Moon, J., & Anderson, J. R. (2013). Timing in multitasking: Memory contamination and time pressure bias. Cognitive Psychology, 67 (1/2), 26-54.
Anderson, J.R., Betts, S., Bothell, D., Dimov, C.M. and Fincham, J.M. (2024), Tracking the Cognitive Band in an Open-Ended Task. Cognitive Science, 48: e13454. https://doi.org/10.1111/cogs.13454
Hough, A. R., Stevens, C., Fox, E. L., & Myers, C. (2023, July). An initial cognitive model of a radar detection task. Paper presented at MathPsych/ICCM/EMPG 2023. Via mathpsych.org/presentation/1103.
Anderson, J. R., Betts, S., Bothell, D., & Lebiere, C. (2021). Discovering Skill. Cognitive Psychology, 129.
Anderson, J. R., Betts, S., Fincham, J. M., Hope, R., & Walsh, M. W. (2020). Reconstructing fine-grained cognition from brain activity. NeuroImage, 221, 116999.
Anderson, J.R., Betts, S., Bothell, D., Hope, R., Lebiere, C. (2019) Learning Rapid and Precise Skills. Psychological Review, 126(5), 727-760.
Fincham, JM, Lee, HS, Anderson, JR. Spatiotemporal analysis of event‐related fMRI to reveal cognitive states. Human Brain Mapping. 2019; 1– 18. https://doi.org/10.1002/hbm.24831
Anderson, J.R., Borst, J.P., Fincham, J.M., Ghuman, A.S., Tenison, C., & Zhang, Q. (2018). The Common Time Course of Memory Processes Revealed. Psychological Science, 29(9), 1463-1474.
Tenison, C., Fincham, J.M., & Anderson, J.R. (2016). Phases of Learning: How Skill Acquisition Impacts Cognitive Processing. Cognitive Psychology, 87, 1-28.
Anderson, J.R., Bothell, D., Fincham, J.M., & Moon, J. (2016). The Sequential Structure of Brain Activation Predicts Skill. Neuropsychologia, 81, 94-106.
Borst, J.P. & Anderson, J.R. (2015). Using the ACT-R Cognitive Architecture in combination with fMRI data. In B.U. Forstmann, & E.-J. Wagenmakers (Eds.), An Introduction to Model-Based Cognitive Neuroscience. Springer: New York.
Moon,J., Fincham,J.M., Betts,S.A., & Anderson,J.R.,(2015). End effects and cross-dimensional interference in identification of time and length: Evidence for a common memory mechanism. Cognitive, Affective, & Behavioral Neuroscience, 15, 680-695.
Anderson, J. R. & Fincham, J. M. (2014). Extending Problem-Solving Procedures. Cognitive Psychology, Nov;74:1-31.
Lee, H. S., Betts, S. & Anderson, J. R. (under review). Revealing hidden structure by explicit rule-instruction versus scaffolded example.
Anderson, J. R. & Fincham, J. M. (2013). Discovering the sequential structure of thought. Cognitive Science, 37(6), 1-31.
Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M. (2012). Tracking children’s mental states while solving algebra equations. Human Brain Mapping . 33(11), 2650-65.
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.
Schneider, D. W., & Anderson, J. R. (2012). Modeling fan effects on the time course of associative recognition. Cognitive Psychology, 64, 127-160.
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.
Schneider, D. W., & Anderson, J. R. (2011). A memory-based model of Hick’s law. Cognitive Psychology, 62, 193–222.
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.
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.
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.
Paik, J., Kim, J. W., Ritter, F. E., Morgan, J. H., Haynes, S. R., & Cohen, M. A. (2010). Building large learning models with Herbal. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of ICCM Tenth International Conference on Cognitive Modeling (pp. 187-191). Philadelphia, PA.
Rosenberg-Lee, M., Lovett, M., & Anderson, J. R. (2009). Neural correlates of arithmetic calculation strategies. Cognitive, Affective, & Behavioral Neuroscience, 9(3), 270-285.
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.
Gunzelmann, G., Gross, J. B., Gluck, K. A., & Dinges, D. F. (2009). Sleep deprivation and sustained attention performance: Integrating mathematical and cognitive modeling. Cognitive Science, 33(5), 880-910.
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.
Brunstein, A., Betts, S. A., Anderson, J. R (unpublished). When minimal guidance does and does not work: Drill and kill makes discovery learning a success.
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.
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.
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.
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.
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.
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.
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.
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.
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
Anderson, J. R. (2007) How Can the Human Mind Occur in the Physical Universe? New York: Oxford University Press.
Kennedy, W.G., & Trafton, J.G. (2006) Long-term Symbolic Learning in Soar and ACT-R. In Proceedings of the Seventh International Conference on Cognitive Modeling(pp. 166-171). Trieste, Italy.
Pavlik, P. I., Jr., & Anderson, J. R. ( 2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29, 559-586.
Budiu, R. & Anderson, J. R. (2004). Interpretation-Based Processing: A Unified Theory of Semantic Sentence Processing. Cognitive Science 28, 1-44.
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.
Gunzelmann, G., & Anderson, J. R. (2003). Problem solving: Increased planning with practice. Cognitive Systems Research, 4, 57-76.
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.
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.
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.
Sohn, M.-H., & Anderson, J. R. (2001). Task preparation and task repetition: Two-component model of task switching. Journal of Experimental Psychology: General.
Salvucci, D. D., & Anderson, J. R. (2001). Integrating analogical mapping and general problem solving: The path-mapping theory. Cognitive Science, 25, 67-110.
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.
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.
Anderson, J. R., & Betz, J. (2001). A hybrid model of categorization. Psychonomic Bulletin and Review, 8, 629-647.
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.
Matessa, M., & Anderson, J. R. (2000). Modelling Focused Learning in Role Assignment. Language and Cognitive Processes, 15 (3), 263-292.
Lebiere, C. (1999). The dynamics of cognition: An ACT-R model of cognitive arithmetic. Kognitionswissenschaft., 8 (1), pp. 5-19.
Lebiere, C., & West, R. L. (1999). A dynamic ACT-R model of simple games. In Proceedings of the Twenty-first Conference of the Cognitive Science Society, pp. 296-301. Mahwah, NJ: Erlbaum.
Anderson, J. R. & Reder, L. M. (1999). The fan effect: New results and new theories. Journal of Experimental Psychology: General, 128, 186-197.
Anderson, J. R., Bothell, D., Lebiere, C. & Matessa, M. (1998). An integrated theory of list memory. Journal of Memory and Language, 38, 341-380.
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.
Anderson, J. R. & Matessa, M. P. (1997). A production system theory of serial memory. Psychological Review, 104, 728-748.
Moon, J., & Anderson, J. R. (submitted). Is temporal memory special? The choose-short effect in time and length.