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John Anderson [111]John R. Anderson [58]John M. Anderson [14]John J. Anderson [5]
John P. Anderson [4]John K. Anderson [3]John Mueller Anderson [3]John Alfred Henry Anderson [1]

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John Anderson
Mississippi College
John Anderson
University of Johannesburg
  1.  76
    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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  2. Arguments Concerning Representations for Mental Imagery.John R. Anderson - 1978 - Psychological Review (4):249-277.
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  3.  17
    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.
  4.  54
    Acquisition of Cognitive Skill.John R. Anderson - 1982 - Psychological Review 89 (4):369-406.
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  5.  19
    The Adaptive Nature of Human Categorization.John R. Anderson - 1991 - Psychological Review 98 (3):409-429.
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  6.  7
    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.
  8.  9
    Skill Acquisition: Compilation of Weak-Method Problem Situations.John R. Anderson - 1987 - Psychological Review 94 (2):192-210.
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  9.  27
    Human Symbol Manipulation Within an Integrated Cognitive Architecture.John R. Anderson - 2005 - Cognitive Science 29 (3):313-341.
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  10.  7
    Learning to Program in LISP1.John R. Anderson, Robert Farrell & Ron Sauers - 1984 - Cognitive Science 8 (2):87-129.
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  11.  16
    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.
  12. Discourse on Thinking.Martin Heidegger, John M. Anderson & E. Hans Freund - 1966 - Philosophy and Rhetoric 1 (1):53-59.
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  13.  71
    A Central Circuit of the Mind.John R. Anderson, Jon M. Fincham, Yulin Qin & Andrea Stocco - 2008 - Trends in Cognitive Sciences 12 (4):136-143.
  14.  7
    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.
  15.  66
    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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  16.  9
    Recognition and Retrieval Processes in Free Recall.John R. Anderson & Gordon H. Bower - 1972 - Psychological Review 79 (2):97-123.
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  17.  10
    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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  18.  26
    The Fan Effect: New Results and New Theories.John R. Anderson & Lynne M. Reder - 1999 - Journal of Experimental Psychology: General 128 (2):186.
  19.  20
    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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  20.  14
    From Recurrent Choice to Skill Learning: A Reinforcement-Learning Model.Wai-Tat Fu & John R. Anderson - 2006 - Journal of Experimental Psychology: General 135 (2):184-206.
  21.  7
    An Integrated Theory of Prospective Time Interval Estimation: The Role of Cognition, Attention, and Learning.Niels A. Taatgen, Hedderik van Rijn & John Anderson - 2007 - Psychological Review 114 (3):577-598.
  22.  12
    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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  23.  10
    A Production System Theory of Serial Memory.John R. Anderson & Michael Matessa - 1997 - Psychological Review 104 (4):728-748.
  24.  30
    Spanning Seven Orders of Magnitude: A Challenge for Cognitive Modeling.John R. Anderson - 2002 - Cognitive Science 26 (1):85-112.
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  25. Utilitarianism.John Anderson - 1932 - Australasian Journal of Psychology and Philosophy 10 (3):161-172.
  26.  11
    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.
  27.  11
    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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  28.  33
    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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  29.  14
    The Acquisition of Robust and Flexible Cognitive Skills.Niels A. Taatgen, David Huss, Daniel Dickison & John R. Anderson - 2008 - Journal of Experimental Psychology: General 137 (3):548-565.
  30.  68
    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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  31.  25
    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.
  32.  17
    A Semantic Interpretation of Encoding Specificity.Lynne M. Reder, John R. Anderson & Robert A. Bjork - 1974 - Journal of Experimental Psychology 102 (4):648-656.
  33.  10
    Using a Model to Compute the Optimal Schedule of Practice.Philip I. Pavlik & John R. Anderson - 2008 - Journal of Experimental Psychology: Applied 14 (2):101-117.
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  34.  26
    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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  35.  4
    Using fMRI to Test Models of Complex Cognition.John Anderson, Cameron Carter, Jon Fincham, Yulin Qin, Susan Ravizza & Miriam Rosenberg-Lee - 2008 - Cognitive Science 32 (8):1323-1348.
  36.  21
    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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  37.  20
    Interpretation‐Based Processing: A Unified Theory of Semantic Sentence Comprehension.Raluca Budiu & John R. Anderson - 2004 - Cognitive Science 28 (1):1-44.
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  38.  16
    Dual Learning Processes in Interactive Skill Acquisition.Wai-Tat Fu & John R. Anderson - 2008 - Journal of Experimental Psychology: Applied 14 (2):179-191.
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  39.  32
    Integrating Analogical Mapping and General Problem Solving: The Path‐Mapping Theory.Dario D. Salvucci & John R. Anderson - 2001 - Cognitive Science 25 (1):67-110.
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  40.  24
    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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  41.  24
    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.  21
    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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  43.  29
    Studies in Empirical Philosophy.John Anderson - 1962 - [Sydney]Angus & Robertson.
  44. Socrates as an Educator.John Anderson - 1931 - Australasian Journal of Psychology and Philosophy 9 (3):172-184.
  45.  75
    The Development of Self-Recognition: A Review.John R. Anderson - 1984 - Developmental Psychobiology 17:35-49.
  46.  89
    Realism Versus Relativism in Ethics.John Anderson - 1933 - Australasian Journal of Psychology and Philosophy 11 (1):1-11.
    This article analyzes the central weaknesses of both relativism and traditional empiricism as overarching accounts of science appropriate for psychology. A third approach, a variant of scientific realism, is described and discussed, and it is argued that this approach avoids the most pernicious features of both relativism and empiricism. This version of scientific realism postulates that the rational structure of science is composed of four interlocked categories: aims, epistemic values, methodological rules, and theories. These categories are described, and the nature (...)
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  47.  80
    Determinism and Ethics.John Anderson - 1928 - Australasian Journal of Psychology and Philosophy 6 (4):241-255.
  48.  78
    The Place of Hegel in the History of Philosophy.John Anderson - 1932 - Australasian Journal of Psychology and Philosophy 10 (2):81-91.
  49.  63
    Art and Morality.John Anderson - 1941 - Australasian Journal of Psychology and Philosophy 19 (3):253-266.
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  50.  66
    Empiricism.John Anderson - 1927 - Australasian Journal of Psychology and Philosophy 5 (4):241-254.
1 — 50 / 197