal of Experimental Psychology: General, 128, 207-210. [HTML] [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]

Schunn, C. D., & Anderson, J. R. (1999). The generality/specificity of expertise in scientific reasoning. Cognitive Science, 23, 337-370. [] [info]

Anderson, J. R., Bothell, D., Lebiere, C. & Matessa, M. (1998). An integrated theory of list memory. Journal of Memory and Language, 38, 341-380. [] [ACT-R 4.0 web-based simulations] [info]

Anderson, J. R. & Lebiere, C. (1998). The atomic components of thought. Mahwah, NJ: Erlbaum. [Chapter abstracts, model source code, and web-based simulations] [info]

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. [] [info]

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. [] [info]

Gluck, K. A., Shute, V. J., Anderson, J. R., & Lovett, M. C. (1998). Deconstructing a computer-based tutor: Striving for better learning efficiency in Stat Lady. In B. P. Goettl, H. M. Halff, C. L. Redfield, & V. J. Shute (Eds.), Proceedings of the 4th International Conference on Intelligent Tutoring Systems (pp. 66-75). New York: Springer. [] [info]

Koedinger, K. R., & Anderson, J. R. (1998). Illustrating principled design: The early evolution of a cognitive tutor for algebra symbolization. Interactive Learning Environments, 5, 161-180. [] [info]

Ritter, S., Anderson, J. R., Cytrynowicz, M., & Medvedeva, O. (1998) Authoring Content in the PAT Algebra Tutor. Journal of Interactive Media in Education, 98 (9). [] [HTML] [info]

Salvucci, D. D. & Anderson, J. R. (1998). Tracing eye movement protocols with cognitive process models. In Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, pp. 923-928. Hillsdale, NJ: Erlbaum. [] [info]

Schunn, C. D. & Anderson, J. R. (1998). Scientific discovery. In J. R. Anderson, & C. Lebiere (Eds.). The atomic components of thought, 385-428. Mahwah, NJ: Erlbaum. [] [info]

Anderson, J. R. & Douglass, S. (unpublished). Visual Attention and Problem Solving. [Excel files] [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]

Anderson, J. R., Matessa, M., & Lebiere, C. (1997). ACT-R: A theory of higher level cognition and its relation to visual attention. Human Computer Interaction, 12(4), 439-462. [] [Excel files] [info]

Anderson, J. R. & Matessa, M. P. (1997). A production system theory of serial memory. Psychological Review, 104, 728-748. [] [Excel files and LISP code] [info]

Anderson, J. R., Simon, H. A., & Reder, L. M. (1997). Rejoiner: Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26, 18-21. [] [info]

Boyland, J. T. & Anderson, J. R. (1997). Comprehension and production as avenues of syntactic priming. In Proceedings of the 19th Annual Conference of the Cognitive Science Society, p. 871. Mahwah, NJ: Erlbaum. [] [] [info]

Byrne, M. D. & Anderson J. A. (1997) Enhancing ACT-R's perceptual-motor abilites. In Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society. Stanford University, p. 880. Mahwah, NJ: Erlbaum. [] [info]

Corbett, A. T., Koedinger, K. R., & Anderson, J. R. (1997). Intelligent tutoring systems (Chapter 37). M. G. Helander, T. K. Landauer, & P. Prabhu, (Eds.) Handbook of Human-Computer Interaction, 2nd edition. Amsterdam, The Netherlands: Elsevier Science. [] [info]

Gluck, K. A., Lovett, M. C., & Anderson, J. R. (1997). The adaptive nature of learning from Stat Lady. In Proceedings of the 19th Annual Conference of the Cognitive Science Society, p. 931. Mahwah, NJ: Erlbaum. [] [info]

Gluck, K. A., Lovett, M. C., Anderson, J. R., & Park, J. W. (1997). Learning about learning from Stat Lady. In Proceedings of the World Conference on Educational Multimedia and Hypermedia. Charlottesville, VA: AACE. [info]

Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8, 30-43. [] [info]

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. [] [info]

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. [] [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]

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

Schunn, C. D., & Anderson, J. R. (1997). General and specific expertise in scientific reasoning. In Proceedings of the 19th Annual Conference of the Cognitive Science Society, pp. 674-679. Mahwah, NJ: Erlbaum. [] [info]

Anderson, J. R. (1996). ACT: A simple theory of complex cognition. American Psychologist, 51, 355-365. [] [info]

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. [] [info]

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

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

Anderson, J. R., Simon, H. A., & Reder, L. M. (1996). Situated learning and education. Educational Researcher, 25, 5-11. [] [info]

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

Harvey, L. & Anderson, J. R. (1996). Transfer of declarative knowledge in complex information processing domains. Human-Computer Interaction, 11, 69-96. [HTML] [info]

Lovett, M. C. & Anderson, J. R. (1996). History of success and current context in problem solving: Combined influences on operator selection. Cognitive Psychology, 31(2), 168-217. [] [info]

Anderson, J. R. (1995). Cognitive Psychology and Its Implications: Fourth Edition. New York: Freeman. [info]

Anderson, J. R. (1995). Learning and Memory. New York: Wiley. [info]

Anderson, J. R., Corbett, A. T., Koedinger, K., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of Learning Sciences, 4, 167-207. [] [info]

Anderson, J. R., John, B. E., Just, M. A., Carpenter, P. A., Kieras, D. E., & Meyer, D. E. (1995). Production system models of complex cognition. In Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 9-12). Hillsdale, NJ: Lawrence Erlbaum Associates. [] [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]

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

Corbett, A. T. and Anderson, J. R. (1995). Knowledge decomposition and subgoal reification in the ACT programming tutor. Artificial Intelligence and Education, 1995: The Proceedings of AI-ED 95. Charlottesville, VA: AACE. [] [info]

Corbett, A. T. & Anderson, J. R. (1995). Knowledge tracing: Modeling the acquisition of procedural knowledge. User Modeling and User-Adapted Interaction, 4, 253-278. [] [info]

Corbett, A.T., Anderson, J. R., & O'Brien, A.T. (1995). Student modeling in the ACT Programming Tutor. In P. Nichols, S. Chipman and B. Brennan (eds.) Cognitively Diagnostic Assessment. (19-41). Hillsdale, NJ: Erlbaum. [] [info]

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. [] [info]

Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1995). Intelligent tutoring goes to school in the big city. In Proceedings of the 7th World Conference on Artificial Intelligence in Education, August 16-19, 1995, Washington, DC, USA. [] [info]

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. [] [info]

Lovett, M. C. & Anderson, J. R. (1995). Making heads or tails out of selecting problem-solving strategies. In Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 265-270). Hillsdale, NJ: Lawrence Erlbaum Associates. [] [info]

Ritter, S. & Anderson, J. R. (1995). Calculation and strategy in the equation solving tutor. In Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 413-418). Hillsdale, NJ: Lawrence Erlbaum Associates. [] [info]

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

Corbett, A. T., Anderson, J. R., Carver, V. H. & Brancolini, S. A. (1994). Individual differences and predictive validity in student modeling. In A. Ram & K. Eiselt (Eds.) The Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Lawrence Erlbaum. [] [info]

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. [info]

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. [] [info]

Anderson, J. R. (1993). Rules of the Mind. Hillsdale, NJ: Erlbaum. [info]

Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48, 35-44. [] [info]

Corbett, A.T. and Anderson, J. R. (1993) Student modeling in an intelligent programming tutor. In E. Lemut, B. du Boulay & G. Dettori (Eds.) Cognitive models and intelligent environments for learning programming. New York: Springer-Verlag. [] [info]

Corbett, A. T., Anderson J. R., & O'Brien, A. T. (1993) The predictive validity of student modeling in the ACT Programming Tutor. In P. Brna, S. Ohlsson, & H. Pain (Eds.) Artifically Intelligence and Education, 1993: The Proceedings of AI-ED 93. Charlottesville, VA: AACe. [] [info]

Koedinger, K. & Anderson, J. R. (1993). Reifying implicit planning in geometry: Guidelines for model-based intelligent tutoring system design. In S. P. Lajoie & S. J. Derry (Eds.) Computers as cognitive tools (pp. 15-46). Hillsdale, NJ: Erlbaum. [] [info]

Koedinger, K. R., & Anderson, J. R. (1993). Effective use of intelligent software in high school math classrooms. In Proceedings of the 1993 Conference on Artificial Intelligence in Education. Charlottesville, VA: AACE. [] [info]

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. [] [info]

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. [] [info]

Wu, Q. & Anderson, J. R. (1993). Strategy choice and change in programming. International Journal of Man and Machine, 39, 579-598. [] [info]

Anderson, J. R. (1992). Automaticity and the ACT* theory. American Journal of Psychology, 105, 165-180. [] [info]

Anderson, J. R. (1992). Intelligent tutoring and high school mathematics. In Proceedings of the Second International Conference on Intelligent Tutoring Systems. Montreal. [] [info]

Anderson, J. R., Corbett, A., Fincham, J., Hoffman, D., & Pelletier, R. (1992). General principles for an intelligent tutoring architecture. In V. Shute and W. Regian (Eds.), Cognitive Approaches to Automated Instruction, (pp. 81-106). Hillsdale, NJ: Erlbaum. [] [info]

Anderson, J. R. & Corbett, A. T. (1992). Acquisition of LISP Programming Skill. In S. Chipman & A. Meyrowitz (eds.) Foundations of Knowledge Acquisition: Cognitive Models of Complex Learning. Hingham, MA: Kluwer . [] [info]

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

Anjaneyulu, K. S. R. & Anderson, J. R. (1992). The advantages of data flow diagrams for beginning programming. In Proceedings of the Second International Conference on Intelligent Tutoring Systems. Montreal. [] [info]

Corbett, A. T. & Anderson, J. R. (1992). Student modeling and mastery learning in a computer-based programming tutor. In Proceedings of the Second International Conference on Intelligent Tutoring Systems. Montreal. [] [info]

Corbett, A. T. & Anderson, J. R. (1992). The LISP intelligent tutoring system: Research in skill acquisition. In J. Larkin, R. Chabay, and C. Scheftic (Eds.), Computer Assisted Instruction and Intelligent Tutoring Systems: Establishing Communication and Collaboration. Hillsdale, NJ: Erlbaum. [] [info]

Anderson, J. R. (1991). Is human cognition adaptive? Behavioral and Brain Sciences, 14, 471-484. [] [info]

Anderson, J. R. (1991). The adaptive nature of human categorization. Psychological Review, 98, 409-429. [] [info]

Anderson, J. R. (1991). The place of cognitive architectures in a rational analysis. In K. Van Len (Ed.), Architectures for Intelligence. Hillsdale, NJ: Erlbaum. [] [info]

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. [] [info]

Anderson, J. R. & Pelletier, R. (1991). A development system for model-tracing tutors. In Proceedings of the International Conference of the Learning Sciences, 1-8. Evanston, IL. [] [info]

Anderson, J. R. & Schooler, L. J. (1991). Reflections of the environment in memory. Psychological Science, 2, 396-408. [] [info]

Corbett, A. T., Anderson, J. R., & Fincham, J. M. (1991). Menu selection vs. typing: effects on learning in an intelligent programming tutor. In Proceedings of the International Conference of the Learning Sciences, 107-112. Evanston, IL. [] [info]

Koedinger, K. & Anderson, J. R. (1991) Interaction of deductive and inductive reasoning strategies in geometry novices. In Proceedings of the 14th Annual Conference of the Cognitive Science Society, 780-784. [] [info]

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. [] [info]

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. [] [info]

Wu, Q. & Anderson, J. R. (1991). Knowledge transfer among programming languages. In Proceedings of the 14th Annual Conference of the Cognitive Science Society, 376-381. [] [info]

Anderson, J. R. (1990). Analysis of student performance with the LISP tutor. In N. Fredericksen, R. Glaser, A. Lesgold, & M. Shaffo (Eds.), Diagnostic Monitoring of Skill and Knowledge Acquisition. Hillsdale, NJ: Erlbaum, 27-50. [] [info]

Anderson, J. R. (1990). Cognitive Psychology and its Implications: Third Edition. New York: Freeman. [info]

Anderson, J. R. (1990). The Adaptive Character of Thought. Hillsdale, NJ: Erlbaum. [info]

Anderson, J. R., Boyle, C. F., Corbett, A., and Lewis, M. W. (1990) Cognitive modelling and intelligent tutoring. Artificial Intelligence, 42, 7-49. [] [info]

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. [] [info]

Corbett, A. T. & Anderson, J. R. (1990). The effect of feedback control on learning to program with the LISP Tutor. In Proceedings of the Twelfth Annual Conference of the Cognitive Science Society, 796-803, Cambridge, MA. [] [info]

Corbett, A. T., Anderson, J. R., & Patterson, E. G., (1990). Student modelling and tutoring flexibility in the LISP Intelligent Tutoring System. In C. Frasson and G. Gauthier (Eds.) Intelligent tutoring systems: At the crossroads of artificial intelligence and education. 83-106. Norwood, NJ: Ablex. [] [info]

Koedinger, K. R., & Anderson, J. R. (1990). Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitive Science, 14, 511-550. [] [info]

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. [info]

Schooler, L. J. & Anderson, J. R. (1990). The disruptive potential of immediate feedback. In Proceedings of the Twelfth Annual Conference of the Cognitive Science Society, 702-708, Cambridge, MA. [] [info]

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. [] [info]

Anderson, J. R. (1989). A rational analysis of human memory. In H. L. Roediger, III and F. I. M. Craik (Eds.) Varieties of Memory and Consciousness: Essays in Honor of Endel Tulving. Hillsdale, NJ: Erlbaum, 195-210. [] [info]

Anderson, J. R. (1989). A theory of human knowledge. Artificial Intelligence, 40, 313-351. [] [info]

Anderson, J. R. (1989). Human Memory: An Adaptive Perspective. Psychological Review, 96, 703-719. [] [info]

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. [] [info]

Anderson, J. R. (1989). The analogical origins of errors in problem solving. In D. Klahr & K. Kotovsky (Eds.), 21st Carnegie Symposium on Cognition, 343-371. [] [info]

Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP Tutor. Cognitive Science, 13, 467-506. [] [info]

Anderson, J. R. & Milson, R. (1989). Human Memory: An Adaptive Perspective. Psychological Review, 96, 703-719. [] [info]

Anderson, J. R., & Thompson, R. (1989). Use of analogy in a production system architecture. In A. Ortony, et al. (Eds.), Similarity and Analogy, 367-397. [] [info]

Corbett, A. T., & Anderson, J. R., (1989). Feedback timing and student control in the LISP Intelligent Tutoring System. Artificial Intelligence and Education, 64-72. [] [info]

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

Singley, M. K., Anderson, J. R., Gevins, J. S., & Hoffman, D. (1989). The algebra word problem tutor. Artificial Intelligence and Education, 267-275. [] [info]

Anderson, J. R. (1988). The expert module. In M. Polson & J. Richardson (Eds.), Handbook of Intelligent Training Systems. Hillsdale, NJ: Erlbaum, 21-53. [] [info]

Anderson, J. R. (1988). The place of cognitive architectures in a rational analysis. Cognitive Science Meetings, 1-10. [] [info]

Anderson, J. R., Pirolli, P. & Farrell, R. (1988). Learning to program recursive functions. In M. Chi, R. Glaser, & M. Farr (Eds.), The Nature of Expertise. Hillsdale, NJ: Erlbaum, 153-184. [] [info]

Conrad, F. G. & Anderson, J. R. (1988). The process of learning LISP. Cognitive Science Meetings, 454-460. [] [info]

Corbett, A. T., Anderson, J. R., & Patterson, E. J. (1988). Problem compilation and tutoring flexibility in the LISP Tutor. Intelligent Tutoring Systems, 423-429. [] [info]

Katz, I. R., & Anderson J. R. (1988). Debugging: An analysis of bug-location strategies. Human Computer Interaction, 3, 351-399. [] [info]

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

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. [] [info]

Anderson, J. R. (1987). Methodologies for the study of human knowledge. The Behavioral and Brain Sciences, 10, 467-505. [] [info]

Anderson, J. R. (1987). Production systems, learning, and tutoring. In D. Klahr, P. Langley, & R. Neches (Eds.), Self-Modifying Production Systems: Models of Learning and Development. Bradford Books/MIT, Cambridge, MA. [] [info]

Anderson, J. R. (1987). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review, 94, 192-210. [] [info]

Anderson, J. R., Boyle, C. F., Farrell, R., & Reiser, B. J. (1987). Cognitive principles in the design of computer tutors. In P. Morris (Ed.), Modelling Cognition, Wiley. [] [info]

Anderson, J. R., Corbett, A. T., & Reiser, B. J. (1987). Essential LISP, Reading, MA: Addison-Wesley. [info]

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. [] [info]

Gray, W. D. & Anderson, J. R. (1987). Change-episodes in coding: When and how do programmers change their code? In Proceedings of the Second Conference on the Experimental Study of Programming. NJ: Able, 185-197. [] [info]

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. [] [info]

Lewis, M. W., Milson, R., & Anderson, J. R. (1987). The teacher's apprentice: Designing an intelligent authoring system for high school mathematics. In G. P. Kearsley (Ed.), Artificial Intelligence and Instruction. Reading, MA: Addison-Wesley [] [info]

McKendree, J. E., & Anderson, J. R. (1987). Frequency and practice effects on the composition of knowledge in LISP evaluation. In J. M. Carroll (Ed.), Cognitive Aspects of Human-Computer Interaction. Cambridge, Mass.: MIT Press. [] [info]

Anderson, J. R. (1986). Knowledge compilation: The general learning mechanism. In R. Michalski, J. Carbonell, & T. Mitchell (Eds.), Machine learning II. Los Altos, CA: Morgan Kaufmann. [] [info]

Anderson, J. R., Boyle, C. F., & Reiser, B. J. (1986). Intelligent tutoring systems. Electrotechnology Review, 40-41. [] [info]

Anderson, J. R., Boyle, C. F., & Yost, G. (1986) The geometry tutor. The Journal of Mathematical Behavior, 5-20. [] [info]

Anderson, J. R., & Skwarecki, E. (1986). The automated tutoring of introductory computer programming. Communications of the ACM, 29, 842-849. [] [info]

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. [] [info]

Kessler, C., & Anderson, J. R. (1986). Learning flow of control: Recursive and iterative procedures. Human Computer Interaction, 2, 135-166. [] [info]

Anderson, J. R. (1985). Cognitive Psychology and its Implications (2nd Ed.). New York: Freeman. [info]

Anderson, J. R., Boyle, C. F., & Reiser, B. J. (1985). Intelligent tutoring systems. Science, 228, 456-462. [] [info]

Anderson, J. R., Boyle, C. F., & Yost, G. (1985). The geometry tutor. In Proceedings of IJCAI, 1-7. [] [info]

Anderson, J. R., & Jeffries, R. (1985). Novice LISP errors: Undetected losses of information from working memory. Human Computer Interaction, 1, 107-131. [] [info]

Anderson, J. R., & Reiser, B. J. (1985). The LISP tutor. Byte, 10, 159-175. [] [info]

Lewis, M. W., & Anderson, J. R. (1985). Discrimination of operator schemata in problem solving: Procedural learning from examples. Cognitive Psychology, 17, 26-65. [] [info]

MacWhinney, B., & Anderson, J. R. (1985). The acquisition of grammar. In E. Gopnik (Ed.), McGill Studies in Cognitive Science, Norwood, NJ: Ablex. [] [info]

Pirolli, P. L., & Anderson, J. R. (1985). The acquisition of skill in the domain of programming recursion. Canadian Journal of Psychology, 39, 240-272. [] [info]

Pirolli, P. L., & Anderson, J. R. (1985). The role of practice in fact retrieval. Journal of Experimental Psychology: Learning, Memory, & Cognition, 11, 136-153. [] [info]

Reiser, B. J., Anderson, J. R., & Farrell, R. G. (1985). Dynamic student modelling in an intelligent tutor for LISP programming. In Proceedings of IJCAI, 8-14. [] [info]

Singley, M. K., & Anderson, J. R. (1985). The transfer of text-editing skill. Journal of Man-Machine Interaction, 22, 403-423. [] [info]

Anderson, J. R. (1984). Cognitive psychology and intelligent tutoring. In Proceedings of the Sixth Annual Cognitive Science Meetings, 37-43. [] [info]

Anderson, J. R. (1984). Spreading activation. In J. R. Anderson & S. M. Kosslyn (Eds.), Essays on Learning and Memory. San Francisco, CA: Freeman. [] [info]

Anderson, J. R., Boyle, C. F., Farrell, R., & Reiser, B. J. (1984). Cognitive principles in the design of computer tutors. In Proceedings of the Sixth Annual Cognitive Science Meetings, 2-10. [] [info]

Anderson, J. R., Farrell, R., & Sauers, R. (1984). Learning to program in LISP. Cognitive Science, 8, 87-130. [] [info]

Anderson, J. R., & Pirolli, P. L. Spread of activation. (1984). Journal of Experimental Psychology: Learning, Memory, & Cognition, 10, 791-799. [] [info]

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

Farrell, R., Anderson, J. R., & Reiser, B. J. (1984). An interactive computer-based tutor for LISP. Proceedings of the 1984 Meetings of AAAI. [] [info]

Farrell, R., Anderson, J. R., & Reiser, B. J. (1984). Interactive student modelling in a computer-based LISP tutor. Proceedings of the Sixth Annual Cognitive Science Meetings, 252-255. [] [info]

McKendree, J., Reiser, B. J., & Anderson, J. R. (1984). Tutorial goals and strategies in the instruction of programming skills. In Proceedings of the Sixth Annual Cognitive Science Meetings, 252-254. [] [info]

Pirolli, P. L., Anderson, J. R., & Farrell, R. (1984). Learning to program recursion. In Proceedings of the Sixth Annual Cognitive Science Meetings, 277-280. [] [info]

Anderson, J. R. (1983). A general learning theory and its application to the acquisition of proof skills in geometry. In R. Michalski, J. Carbonell, and T. Mitchell (Eds.), Machine Learning: An Artificial Intelligence Approach. Palo Alto, CA: Tioga Publishing. [] [info]

Anderson, J. R. (1983). A spreading activation theory of memory. Journal of Verbal Learning and Verbal Behavior, 22, 261-295. [] [info]

Anderson, J. R. (1983). The Architecture of Cognition. Cambridge, MA: Harvard University Press. [info]

Anderson, J. R. (1983). Knowledge compilation: The general learning mechanisms. In Proceedings of the 1983 Machine Learning Workshop, 203-212. [] [info]

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

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

Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-403. [] [info]

Bradshaw, G. L., & Anderson, J. R. (1982). Elaborative encoding as an explanation of levels of processing. Journal of Verbal Learning and Verbal Behavior, 21, 165-174. [] [info]

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. [] [info]

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. [] [info]

Anderson, J. R. (1981). A theory of language acquisition based on general learning principles. In Proceedings of IJCAI-81, 165-170. [] [info]

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. [] [info]

Anderson, J. R. (1981). Effects of prior knowledge on memory for new information. Memory and Cognition, 9, 237-246. [] [info]

Anderson, J. R. (1981). Interference: The relationship between response latency and response accuracy. Journal of Experimental Psychology: Human Learning and Memory, 7, 326-343. [] [info]

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

Anderson, J. R. (1981). Tuning of search of the problem space for geometry proofs. In Proceedings of IJCAI-81, 97-103. [] [info]

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

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. [] [info]

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. [] [info]

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. [] [info]

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. [info]

Anderson, J. R. (1980). Cognitive psychology and its implications. San Francisco: Freeman. [info]

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. [] [info]

Anderson, J. R., & Ross, B. H. (1980). Evidence against a semantic-episodic distinction. Journal of Experimental Psychology: Human Learning and Memory, 6, 441-466. [] [info]

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. [] [info]

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. [] [info]

Anderson, J. R. (1979). Further arguments concerning representations for mental imagery: A response to Hayes-Roth and Pylyshyn. Psychological Review, 86, 395-406. [] [info]

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. [] [info]

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. [] [info]

Schustack, M. W. & Anderson, J. R. (1979). Effects of analogy to prior knowledge on memory for new information. Journal of Verbal Learning and Verbal Behavior, 18, 565-584. [] [info]

Anderson, J. R. (1978). Arguments concerning representations for mental imagery. Psychological Review, 85, 249-277. [] [info]

Anderson, J. R. (1978). Computer simulation of language acquisition: A second report. In D. LaBerge and S. J. Samuels (Eds.), Perception and Comprehension. Hillsdale, NJ: Erlbaum, 1978. [] [info]

Anderson, J. R. (1978). Representation of individuals in semantic nets. In Proceedings of TINLAP, 51-56. [] [info]

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

Anderson, J. R. (1977). Induction of Augmented Transition Networks. Cognitive Science, 1, 125-157. [] [info]

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

Anderson, J. R. & Kline, P. (1977). Design of a Production System. In Proceedings of the Workshop on Pattern-Directed Inference Systems, 60-65. [] [info]

Anderson, J. R., Kline, P., & Lewis, C. (1977). A production system model for language processing. In P. Carpenter & M. Just (Eds.) Cognitive Processes in Comprehension, Hillsdale, NJ: Lawrence Erlbaum Associates. [] [info]

Anderson, J. R. & Paulson, R. (1977). Representation and Retention of Verbatim Information. Journal of Verbal Learning and Verbal Behavior, 16, 439-451. [] [info]

Anderson, J. R. (1976). Language, memory, and thought. Hillsdale, NJ: Erlbaum. [info]

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. [] [info]

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

Anderson, J. R. (1975). Computer simulation of a language-acquisition system. In R.L. Solso (Ed.), Information Processing and Cognition: The Loyola Symposium, 295-349. Hillsdale, NJ: Lawrence Erlbaum. [] [info]

Anderson, J. R. (1975). Configural properties in sentence memory: A Re-examination. Paper presented at the meeting of the Psychonomics Society. [info]

Anderson, J. R. (1975). Item-specific and relation-specific interference in sentence memory. Journal of Experimental Psychology: Human Learning and Memory, 104, 249-260. [] [info]

Anderson, J. R. (1975). Review of W. Kintsch, The Representation of Meaning in memory. American Journal of Psychology, 88, 524-532. [] [info]

Anderson, J. R. (1974). Language acquisition by computer and child. Technical Report No. 55, Human Performance Center. [] [info]

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

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. [] [info]

Anderson, J. R. & Bower, G. H. (1974). A propositional theory of recognition memory. Memory and Cognition, 2, 406-412. [] [info]

Anderson, J. R. & Bower, G. H. (1974). Interference in memory for multiple contexts. Memory and Cognition, 2, 509-514. [] [info]

Anderson, J. R. & Hastie, R. (1974). Individuation and reference in memory: proper names and definite descriptions. Cognitive Psychology, 5, 495-514. [] [info]

Anderson, J. R. & Lewis, C. (1974). Interference with real world knowledge. Paper presented at the meeting of the Psychonomics Society. [] [info]

Anderson, J. R. & Reder, L. M. (1974). Negative judgements in and about semantic memory. Journal of Verbal Learning and Verbal Behavior, 13, 664-681. [] [info]

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. [] [info]

Anderson, J. R. & Bower, G. H. (1973). Human Associative memory. Washington: Winston and Sons. [info]

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. [] [info]

Anderson, J. R. & Bower, G. H. (1972). Configural properties in sentence memory. Journal of Verbal Learning and Verbal Behavior, 11, 594-605. [] [info]

Anderson, J. R. A Stochastic model of sentence memory. Doctoral dissertation, Stanford University, June, 1972. [info]

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

Anderson, J. R. & Bower, G.H. (1971). On an associative trace for sentence memory. Journal of Verbal Learning and Behavior, 10, 673-680. [] [info]

Reber, A. S. & Anderson, J. R. (1970). The perception of clicks in linguistic and non-linguistic messages. Perception and Psychophysics, 8, 81-89. [info]

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