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  1. George Kachergis, Chen Yu & Richard M. Shiffrin (2013). Actively Learning Object Names Across Ambiguous Situations. Topics in Cognitive Science 5 (1):200-213.
    Previous research shows that people can use the co-occurrence of words and objects in ambiguous situations (i.e., containing multiple words and objects) to learn word meanings during a brief passive training period (Yu & Smith, 2007). However, learners in the world are not completely passive but can affect how their environment is structured by moving their heads, eyes, and even objects. These actions can indicate attention to a language teacher, who may then be more likely to name the attended objects. (...)
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  2. Gregory E. Cox & Richard M. Shiffrin (2012). Criterion Setting and the Dynamics of Recognition Memory. Topics in Cognitive Science 4 (1):135-150.
    Models of recognition memory have traditionally struggled with the puzzle of criterion setting, a problem that is particularly acute in cases in which items for study and test are of widely varying types, with differing degrees of baseline familiarity and experience (e.g., words vs. random dot patterns). We present a dynamic model of the recognition process that addresses the criterion setting problem and produces joint predictions for choice and reaction time. In this model, recognition decisions are based not on the (...)
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  3. George Kachergis, Chen Yu & Richard M. Shiffrin (2010). Adaptive Constraints and Inference in Cross-Situational Word Learning. In. In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. 2464--2469.
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  4. George Kachergis, Chen Yu & Richard M. Shiffrin (2010). Cross-Situational Statistical Learning: Implicit or Intentional. In. In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. 1189--1194.
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  5. Richard M. Shiffrin (2010). Perspectives on Modeling in Cognitive Science. Topics in Cognitive Science 2 (4):736-750.
    This commentary gives a personal perspective on modeling and modeling developments in cognitive science, starting in the 1950s, but focusing on the author’s personal views of modeling since training in the late 1960s, and particularly focusing on advances since the official founding of the Cognitive Science Society. The range and variety of modeling approaches in use today are remarkable, and for many, bewildering. Yet to come to anything approaching adequate insights into the infinitely complex fields of mind, brain, and intelligent (...)
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  6. Krystal A. Klein, Chen Yu & Richard M. Shiffrin (2008). Prior Knowledge Bootstraps Cross-Situational Learning. In. In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. 1930--5.
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  7. Richard M. Shiffrin, Michael D. Lee, Woojae Kim & Eric‐Jan Wagenmakers (2008). A Survey of Model Evaluation Approaches With a Tutorial on Hierarchical Bayesian Methods. Cognitive Science 32 (8):1248-1284.
  8. Richard M. Shiffrin, Michael D. Lee, Eric-Jan Wagenmakers & W. J. Kim (2008). Model Evaluation and Selection: Established Methods and Recent Developments. Cognitive Science 32.
     
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  9. Jeroen G. W. Raaijmakers & Richard M. Shiffrin (2003). Models Versus Descriptions: Real Differences and Language Differences. Behavioral and Brain Sciences 26 (6):753-753.
    We argue that an approach that treats short-term memory as activated long-term memory is not inherently in conflict with information recycling in a limited-capacity or working-memory store, or with long-term storage based on the processing in such a store. Language differences aside, real model differences can only be assessed when the contrasting models are formulated precisely.
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  10. Richard M. Shiffrin (2003). Locally Rational Decision-Making. Behavioral and Brain Sciences 26 (2):175-175.
    Colman shows that normative theories of rational decision-making fail to produce rational decisions in simple interactive games. I suggest that well-formed theories are possible in local settings, keeping in mind that a good part of each game is the generation of a rational approach appropriate for that game. The key is rationality defined in terms of the game, not individual decisions.
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  11. Richard M. Shiffrin (2003). Modeling Memory and Perception. Cognitive Science 27 (3):341-378.
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  12. Jeroen Gw Raaijmakers & Richard M. Shiffrin (2002). Models of Memory. In J. Wixted & H. Pashler (eds.), Stevens' Handbook of Experimental Psychology. Wiley.
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  13. Robert L. Goldstone, Yvonne Lippa & Richard M. Shiffrin (2001). Altering Object Representations Through Category Learning. Cognition 78 (1):27-43.
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  14. Richard M. Shiffrin (1997). Attention, Automatism, and Consciousness. In Jonathan D. Cohen & Jonathan W. Schooler (eds.), Scientific Approaches to Consciousness. Lawrence Erlbaum. 49--64.
  15. Aita Salasoo, Richard M. Shiffrin & Timothy C. Feustel (1985). Building Permanent Memory Codes: Codification and Repetition Effects in Word Identification. Journal of Experimental Psychology 114 (1).
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  16. Walter E. Schneider & Richard M. Shiffrin (1977). Controlled and Automatic Human Information Processing: I. Detection, Search, and Attention. Psychological Review 84:1-66.
     
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  17. Richard M. Shiffrin & Walter E. Schneider (1977). Controlled and Automatic Human Information Processing: Perceptual Learning, Automatic Attending, and a General Theory. Psychological Review 84:128-90.
  18. Richard M. Shiffrin (1973). Information Persistence in Short-Term Memory. Journal of Experimental Psychology 100 (1):39.
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  19. William Shaffer & Richard M. Shiffrin (1972). Rehearsal and Storage of Visual Information. Journal of Experimental Psychology 92 (2):292.
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  20. Richard M. Shiffrin & Gerald T. Gardner (1972). Visual Processing Capacity and Attentional Control. Journal of Experimental Psychology 93 (1):72.
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  21. George R. Potts & Richard M. Shiffrin (1970). Repetitions, Blank Trials, and the vonRestorff Effect in Free Recall Memory. Journal of Experimental Psychology 86 (1):128.
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