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  1. Stellan Ohlsson (2008). Computational Models of Skill Acquisition. In Ron Sun (ed.), The Cambridge Handbook of Computational Psychology. Cambridge University Press. 359--395.
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  2. Michelene Th Chi & Stellan Ohlsson (2005). Complex Declarative Learning. In K. Holyoak & B. Morrison (eds.), The Cambridge Handbook of Thinking and Reasoning. Cambridge Univ Pr.
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  3. Timothy J. Nokes & Stellan Ohlsson (2005). Comparing Multiple Paths to Mastery: What is Learned? Cognitive Science 29 (5):769-796.
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  4. Stellan Ohlsson (2000). Falsification, Anomalies and the Naturalistic Approach to Cognitive Change. Science and Education 9 (1-2):173-186.
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  5. Stellan Ohlsson (2000). Localist Models Are Already Here. Behavioral and Brain Sciences 23 (4):486-487.
    Localist networks are symbolic models, because their nodes refer to extra-mental objects and events. Hence, localist networks can be combined with symbolic computations to form hybrid models. Such models are already familiar and they are likely to represent the dominant type of cognitive model in the next few decades.
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  6. Stellan Ohlsson (1999). Selecting is Not Abstracting. Behavioral and Brain Sciences 22 (4):630-631.
    Barsalou's hypothesis that mental representations are constructed by selecting parts of percepts encounters the same difficulties as other empiricist theories: They cannot explain concepts for which instances do not share perceptible features (e.g., furniture) or for which there are no relevant percepts (e.g., the end of time). Barsalou's attempt to reduce falsity to failed pattern matching is an elementary error, and the generativity of his simulators cannot be attained without nonterminal symbols. There is not now, and there never was, any (...)
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  7. Stellan Ohlsson (1999). Theoretical Commitment and Implicit Knowledge: Why Anomalies Do Not Trigger Learning. Science and Education 8 (5):559-574.
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  8. Stellan Ohlsson (1997). Old Ideas, New Mistakes: All Learning is Relational. Behavioral and Brain Sciences 20 (1):79-80.
    Learning is the acquisition of knowledge, not of input/output mappings. The distinction between statistical and relational learning, as Clark & Thornton define those terms, is not useful because all human learning is relational. However, prior knowledge does influence later learning and the sequence in which learning tasks are encountered is indeed crucial. Simulations of sequence effects would be interesting.
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  9. Stellan Ohlsson (1995). Epistemic Obstacles and the Marriage of Fantasy to Rigor: A Response to Suchting. Science and Education 4 (4):379-389.
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  10. Stellan Ohlsson (1994). Representational Change, Generality Versus Specificity, and Nature Versus Nurture: Perennial Issues in Cognitive Research. Behavioral and Brain Sciences 17 (4):724-725.
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  11. Stellan Ohlsson (1993). Psychological Implications of the Synchronicity Hypothesis. Behavioral and Brain Sciences 16 (3):469.
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  12. Jonathan W. Schooler, Stellan Ohlsson & Kevin Brooks (1993). Thoughts Beyond Words: When Language Overshadows Insight. Journal of Experimental Psychology: General 122 (2):166.
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  13. Stellan Ohlsson (1992). The Cognitive Skill of Theory Articulation: A Neglected Aspect of Science Education? Science and Education 1 (2):181-192.
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