57 found
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  1. Arguments concerning representations for mental imagery.John R. Anderson - 1978 - Psychological Review (4):249-277.
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  2. How Can the Human Mind Occur in the Physical Universe?John R. Anderson - 2007 - Oup Usa.
    The human cognitive architecture consists of a set of largely independent modules associated with different brain regions. This book discusses in detail how these various modules can combine to produce behaviours as varied as driving a car and solving an algebraic equation.
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  3. Acquisition of cognitive skill.John R. Anderson - 1982 - Psychological Review 89 (4):369-406.
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  4.  37
    An Integrated Theory of the Mind.John R. Anderson, Daniel Bothell, Michael D. Byrne, Scott Douglass, Christian Lebiere & Yulin Qin - 2004 - Psychological Review 111 (4):1036-1060.
  5.  54
    The adaptive nature of human categorization.John R. Anderson - 1991 - Psychological Review 98 (3):409-429.
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  6.  18
    Human memory: An adaptive perspective.John R. Anderson & Robert Milson - 1989 - Psychological Review 96 (4):703-719.
  7. Is human cognition adaptive?John R. Anderson - 1991 - Behavioral and Brain Sciences 14 (3):471-485.
    Can the output of human cognition be predicted from the assumption that it is an optimal response to the information-processing demands of the environment? A methodology called rational analysis is described for deriving predictions about cognitive phenomena using optimization assumptions. The predictions flow from the statistical structure of the environment and not the assumed structure of the mind. Bayesian inference is used, assuming that people start with a weak prior model of the world which they integrate with experience to develop (...)
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  8.  18
    Skill acquisition: Compilation of weak-method problem situations.John R. Anderson - 1987 - Psychological Review 94 (2):192-210.
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  9.  31
    Recognition and retrieval processes in free recall.John R. Anderson & Gordon H. Bower - 1972 - Psychological Review 79 (2):97-123.
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  10.  16
    Learning to Program in LISP1.John R. Anderson, Robert Farrell & Ron Sauers - 1984 - Cognitive Science 8 (2):87-129.
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  11.  20
    Further arguments concerning representations for mental imagery: A response to Hayes-Roth and Pylyshyn.John R. Anderson - 1979 - Psychological Review 86 (4):395-406.
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  12.  30
    Methodologies for studying human knowledge.John R. Anderson - 1987 - Behavioral and Brain Sciences 10 (3):467-477.
    The appropriate methodology for psychological research depends on whether one is studying mental algorithms or their implementation. Mental algorithms are abstract specifications of the steps taken by procedures that run in the mind. Implementational issues concern the speed and reliability of these procedures. The algorithmic level can be explored only by studying across-task variation. This contrasts with psychology's dominant methodology of looking for within-task generalities, which is appropriate only for studying implementational issues.The implementation-algorithm distinction is related to a number of (...)
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  13.  31
    Why do children learn to say “Broke”? A model of learning the past tense without feedback.Niels A. Taatgen & John R. Anderson - 2002 - Cognition 86 (2):123-155.
  14.  48
    The fan effect: New results and new theories.John R. Anderson & Lynne M. Reder - 1999 - Journal of Experimental Psychology: General 128 (2):186.
  15.  39
    Human symbol manipulation within an integrated cognitive architecture.John R. Anderson - 2005 - Cognitive Science 29 (3):313-341.
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  16. The Newell test for a theory of cognition.John R. Anderson & Christian Lebiere - 2003 - Behavioral and Brain Sciences 26 (5):587-601.
    Newell proposed that cognitive theories be developed in an effort to satisfy multiple criteria and to avoid theoretical myopia. He provided two overlapping lists of 13 criteria that the human cognitive architecture would have to satisfy in order to be functional. We have distilled these into 12 criteria: flexible behavior, real-time performance, adaptive behavior, vast knowledge base, dynamic behavior, knowledge integration, natural language, learning, development, evolution, and brain realization. There would be greater theoretical progress if we evaluated theories by a (...)
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  17.  18
    Conditional routing of information to the cortex: A model of the basal ganglia’s role in cognitive coordination.Andrea Stocco, Christian Lebiere & John R. Anderson - 2010 - Psychological Review 117 (2):541-574.
  18.  14
    A production system theory of serial memory.John R. Anderson & Michael Matessa - 1997 - Psychological Review 104 (4):728-748.
  19.  28
    Abstract Planning and Perceptual Chunks: Elements of Expertise in Geometry.Kenneth R. Koedinger & John R. Anderson - 1990 - Cognitive Science 14 (4):511-550.
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  20.  22
    Serial modules in parallel: The psychological refractory period and perfect time-sharing.Michael D. Byrne & John R. Anderson - 2001 - Psychological Review 108 (4):847-869.
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  21.  40
    Spanning seven orders of magnitude: a challenge for cognitive modeling.John R. Anderson - 2002 - Cognitive Science 26 (1):85-112.
    Much of cognitive psychology focuses on effects measured in tens of milliseconds while significant educational outcomes take tens of hours to achieve. The task of bridging this gap is analyzed in terms of Newell's (1990) bands of cognition—the Biological, Cognitive, Rational, and Social Bands. The 10 millisecond effects reside in his Biological Band while the significant learning outcomes reside in his Social Band. The paper assesses three theses: The Decomposition Thesis claims that learning occurring at the Social Band can be (...)
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  22.  18
    The Dynamics of Scaling: A Memory-Based Anchor Model of Category Rating and Absolute Identification.Alexander A. Petrov & John R. Anderson - 2005 - Psychological Review 112 (2):383-416.
  23.  42
    Discovering the Sequential Structure of Thought.John R. Anderson & Jon M. Fincham - 2014 - Cognitive Science 38 (2):322-352.
    Multi-voxel pattern recognition techniques combined with Hidden Markov models can be used to discover the mental states that people go through in performing a task. The combined method identifies both the mental states and how their durations vary with experimental conditions. We apply this method to a task where participants solve novel mathematical problems. We identify four states in the solution of these problems: Encoding, Planning, Solving, and Respond. The method allows us to interpret what participants are doing on individual (...)
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  24.  35
    Practice and Forgetting Effects on Vocabulary Memory: An Activation‐Based Model of the Spacing Effect.Philip I. Pavlik & John R. Anderson - 2005 - Cognitive Science 29 (4):559-586.
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  25.  14
    Cognitive modeling and intelligent tutoring.John R. Anderson, C. Franklin Boyle, Albert T. Corbett & Matthew W. Lewis - 1990 - Artificial Intelligence 42 (1):7-49.
  26.  29
    Induction of Augmented Transition Networks.John R. Anderson - 1977 - Cognitive Science 1 (2):125-157.
    LAS is a program that acquires augmented transition network (ATN) grammars. It requires as data sentences of the language and semantic network representatives of their meaning. In acquiring the ATN grammars, it induces the word classes of the language, the rules of formation for sentences, and the rules mapping sentences onto meaning. The induced ATN grammar can be used both for sentence generation and sentence comprehension. Critical to the performance of the program are assumptions that it makes about the relation (...)
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  27.  35
    The Generality/Specificity of Expertise in Scientific Reasoning.Christian D. Schunn & John R. Anderson - 1999 - Cognitive Science 23 (3):337-370.
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  28.  34
    Task preparation and task repetition: two-component model of task switching.Myeong-Ho Sohn & John R. Anderson - 2001 - Journal of Experimental Psychology: General 130 (4):764.
  29.  9
    Cognitive psychology.John R. Anderson - 1984 - Artificial Intelligence 23 (1):1-11.
  30.  83
    The development of self-recognition: A review.John R. Anderson - 1984 - Developmental Psychobiology 17:35-49.
  31.  14
    Using fMRI to Test Models of Complex Cognition.John R. Anderson, Cameron S. Carter, Jon M. Fincham, Yulin Qin, Susan M. Ravizza & Miriam Rosenberg-Lee - 2008 - Cognitive Science 32 (8):1323-1348.
    This article investigates the potential of fMRI to test assumptions about different components in models of complex cognitive tasks. If the components of a model can be associated with specific brain regions, one can make predictions for the temporal course of the BOLD response in these regions. An event‐locked procedure is described for dealing with temporal variability and bringing model runs and individual data trials into alignment. Statistical methods for testing the model are described that deal with the scan‐to‐scan correlations (...)
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  32.  82
    The Past, Present, and Future of Cognitive Architectures.Niels Taatgen & John R. Anderson - 2010 - Topics in Cognitive Science 2 (4):693-704.
    Cognitive architectures are theories of cognition that try to capture the essential representations and mechanisms that underlie cognition. Research in cognitive architectures has gradually moved from a focus on the functional capabilities of architectures to the ability to model the details of human behavior, and, more recently, brain activity. Although there are many different architectures, they share many identical or similar mechanisms, permitting possible future convergence. In judging the quality of a particular cognitive model, it is pertinent to not just (...)
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  33.  21
    Learning rapid and precise skills.John R. Anderson, Shawn Betts, Daniel Bothell, Ryan Hope & Christian Lebiere - 2019 - Psychological Review 126 (5):727-760.
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  34.  28
    Interpretation‐based processing: a unified theory of semantic sentence comprehension.Raluca Budiu & John R. Anderson - 2004 - Cognitive Science 28 (1):1-44.
    We present interpretation‐based processing—a theory of sentence processing that builds a syntactic and a semantic representation for a sentence and assigns an interpretation to the sentence as soon as possible. That interpretation can further participate in comprehension and in lexical processing and is vital for relating the sentence to the prior discourse. Our theory offers a unified account of the processing of literal sentences, metaphoric sentences, and sentences containing semantic illusions. It also explains how text can prime lexical access. We (...)
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  35.  39
    Integrating analogical mapping and general problem solving: the path‐mapping theory.Dario D. Salvucci & John R. Anderson - 2001 - Cognitive Science 25 (1):67-110.
    This article describes the path‐mapping theory of how humans integrate analogical mapping and general problem solving. The theory posits that humans represent analogs with declarative roles, map analogs by lower‐level retrieval of analogous role paths, and coordinate mappings with higher‐level organizational knowledge. Implemented in the ACT‐R cognitive architecture, the path‐mapping theory enables models of analogical mapping behavior to incorporate and interface with other problem‐solving knowledge. Path‐mapping models thus can include task‐specific skills such as encoding analogs or generating responses, and can (...)
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  36.  31
    The discovery of processing stages: Extension of Sternberg’s method.John R. Anderson, Qiong Zhang, Jelmer P. Borst & Matthew M. Walsh - 2016 - Psychological Review 123 (5):481-509.
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  37.  33
    Skill Acquisition and the LISP Tutor.John R. Anderson, Frederick G. Conrad & Albert T. Corbett - 1989 - Cognitive Science 13 (4):467-505.
    An analysis of student learning with the LISP tutor indicates that while LISP is complex, learning it is simple. The key to factoring out the complexity of LISP is to monitor the learning of the 500 productions in the LISP tutor which describe the programming skill. The learning of these productions follows the power‐law learning curve typical of skill acquisition. There is transfer from other programming experience to the extent that this programming experience involves the same productions. Subjects appear to (...)
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  38.  5
    A theory of the origins of human knowledge.John R. Anderson - 1989 - Artificial Intelligence 40 (1-3):313-351.
  39. Thinking as a production system.Marsha C. Lovett & John R. Anderson - 2005 - In K. Holyoak & B. Morrison (eds.), The Cambridge Handbook of Thinking and Reasoning. Cambridge University Press. pp. 401--429.
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  40.  24
    The environmental basis of memory.John R. Anderson, Shawn Betts, Michael D. Byrne, Lael J. Schooler & Clayton Stanley - 2023 - Psychological Review 130 (5):1137-1166.
    Memory should make more available things that are more likely to be needed. Across multiple environmental domains, it has been shown that such a system would match qualitatively the memory effects involving repetition, delay, and spacing (Schooler & Anderson, 2017). To obtain data of sufficient size to study how detailed patterns of past appearance predict probability of being needed again, we examined the patterns with which words appear in large two data sets: tweets from popular sources and comments on popular (...)
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  41.  33
    Learning Problem‐Solving Rules as Search Through a Hypothesis Space.Hee Seung Lee, Shawn Betts & John R. Anderson - 2016 - Cognitive Science 40 (5):1036-1079.
    Learning to solve a class of problems can be characterized as a search through a space of hypotheses about the rules for solving these problems. A series of four experiments studied how different learning conditions affected the search among hypotheses about the solution rule for a simple computational problem. Experiment 1 showed that a problem property such as computational difficulty of the rules biased the search process and so affected learning. Experiment 2 examined the impact of examples as instructional tools (...)
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  42.  12
    An Integrated Model of Collaborative Skill Acquisition: Anticipation, Control Tuning, and Role Adoption.Cvetomir M. Dimov, John R. Anderson, Shawn A. Betts & Dan Bothell - 2023 - Cognitive Science 47 (7):e13303.
    We studied collaborative skill acquisition in a dynamic setting with the game Co-op Space Fortress. While gaining expertise, the majority of subjects became increasingly consistent in the role they adopted without being able to communicate. Moreover, they acted in anticipation of the future task state. We constructed a collaborative skill acquisition model in the cognitive architecture ACT-R that reproduced subject skill acquisition trajectory. It modeled role adoption through reinforcement learning and predictive processes through motion extrapolation and learned relevant control parameters (...)
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  43. ACT-R: A higher-level account of processing capacity.John R. Anderson, Christian Lebiere, Marsha Lovett & Lynne Reder - 1998 - Behavioral and Brain Sciences 21 (6):831-832.
    We present an account of processing capacity in the ACT-R theory. At the symbolic level, the number of chunks in the current goal provides a measure of relational complexity. At the subsymbolic level, limits on spreading activation, measured by the attentional parameter W, provide a theory of processing capacity, which has been applied to performance, learning, and individual differences data.
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  44.  27
    Category learning: Things aren't so black and white.John R. Anderson - 1986 - Behavioral and Brain Sciences 9 (4):651-651.
  45.  14
    Implementations, algorithms, and more.John R. Anderson - 1987 - Behavioral and Brain Sciences 10 (3):498-505.
  46.  10
    More on rational analysis.John R. Anderson - 1991 - Behavioral and Brain Sciences 14 (3):508-517.
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  47.  32
    Optimality and human memory.John R. Anderson - 1991 - Behavioral and Brain Sciences 14 (2):215-216.
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  48.  41
    Optimism for the future of unified theories.John R. Anderson & Christian Lebiere - 2003 - Behavioral and Brain Sciences 26 (5):628-633.
    The commentaries on our article encourage us to believe that researchers are beginning to take seriously the goal of achieving the broad adequacy that Newell aspired to. The commentators offer useful elaborations to the criteria we suggested for the Newell Test. We agree with many of the commentators that classical connectionism is too restrictive to achieve this broad adequacy, and that other connectionist approaches are not so limited and can deal with the symbolic components of thought. All these approaches, including (...)
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  49.  5
    On the merits of ACT and information-processing psychology: A response to Wexler's review.John R. Anderson - 1980 - Cognition 8 (1):73-88.
  50.  21
    Representation without process?John R. Anderson - 1983 - Behavioral and Brain Sciences 6 (1):137-138.
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