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REFERENCES

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Download the Cognitive Psychology and ACT-R research as a PDF

Cognitive Psychology and ACT-R
Reference List

  • Anderson, J. R. (2000). Cognitive Psychology and Its Implications: Fifth Edition. New York: Worth Publishing.
  • Anderson, J. R. (2000). Learning and Memory, Second Edition. New York: Wiley.
  • Anderson, J. R. (1995). Cognitive Psychology and Its Implications: Fourth Edition. New York: Freeman.
  • Anderson, J. R. (1995). Learning and Memory. New York: Wiley.
  • Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48, 35-44.
  • Anderson, J. R. (1993). Rules of the Mind. Hillsdale, NJ: Erlbaum.
  • Anderson, J. R. (1992). Automaticity and the ACT* theory. American Journal of Psychology, 105, 165-180.
  • Anderson, J. R. (1990). The Adaptive Character of Thought. Hillsdale, NJ: Erlbaum.
  • Anderson, J. R. (1990). Cognitive Psychology and its Implications: Third Edition. New York: Freeman.
  • Anderson, J. R. (1985). Cognitive Psychology and its Implications (2nd Ed.). New York: Freeman.
  • Anderson, J. R. (1983). The Architecture of Cognition. Cambridge, MA: Harvard University Press.
  • Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-403.
  • Anderson, J. R. (1980). Cognitive psychology and its implications. San Francisco: Freeman.
  • Anderson, J. R. (1976). Language, memory, and thought. Hillsdale, NJ: Erlbaum.
  • Anderson, J. R. & Bower, G. H. (1973). Human associative memory. Washington: Winston and Sons.
  • 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., Qin, Y., Sohn, M-H., Stenger, V. A. & Carter, C. S. (in press). An information-processing model of the ACT-R 5.0 web-based BOLD response in symbol manipulation tasks. Psychonomic Bulletin and Review. [ACT-R 5.0 web-based simulations and model source code] [info]
  • Blessing, S. & Anderson, J. R. (1996). How people learn to skip steps. Journal of Experimental Psychology: Learning, Memory and Cognition, 22, 576-598.
  • Blessing, S. B. & Ross, B. H. (1996). Content effects in problem categorization and problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 792-810.
  • Blessing, S. B. & Ross, B. H. (1994). Problem content affects the categorization and solutions of problems. In A. Ram and K. Eiselt (Eds.), Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society (pp. 51-55). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  • Gunzelmann, G., & Anderson, J. R. (2001). An ACT-R Model of the Evolution of Strategy Use and Problem Difficulty.
  • Lebiere, C., Anderson, J. R., & Reder, L. M. (1994). Error modeling in the ACT-R production system. In Proceedings of the Proceedings of the Fourth International Conference on Cognitive Modeling, pp. 109-114. Mahwah, NJ: Lawrence Erlbaum Associates. [info] Sixteenth Annual Conference of the Cognitive Science Society, 555-559. Hillsdale, NJ: Erlbaum.
  • 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]
  • 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.
  • Singley, M. K. & Anderson, J. R. (1989). Transfer of Cognitive Skill. Cambridge, MA: Harvard University Press.
  • Vecera, S. P. & Blessing, S.B. (in press). Deductions in cognitive psychology: The role of unified theories. Skeptical Inquirer.
  • 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.