0.
Vita
LYNNE
M. REDER
March 2009
Department of Psychology
Carnegie Mellon University
Pittsburgh,
PA 15213
(412)
268-3792
fax:
(412) 268-2844
e-mail:
reder@cmu.edu
EDUCATION AND
ACADEMIC HONORS:
1968
- 1972 Stanford
University, B.A. in Psychology
1972 Graduated
with honors in Psychology
Graduated
Phi Beta Kappa
1972
- 1976 University
of Michigan, Ph.D. in Psychology
1973
- 1976 Awarded
NSF Graduate Fellowship
1976 Awarded
Rackham Dissertation Grant
1976
- 1978 Awarded
NRSA Post-Doctoral Fellowship
1977
- 1978 Lecturer
at Yale University
1978
- 1983 Assistant
Professor, Carnegie Mellon University
1983
- 1992 Associate
Professor, Carnegie Mellon University
1992 - Professor,
Carnegie Mellon University
2007 Elected
member Society of Experimental Psychologists
Faculty,
Center for the Neural Basis of Cognition
Member, Human Computer
Interaction Institute
Fellow, American
Psychological Association, Div. 3
Fellow, American Association for
the Advancement of Science
Fellow, Association for Psychological
Science
RESEARCH SUPPORT:
Principal Investigator Grant
and/or Contract Number and Title Source
Years Inclusive
|
1998
- 2013 |
T32
MH19983 Combined Computational and Empirical Approaches to the Study of
Cognitive Neuroscience |
NIMH |
|
1996
- 2010 |
R01
MH52808 Exploring the SAC Model of Memory |
NIMH |
|
1997
- 2001 |
AASERT
grant to accompany A Computational Model of Individual Differences in Working
Memory |
AFOSR |
|
1997
- 1999 |
A
Computational Model of Individual Differences in Working Memory |
AFOSR |
|
1997
- 1999 |
Localizing
Individual Differences in Task Performance via Computational Models of
Working Memory Capacity |
AFOSR |
|
1995
– 1999 |
A
Proposal to Model ATC in ACT |
ONR |
|
1995
- 1998 |
ASSERT
grant to accompany A Proposal to Model ATC in ACT |
ONR |
|
1995
- 1996 |
Grant
to support Carnegie Symposium on Cognition, entitled Metacognition and
Implicit Memory |
ONR |
|
1990
- 1994 |
Tests
of a Model of Question Answering |
NSF |
|
1988
- 1990 |
Components
of Initial Skill Learning: Development of Effective Examples and Training Procedures |
NSF |
|
1983
- 1988 |
Strategies
for Question-Answering: A Three-Stage Model |
NSF |
|
1983
- 1987 |
Design
of Instructional Material for Optimizing Skill Learning |
ONR |
|
1983
– 1984 |
Carnegie-Mellon
University grant for development of software for Educational Computing
purposes |
CMU |
|
1979
- 1980 |
Grant
from Institute on Aging, Portland, for memory research |
Institute on Aging |
Co-Investigator Grant
and/or Contract Number and Title Source
Years Inclusive
|
2007
- |
GM75770-01A1
Research Training in Anesthesiology and Pain Management |
NIGMS |
|
2002
– 2005 |
N00014-02-2-0269
Cognitive Modeling of Individual Differences in Working Memory: Predicting
Individual Differences in Complex, Interactive Environments |
ONR |
|
2000
- 2002 |
Computational
Modeling of Individual Differences in Working Memory and Strategy Adaptivity |
NSF |
|
1998
- 2001 |
Computational
Models and Coordinated Neuroimaging of Learning and Cognitive Function |
NSF: Learning and Intelligent
Systems |
PUBLICATIONS AND
PAPERS IN PRESS:
Paynter, C.A., Reder,
L.M., & Kieffaber, P.D. (2009). Knowing we know before we know: ERP
correlates of initial feeling-of-knowing. Neuropsychologia,
47(3), 796-803.
Reder, L.M., Park, H.,
& Keiffaber, P. (2009). Memory systems do not divide on consciousness:
Reinterpreting memory in terms of activation and binding. Psychological Bulletin, 135(1), 23-49.
Buchler,
N.E.G, Light, L.L., & Reder, L.M. (2008). Memory for items and
associations: Distinct representations and processes in associative recognition. Journal of Memory and Language, 59,
183-199.
Reder, L.M.,
Paynter, C., Diana, R.A., Ngiam, J., & Dickison, D. (2007). Experience is a
double-edged sword: A
computational model of the encoding/retrieval tradeoff with familiarity. In Ross, B. & Benjamin, A.S.
(Eds.), The Psychology of Learning and
Motivation, Academic Press, 271-312.
Reder, L.M.,
Oates, J.M., Dickison, D., Anderson, J.R., Gyulai, F., Quinlan, J.J., Ferris,
J.L., Dulik, M. & Jefferson, B. (2007). Retrograde facilitation under
midazolam: The role of general and specific interference. Psychonomic Bulletin & Review, 14(2), 261-269.
Buchler,
N.E.G., & Reder, L.M. (2007). Modeling age-related memory deficits: A
two-parameter solution. Psychology &
Aging, 22(1), 104-121.
Reder, L.M.,
Proctor, I., Anderson, J.R., Gyulai, F., Quinlan, J.J., & Oates, J. M.
(2006). Midazolam does not inhibit association formation, just its storage and
strengthening. Psychopharmacology, 188(4), 462-471. Available online http://dx.doi.org/10.1007/s00213-006-0436-x
Park, H.,
Arndt, J.D., & Reder, L.M. (2006). A contextual interference account of
distinctiveness effects in recognition. Memory
& Cognition, 34(4), 743-751. [Lead Article]
Reder, L.M.,
Oates, J.M., Thornton, E.R., Quinlan, J.J., Kaufer, A., & Sauer, J. (2006).
Drug induced amnesia hurts recognition, but only for memories that can be
unitized. Psychological Science, 17(7),
562-567.
Diana, R.,
Reder, L.M., Arndt. J., & Park, H. (2006). Models of recognition: A review
of arguments in favor of a dual process account. Psychonomic Bulletin & Review. 13, 1-21. [Lead Article]
Diana, R.A.
& Reder, L.M. (2006). The low frequency encoding disadvantage: Word
frequency affects processing demands.
Journal of Experimental Psychology: Learning, Memory, & Cognition, 32(4),
805-815.
Diana, R.,
& Reder, L.M. (2005). The list strength effect: A contextual competition
account. Memory & Cognition, 33(7),
1289-1302.
Diana, R.,
Vilberg, K.L., & Reder, L.M. (2005). Identifying the ERP correlate of a
recognition memory search attempt. Cognitive
Brain Research, 24, 674-684.
Park, H.,
Reder, L.M., & Dickison, D. (2005). The effects of word frequency and
similarity on recognition judgments: The role of recollection. Journal of Experimental Psychology:
Learning, Memory & Cognition, 31(3), 568-578.
Diana, R.
& Reder, L.M. (2004). Visual vs. verbal metacognition: Are they really
different? In Levin, D.T. (Ed), Thinking and Seeing: Visual Metacognition in
Adults and Children. Cambridge: MIT Press, pp. 187-201.
Park H.,
Quinlan, J.J., Thornton, E.R., & Reder, L.M. (2004). The effect of
midazolam on visual search: Implications for understanding amnesia. Proceedings of the National Academy of
Sciences, 101(51), 17879-17883.
Park, H.
& Reder, L.M. (2004). Moses illusion: Implication for human cognition. In
Pohl, R.F. (Ed), Cognitive Illusions.
Hove: Psychology Press, pp.
275-291.
Rehling, J.,
Lovett, M., Lebiere, C., Reder, L., & Demiral, B. (2004) Modeling complex
tasks: An individual difference approach. In Proceedings of the 26th Annual Conference of the Cognitive Science
Society (pp. 1137-1142). August 4-7, Chicago, USA.
Sohn, M.H.,
Anderson, J. R., Reder, L. M. & Goode, A. (2004). Differential fan effect and attentional focus. Psychonomic Bulletin & Review, 11(4), 729-734.
Diana, R.,
Peterson, M.J., & Reder, L.M. (2004). The role of spurious feature
familiarity in recognition memory. Psychonomic
Bulletin & Review, 11(1), 150-256.
Reder, L.M.,
Weber, K., Shang, Y., & Vanyukov, P. (2003). The adaptive character of the
attentional system: Statistical sensitivity in a target localization task. Journal of Experimental Psychology: Human
Perception and Performance, 29, 631-649.
Arndt, J.
& Reder, L.M. (2003). The effect of distinctive visual information on false
recognition. Journal of Memory and
Language, 48, 1-15. [lead article].
Cary, M.
& Reder, L.M. (2003). A dual-process account of the list-length and
strength-based mirror effects in recognition. Journal of Memory and Language, 49(2), 231-248.
Rehling, J.,
Demiral, B., Lebiere, C., Lovett, M., & Reder, L. (2003). Modeling individual
difference factors in a complex task environment. In F. Detje, D. Doerner,
& H. Schaub (Eds.), In Proceedings of
the Fifth International Conference on Cognitive Modeling (pp. 287-288).
Bamberg, Germany: Universitats-Verlag Bamberg.
Arndt, J.
& Reder, L.M. (2002). Word frequency and receiver-operating characteristic
curves in recognition memory: Evidence for a dual-process interpretation. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 28, 830-842.
Cary, M.
& Reder, L.M. (2002). Metacognition in strategy selection: Giving
consciousness too much credit. In Izaute, M., Chambres, P., & Marescaux,
P.J. (Eds.), Metacognition: Process,
Function, and Use. New York, NY: Kluwer, pp. 63-78.
Reder, L.M.,
Angstadt, P., Cary, M., Erickson, M.A., & Ayers, M.A. (2002). A
Reexamination of stimulus-frequency effects in recognition: Two mirrors for
low- and high-frequency pseudowords. Journal
of Experimental Psychology: Learning, Memory & Cognition, 28, 138-152.
Reder, L.M.,
Donavos, D.K., & Erickson, M.A. (2002). Perceptual match effects in direct
tests of memory: The role of contextual fan. Memory & Cognition, 30(2), 312-323.
Anderson,
J.R., Budiu, R., & Reder, L.M. (2001). A theory of sentence memory as part
of a general theory of memory. Journal of
Memory and Language, 45, 337-367 [Lead Article].
Daily, L.Z.,
Lovett, M.C., & Reder, L.M. (2001). Modeling individual differences in
working memory performance: A source activation account. Cognitive Science, 25, 315-353 [Lead Article].
Schunn, C.D.,
Lovett, M.C., & Reder, L.M. (2001). Awareness and working memory in
strategy adaptivity. Memory &
Cognition, 29(2), 254-266.
Schunn, C.D.
& Reder, L.M. (2001). Another source of individual differences: Strategy
adaptivity to changing rates of success. Journal
of Experimental Psychology: General, 130, 59-76.
Simmons,
M.R., Reder, L.M., & Fiez, J. (2001). The role of perceptual fan in
explicit recognition: Functional neuroimaging evidence Abstracts of the Eighth Annual Meeting of the Cognitive Neuroscience Society,
New York NY.
Anderson,
J.R., Greeno, J.G., Reder, L.M., & Simon, H.A. (2000). Perspectives on
learning, thinking, and activity. Educational
Researcher, 29 (4), 11-13.
Anderson,
J.R., Reder, L.M., & Simon, H.A. (2000, Summer). Applications and misapplications
of cognitive psychology to mathematics education. Texas Educational Review.
Lovett, M.C.,
Daily, L.Z., & Reder, L.M. (2000). A source activation theory of working
memory: Cross-task prediction of performance in ACT-R. Journal of Cognitive Systems Research, 99-118.
Reder, L.M.,
Nhouyvansivong, A., Schunn, C.D., Ayers, M.S., Angstadt, P., & Hiraki, K.
(2000). A mechanistic account of the mirror effect for word frequency: A
computational model of remember/know judgments in a continuous recognition
paradigm. Journal of Experimental
Psychology: Learning, Memory, & Cognition, 26(2), 294-320.
Spehn, M.K.
& Reder, L.M. (2000). The unconscious feeling of knowing: A commentary on
KoriatŐs paper. Consciousness and
Cognition, 9, 187-192.
Anderson,
J.R. & Reder, L.M. (1999). Process, not representation: Reply to Radvansky
(1999). Journal of Experimental
Psychology: General, 128(2), 207-210.
Anderson,
J.R. & Reder, L.M. (1999). The fan effect: New results and new theories. Journal of Experimental Psychology: General,
128(2), 186-197.
Lemaire, P.
& Reder, L.M. (1999). What affects strategy selection in arithmetic? An
examination of parity and five effects on product verification. Memory & Cognition, 27(2), 364-382.
Lovett, M.C.,
Reder, L.M., & Lebiere, C. (1999). Modeling Working Memory in a Unified
Architecture: An ACT-R Perspective. In Miyake, A. & Shah, P. (Eds.), Models of Working Memory: Mechanisms of Active Maintenance and Executive Control. Cambridge University Press, 135-182.
Reder, L.M.
& Schunn, C.D. (1999). Bringing together the psychometric and strategy
worlds: Predicting adaptivity in a dynamic task. In Gopher, D. & Koriat, A.
(Eds.), Cognitive Regulation of
Performance: Interaction of Theory and Application. Attention and Performance
XVII. MIT Press, 315-342.
Anderson,
J.R., Lebiere, C., Lovett, M.C., & Reder, L.M. (1998). ACT-R: A
higher-level account of processing capacity. (Commentary on Halford, Wilson
& Phillips Processing capacity defined by relational complexity:
Implications for comparative, Developmental
and Cognitive Psychology.) Behavioral
and Brain Sciences, 831-832.
Anderson,
J.R., Reder, L.M., & Simon, H.A. (1998). Radical constructivism and
cognitive psychology. In Ravitch, D. (Ed), Brookings
Papers on Education Policy: 1998.
Washington, D.C: Brookings Institution, pp. 227-255.
Also published in Chile in Spanish Translation (2001). Educaci—n: El
constructivismo radical y la psicolg’a cognitiva. Estudios Pśblicos, 81, 89-127.
Ayers, M.S.
& Reder, L.M. (1998). A theoretical review of the misinformation effect:
predictions from an activation-based memory model. Psychonomic Bulletin & Review, 5(1), 1-21. [Lead Article].
Best, B.J.,
Schunn, C.D., & Reder, L.M. (1998). Modeling adaptivity in a dynamic task.
In Gernsbacher, M.A. & Derry, S.J. (Eds.), Proceedings of the Twentieth Annual Conference of the Cognitive Science
Society, Mahwah, NJ: Erlbaum, 144-159.
Delaney, P.,
Reder, L.M., Staszewski, J., & Ritter, F. (1998). The strategy specific
nature of improvement: The power law applies by strategy within task. Psychological Science, 9(1), 1-7. [Lead
Article] .
Erickson,
M.A. & Reder, L.M. (1998). The influence of repeated presentations and
intervening trials on negative priming. In Gernsbacher, M.A. & Derry, S.J.
(Eds.), Proceedings of the Twentieth
Annual Conference of the Cognitive Science Society, Mahwah, NJ: Erlbaum,
327-332.
Nhouyvanisvong,
A. & Reder, L.M. (1998). Rapid feeling-of-knowing: A strategy selection
mechanism. In: Yzerbyt, V.Y., Lories, G., Dardenne, B. Metacognition: Cognitive and
Social Dimensions. London: Sage, 35-52.
Schunn, C.D.
& Reder, L.M. (1998). Strategy adaptivity and individual differences. In
Medin, D.L. (Ed.), The Psychology of
Learning and Motivation, Academic Press, 115-154.
Anderson,
J.R., Reder, L.M., & Simon, H.A. (1997). Rejoiner: Situated versus
cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18-21.
Lovett, M.C.,
Reder, L.M., & Lebiere, C. (1997). Modeling individual differences in a
digit working memory task. In Proceedings
of the Nineteenth Annual Cognitive Science Conference, Mahwah, NJ: Erlbaum,
460-465.
Reder, L.M. & Gordon, J.S.
(1997). Subliminal perception: Nothing special,
cognitively speaking. In Cohen, J. and Schooler, J. (Eds.), Cognitive and Neuropsychological approaches
to the study of Consciousness, Mahwah, NJ: Erlbaum, 125-134.
Reder, L.M.,
Nhouyvansivong, A., Schunn, C.D., Ayers, M.S., Angstadt, P., & Hiraki, K.
(1997). Modeling the mirror effect in a continuous remember/know paradigm. Proceedings of the Nineteenth Annual
Cognitive Science Conference, Mahwah, NJ: Erlbaum, 644-649.
Schunn, C.D.,
Reder, L.M., Nhouyvanisvong, A., Richards, D.R., & Stroffolino, P.J.
(1997). To calculate or not calculate: A source activation confusion (SAC)
model of problem-Familiarity's role in strategy selection. Journal of Experimental Psychology: Learning, Memory, & Cognition,
23, 1-27. [Lead Article].
Anderson,
J.R., Reder, L.M., & Lebiere, C. (1996). Working memory: Activation
limitations on retrieval. Cognitive Psychology,
30, 221-256.
Anderson,
J.R., Reder, L.M., & Simon, H.A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
[Lead Article].
Kamas, E.,
Reder, L.M., & Ayers, M. (1996). Partial matching in the Moses illusion:
Response bias not sensitivity. Memory and
Cognition, 24, 687-699. [Lead Article].
Reder, L.M.
(1996). Different research programs on metacognition: Are the boundaries
imaginary? Commentary for Special Issue
of Learning and Individual Differences, 8(4), 383-390.
Reder, L.M.
(Ed.) (1996). Implicit Memory and
Metacognition. Mahwah, NJ: Erlbaum.
Reder, L.M.
& Schunn, C.D. (1996). Metacognition does not imply awareness:
Strategy choice is governed by implicit learning and memory. In Reder, L.M.
(Ed.), Implicit Memory and Metacognition.
Mahwah, NJ: L. Erlbaum, 45-77.
Schooler,
J.S., Ryan, R., & Reder, L.M. (1996). The cost and benefits of verbally
rehearsing memory for faces. In Herrmann, D.J., Johnson, M.K., Hertzog, C.,
McEvoy, C., & Hertel, P. (Eds.), Basic
and Applied Memory Research, Vol. II. Hillsdale, NJ: L. Erlbaum,
51-65.
Schunn, C.D.
& Reder, L.M. (1996). Modeling changes in strategy selections over time. Proceedings of the AAAI-96 Workshop on
Computational Cognitive Modeling. Portland, Oregon, August 1996.
Kamas, E. & Reder, L.M. (1994). The role of familiarity in cognitive processing. In O'Brien,
E. and Lorch, R. (Eds.), Sources of
Coherence in Reading: A Festschrift in Honor of Jerome L. Myers, New
Jersey: L. Erlbaum, 177-202.
Lebiere, C.,
Anderson, J.R., & Reder, L.M. (1994). Error modeling in the ACT-R
production system. In Proceedings of the
Sixteenth Annual Conference of the Cognitive Science Society, Hillsdale,
NJ: Erlbaum, 555-559.
Miner, A.
& Reder, L.M. (1994). A new look at feeling of knowing: Its metacognitive
role in regulating question answering. In Metcalfe, J. and Shimamura, A.
(Eds.), Metacognition: Knowing About
Knowing, Cambridge, Mass: MIT Press.
Reder, L.M.
& Klatzky, R. (1994). Transfer: training for performance. In Druckman, D.
& Bjork, R.A. (Eds.), Learning,
Remembering, Believing: Enhancing team and individual performance,
Washington, D.C.: National Academy Press.
Reder, L.M.
& Ritter, F. (1992). What determines initial feeling of knowing?
Familiarity with question terms, not with the answer. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18,
435-451. [Lead Article].
Charney,
D.H., Reder, L.M., & Kusbit, G.W. (1991). Improving documentation with
hands-on problem solving. Proceedings of
ŇDocumentation: The First Conference on QualityÓ sponsored by the Centre
for Professional Writing, University of Waterloo, Canada.
Reder, L.M.
& Kusbit, G.W. (1991). Locus of the Moses illusion: Imperfect encoding,
retrieval or match? Journal of Memory and
Language, 30, 385-406. [Lead Article].
Reder, L.M.
& Cleeremans, A. (1990). The role of partial matches in comprehension: The
Moses illusion revisited. In Graesser, A. & Bower, G. (Eds.), The Psychology of Learning and Motivation,
Vol. 25, New York: Academic Press, 233-258.
Charney,
D.H., Reder, L.M., & Kusbit, G.W. (1990). Goal setting and procedure
selection in acquiring computer skills: A comparison of tutorials,
problem-solving, and learner exploration. Cognition
and Instruction, 7(4), 323-342.
Charney,
D.H., Reder, L.M., & Wells, G.W. (1988). Studies of elaboration in
instructional texts. In Doheny-Farina, S. (Ed.), Effective Documentation: What We Have Learned from Research,
Cambridge, Mass: MIT Press, 47-72.
Note: Above paper was the winner of the 1989 NCTE Award for Excellence
in Technical and Scientific Writing: Best Article Reporting Formal Research in
Technical or Scientific Communication.
Reder, L.M.
(1988). Strategic control of retrieval strategies. In Bower, G. (Ed.), The Psychology of Learning and Motivation,
Vol. 22, New York: Academic Press, 227-259.
Anderson,
J.R. & Reder, L.M. (1987). Effects of number of facts studied on
recognition versus sensibility judgments. Journal
of Experimental Psychology: Learning, Memory, and Cognition, 13(3),
355-367. [Lead Article].
Charney, D.H.
& Reder, L.M. (1987). Initial skill learning: An analysis of how
elaborations facilitate the three components. In Morris, P.E. (Ed.), Modeling Cognition, London: Wiley
Publishers, 135-165.
Reder, L.M.
(1987). Beyond associations: Strategic components in memory retrieval. In
Gorfein, D. & Hoffman, R. (Eds.), Memory
and Learning: The Ebbinghaus Centennial Conference, Hillsdale, NJ: Lawrence
Erlbaum Associates, 203-220.
Reder, L.M.
(1987). Strategy selection in question answering. Cognitive Psychology, 19(1), 90-138.
Note: Above paper was reprinted in Nelson, T.O. (1992). Metacognition: Core Readings, Allyn
& Bacon Publishers.
Charney, D.H.
& Reder, L.M. (1986). Designing tutorials for computer users: Effects of
the form and spacing of practice on skill learning. Human Computer Interaction, 2, 297-317.
Reder, L.M.,
Charney, D.H., & Morgan, K.I. (1986). The role of elaborations in learning
a skill from an instructional text. Memory
and Cognition, 14(1), 64-78
Reder, L.M.,
Wible, C., & Martin, J. (1986). Differential memory changes with age: Exact
retrieval versus plausible inference. Journal
of Experimental Psychology: Learning, Memory, and Cognition, 12(1), 72-81.
Note: Above paper was reprinted in Komatsu, L. (1994). Experimenting with the Mind: Readings in
Cognitive Psychology, Brooks/Cole.
Reder, L.M.
(1985). Techniques available to author, teacher and reader to improve retention
of main ideas of a chapter. In Chipman, S., Segal, J., & Glazer, R. (Eds.),
Thinking and Learning Skills: Current Research
and Open Questions, Vol. 2. Hillsdale, NJ: Lawrence Erlbaum Associates,
37-64.
Reder, L.M.
& Wible, C. (1984). Strategy use in question-answering: Memory strength and
task constraints on fan effects. Memory
and Cognition, 12, 411-419.
Reder, L.M.
(1983). What kind of pitcher can a catcher fill? Effects of priming in sentence
comprehension. Journal of Verbal Learning
and Verbal Behavior, 22, 189-202.
Reder, L.M.
& Ross, B.H. (1983). Integrated knowledge in different tasks: The role of
retrieval strategy on fan effects. Journal
of Experimental Psychology: Learning, Memory and Cognition, 9, 55-72.
Allwood,
C.M., Wikstrom, T., & Reder, L.M. (1982). The effects of text structure on
free recall: More support for summaries. Poetics,
11, 145-153.
Reder, L.M.
(1982). Elaborations: When do they help and when do they hurt? Text, 2, 211-224.
Reder, L.M.
(1982). Plausibility judgments vs. fact retrieval: Alternative strategies for
sentence verification. Psychological
Review, 89, 250-280.
Reder, L.M.
& Anderson, J.R. (1982). Effects of spacing and embellishments on memory
for the main points of a text. Memory and
Cognition, 10, 97-102. [Lead Article].
Reder, L.M.
& Ross, B.H. (1981). The effects of integrated knowledge on fact retrieval
and consistency judgments: When does it help, and when does it hurt. Proceedings of the Cognitive Science Society,
Berkeley.
Reder, L.M.
(1980). The role of elaboration in the comprehension and retention of prose: A
critical review. Review of Educational
Research, 50, 5-53. [Lead Article].
Reder, L.M.
& Anderson, J.R. (1980). A comparison of texts and their summaries:
Memorial consequences. Journal of Verbal
Learning and Verbal Behavior, 19, 121-134. [Lead Article].
Reder, L.M.
& Anderson, J.R. (1980). A partial resolution of the paradox of
interference: The role of integrating knowledge, Cognitive Psychology, 12, 447-472. [Lead Article].
Anderson,
J.R. & Reder, L.M. (1979). An elaborative processing explanation of depth
of processing. In Cermak, L.S. & Craik, F.I.M. (Eds.), Levels of Processing in Human Memory. Hillsdale, NJ: Lawrence
Erlbaum Associates, 385-403.
Reder, L.M.
(1979). The role of elaborations in memory for prose. Cognitive Psychology, 11, 221-234.
Reder, L.M.
& Anderson, J.R. (1979). Use of thematic information to speed search of
semantic nets. Proceedings of the 6th
International Joint Conference on Artificial Intelligence.
Smith, E.E.,
Haviland, S.E., Reder, L.M., Brownell, H., & Adams, N. (1976).
When preparation fails: Disruptive effects of prior information on perceptual
recognition. Journal of Experimental
Psychology: Human Perception and Performance, 2, 151-161. [Lead Article].
Reder, L.M.,
Anderson, J.R., & Bjork, R.A. (1974). A semantic interpretation of encoding
specificity. Journal of Experimental Psychology,
102(4), 648-656.
Anderson,
J.R. & Reder, L.M. (1974). Negative judgments in and about semantic memory.
Journal of Verbal Learning and Verbal
Behavior, 13, 664-681.
INVITED PRESENTATIONS:
The Internaional Joint Conference on Active Media Technology and Brain Informatics, Beijing, China, October, 2009.
How Midazolam Can Help Us Understand Human Memory: 3 Illustrations and a Proposal for a New Methodology.
The Institue of Psychology, Chinese Academy of Sciences, Beijing, China, October, 2009.
How Midazolam Can Help Us Understand Human Memory: 3 Illustrations and a Proposal for a New Methodology.
Successful Remembering
and Successful Forgetting, Festschrift to celebrate the contributions of Robert
A. Bjork in understanding human learning and memory. University of California,
Los Angeles, January 10-11, 2009. Context
& Amnesia: How midazolam can help inform memory mechanisms.
The International
Congress of Psychology, Berlin, Germany, July, 2008.
Using drugs to help us understand human memory. [Invited Address]
The International
Congress of Psychology, Berlin, Germany, July, 2008. Invited Symposium,
Computational models of episodic memory.
How
a dual-process model of recognition accounts for spurious recollection.
The 20th Annual
Association for Psychological Science, Chicago, IL, May, 2008. Experience is a double-edged sword: The
encoding/retrieval tradeoff with familiarity. [Invited Address]
The 115th annual
convention of the American Psychological Association, Division 3 Experimental
Psychology, San Francisco, 2007. Section on
Uniting Psychology through Memory. Experience is a
double-edged sword: A computational model of the encoding/retrieval tradeoff
with familiarity. [Invited Address]
The (Grand) SLAMM:
Symposium on Language and Memory at Manitoba, Winnipeg, 2007. Memory
Systems Do Not Divide on Consciousness. [Invited Address]
The 28th Annual Conference of
the Cognitive Science Society 2006 (Vancouver),
Plenary
Symposium on "The Synergy Of Implicit And Explicit Learning ProcessesÓ Implicit and explicit processes in learning
& metacognition: Giving consciousness
too much attention.
Eighth Annual CNBC Retreat,
Hidden Valley, October 2004
The effect of midazolam on visual search: Implications for
understanding amnesia. [Invited Talk]
Conference
on Metacognition and Education,
Barnard College, NYC, June 2004
Senior moments: Memory, meta-memory, and
aging.
Invited Address at SWIM, SEPA,
Atlanta, March, 2004
Distinctiveness: An operational definition and its effect on
encoding and retrieval.
Symposium on the Mirror
Effect. EPA, Baltimore, March,
2003
The mirror effect: A
mechanistic, dual process account.
Kent Forum on Applied
Psychology: Visual Metacognition, June 2002
Visual and verbal
metacognition: Are they really different?
Georgia Institute of
Technology, October 2000
Relating implicit
and explicit memories: A source of activation confusion account.
Stanford University,
February 1999
SAC: An activation based account of implicit
and explicit memory phenomena.
Metacognition: Process,
Function, and Use, September 1999 (Clermont-Ferrand, France) Metacognition: Giving consciousness too much credit.
American Psychological Society, June, 1999 (Denver, CO)
Relating implicit and explicit memories: A
source of activation confusion account. [Invited Address]
Tsukuba International Conference
on Memory, 1998
SAC: An activation
based account of implicit and explicit memory phenomena. Consciousness and memory. Current Progress and Challenges (Tsukuba, Japan).
Models of Working Memory Conference, July 1997 (Boulder, CO)
Modeling
working memory in a unified architecture. (Lovett, M., Reder, L.M., & Lebiere, C.)
Attention and Performance XVII, July 1996 (Haifa,
Israel)
Exploring individual differences in strategy
selection: Adaptativity in an air traffic controller's task.
International Conference on
Memory, July 1996 (Padova, Italy)
Symposium
speaker on the topic of Metacognition.
Symposium
organizer and speaker on the topic of Computational Models of Working Memory
Performance.
27th
Carnegie Symposium on Cognition, May 1995
Metacognition does
not imply awareness: Strategy choice is governed by implicit learning and
memory.
Symposium on Metacognition and
Social Psychology, Universite Catholique de
Louvain, Louvain La Neuve,
Belgium, May 1995
Rapid Feeling-of-Knowing: A Strategy Selection Mechanism.
University of Trier, May 1995
A
computational model of feeling of knowing and strategy choice.
Practical Aspects of Memory,
III, August 1994 (University of Maryland)
Learning in context: Situated learning and transfer.
Lake Geneva Language
Comprehension Conference, July 1994
Further
explorations of the Moses illusion: An activation account.
International Congress of Psychology, July 1992
(Brussels)
Symposium on Inferential
Processes in Text.
Reading what isn't
there: Further explanations of the Moses illusion.
American
Psychological Society, June 1992 (San Diego, CA)
Invited Multispecialty
Symposium: Theoretical, Cognitive, Developmental, and Neuropsychological
Aspects of Metacognition.
Evidence and
mechanisms for a strategy selection phase in memory retrieval.
University of Colorado, February 1992
Strategy selection in question answering.
International Conference on
Memory, Lancaster University, Lancaster, UK, July 1991
Strategy choice in
letter rotation: How sensitive are we to the dynamics of the environment?
International Conference on Memory, Lancaster
University, Lancaster, UK, July 1991
Better the second time around: Re-presentation reverses
verbalization's impairment of face recognition (with Schooler, J. & Ryan,
R.)
The Flinders University of South Australia, March 1991
Locus of the Moses
illusion: Imperfect encoding, retrieval, or match?
Queensland University of
Technology: School of Mathematics, Science and Technology Education,
Queensland, February 1991 (Queensland, Australia)
The role of memory load in algebra problem solving.
University of
Queensland, Department of Psychology, February 1991 (Queensland, Australia) Locus of the Moses illusion: Imperfect
encoding, retrieval, or match?
AIC (Annual Interdisciplinary
Conference, 15th annual) session on Memory and Metamemory, January 1990The role of feeling of knowing in selection
of question answering strategies.
Sylvia
Beach Language Comprehension Conference, July 1989
Partial matching
during reading: What word reading times tell us about the Moses illusion.
Pennsylvania State University,
April 1989
Strategy choice in
question-answering: The role of feeling of knowing.
Conference on Inference
Generation during Discourse Comprehension, Memphis State University, March
1988
Plausible
inference.
University of Adelaide,
Australia, April 1987
Skill
learning.
The
Flinders University of South Australia, April 1987
Question
answering.
Smithsonian Institute, October
1986
Lecture
on memory.
Midwestern Psychological
Association, May 1986
Strategy
selection in question-answering.
International Workshop on
Modeling Cognition, July 1985
The
role of examples in learning a cognitive skill.
The Ebbinghaus Centennial
Conference, April 1985
Beyond
associations: Strategic components in memory retrieval.
Temple University, November 1984
A strategy
selection model for question-answering.
APA Symposium, August 1981
Comprehension
and inference in textual information processing.
Thinking
and Learning Skills, LRDC, October 1980
Techniques available
to author, teacher, and reader to improve retention of main ideas of a chapter.
University of Illinois, Center
for the Study of Reading, February 1980
Comparison
of texts and their summaries.
The National Reading Conference
(Invited Address), November 1979
The role of
elaborations in learning introductory material.
Midwestern Psychological
Association (Invited Paper), May 1979
Comparison of
textbook chapters with their summaries: Support for cliff notes.
Rockefeller University, April
1978
Thematic
relatedness, plausible reasoning and the fan effect.
Levels of Processing Conference,
June 1977 (Rockport, MA)
Elaboration
explanation of depth of processing.
CONFERENCE PRESENTATIONS:
Psychonomics, November 2009 (Boston)
Context Effects in Episodic Recognitino of Famous Versus Nonfamous Faces
Psychonomics, November 2009
(Boston)
Recognition and Priming Under Midazolam.
Poster presentation (Victoria, L.W., Reder, L.M., Dutcher, J.M., Aizenstein, H.J., Quinlan, J.J., Gyulai, F.)
Society of Experimental
Psychologists, April 2008 (Bloomington, Indiana)
Using midazolam to address questions about
the nature of human memory.
Thirty-Third Annual
Interdisciplinary Conference, Jackson Hole, WY, February, 2008. How Synthetic Amnesia Can Help Us Understand
Human Memory.
Psychonomics, November 2006
(Houston)
A new paradigm for measuring the independent contributions of
familiarity and recollection to recognition.
Poster
presentation (Buchler, N.E.G., Reder, L.M, & Light, L.L.)
Psychonomics, November 2006
(Houston)
Long- and short-term negative and positive
priming.
Poster
presentation (Erickson, M.A., Shang, J., Buchanan. E.E., & Reder, L.M.)
The Fifth Annual Summer
Interdisciplinary Conference (ASIC 2006), Andalsnes, Norway, July 2006
The interaction of implicit and explicit memory processes in
learning and behavior.
Psychonomics, November 2005
(Toronto)
Recollection depends on unitization, but uncommon stimuli can be
recognized by familiarity alone.
Psychonomics, November 2005
(Toronto)
Conjunction memory errors: The contribution
of recollection.
Poster presentation (Park, H., & Reder, L.M.)
Psychonomics, November 2005
(Toronto)
Manipulating word frequency effects by varying processing demands:
Low-frequency words are more difficult to encode.
Poster presentation (Diana, R.D., & Reder, L.M.)
The Forth Annual Summer
Interdisciplinary Conference (ASIC 2005), Briancon, France,
July
2005
The role of consolidation in memory: Comparison of general vs.
specific interference using midazolam.
12th Annual Cognitive
Neuroscience Society Meeting, April 2005 (New York City, NY)
Identifying the ERP correlate of a
recognition memory search attempt.
Poster
presentation (Diana, R.D., Vilberg, K.L., & Reder, L.M.)
Academy of Lifelong Learning at
Carnegie Mellon University, January 2005
Mechanisms of memory and how aging affects
it.
Psychonomics, November 2004
(Minneapolis)
The
other race effect: How do processing time and distracting contexts influence
recognition of faces?
Poster
presentation (Diana, R.D. & Reder, L.M.)
Psychonomics, November 2004
(Minneapolis)
The effect of midazolam on visual search.
Poster
presentation (Park, H., Quinlan, J.J., Thornton, E.R., & Reder, L.M.)
The Third Annual Summer
Interdisciplinary Conference (ASIC 2004), Cavalese, Italy,
July
2004 Picking up the gauntlet: Reply to
Malmberg, Holden & Shiffrin.
Twenty-ninth Annual
Interdisciplinary Conference, Jackson Hole, WY, February 2004
The effect of midazolam on visual search: Implications for
understanding hippocampal function.
Psychonomics, November 2003 (Vancouver,
BC, Canada)
Distinctiveness:
An operational definition with empirical support.
Poster
presentation (Park, H., Arndt, J. & Reder, L.M.)
Psychonomics,
November 2002 (Kansas City)
The effect of distinctive visual
information on false recognition.
Poster presentation (Arndt, J. & Reder, L.M.)
Psychonomics,
November 2002 (Kansas City)
The effects of irrelevant perceptual
information on memory for face.s
Poster presentation (Diana, R.A. & Reder, L.M.)
Cognitive
Neuroscience Society, 2001 (New York, NY). The role of perceptual fan in
explicit recognition: Functional neuroimaging evidence. (Simmons, M.R., Reder
L.M., Fiez, J.A.) Abstracts of the Eighth
Annual Meeting of the CognitiveNeuroscience Society.
Psychonomics, November 2001 (Orlando)
Evidence for a dual-process
interpretation of the word frequency mirror effect.
Poster presentation (Arndt, J. & Reder, L.M.)
Psychonomics, November 2001 (Orlando)
Support for a dual-process account of
mirror effects in recognition.
Poster presentation (Cary, M. & Reder, L.M.)
Psychonomics, November 2000 (New Orleans)
Modeling the role of perceptual features in word
recognition and fragment completion.
Poster
presentation (Cary, M. & Reder, L.M.)
Psychonomics, November 2000 (New Orleans)
The role of perceptual and conceptual fan in explicit
recognition: Analogous processes.
Poster presentation
(Simmons, M., Reder, L.M., Donavos, D. K., & Fiez, J.)
24th Annual Interdisciplinary Conference, 1999 (Jackson Hole)
Negative priming, habituation, implicit learning in a
spatial localization task.
Psychonomics, November 1999 (Los Angeles)
Self-regulation of study time and the retention of rare
and common events.
Poster presentation
(Dashen, M. & Reder, L.M.)
Psychonomics, November 1999 (Los Angeles)
The role of perceptual similarity in explicit
recognition: Evidence against multiple systems.
Poster presentation
(Reder, L.M., Donavos, D.K., & Erickson, M.A.)
Psychonomics, November 1998
Feeling of knowing and strategy selection for solving
arithmetic problems .
Poster presentation
(Reder, L.M. & Ritter, F.)
American Educational Research
Association, April 1998 (San Diego, CA)
The feeling-of-knowing in strategy selection.
(Schunn, C.D. & Reder, L.M.)
Psychonomics, November 1997 (Philadelphia)
Individual differences in strategy adaptation.
Poster
presentation (Schunn, C.D. & Reder, L.M.)
Cognitive Science Conference, August 1997 (Stanford)
Modeling individual differences in a digit working
memory task.
Poster presentation
(Lovett, M., Reder, L.M., & Lebiere, C.)
Cognitive Science Conference, August 1997 (Stanford)
Modeling the mirror effect in a continuous remember/know
paradigm.
Psychonomics, November 1997 (Philadelphia)
Spatial habituation and expectancy effects in a negative
priming paradigm.
Poster presentation
(Reder, L.M. & Weber, K.H.)
Psychonomics, November 1996 (Chicago)
Modeling word frequency effects in a continuous
remember/know judgment paradigm.
Poster presentation
(Reder, L.M., Nhouyvanisvong, A., Schunn, C.D., Angstadt, P., & Hiraki,
K.)
Psychonomics, November 1996 (Chicago)
What do parity and five effects in arithmetic tell us
about subjects' strategy control?
Poster presentation
(Lemaire, P. & Reder, L.M.)
AAAI-96 Workshop on
Computational Cognitive Modeling, August 1996 (Portland, OR)
Modeling Changes in Strategy Selections Over Time. (Schunn, C.D. & Reder,
L.M.)
Psychonomics, November 1995 (Los Angeles)
Metacognition does not imply awareness: Implicit
processes govern strategy selection.
Psychonomics, November 1994 (St. Louis)
The malleability of validity judgements: Thinking versus
justification.
Poster presentation
(Kamas, E., Reder, L.M., & Schooler, J.)
American Educational Research Association, April 1988 (with D.
Charney)
Learning by example, problem-solving, and discovery
learning.
American Educational Research Association, April 1987 (with D.
Charney)
Designing interactive tutorials for computer users:
Effects of the form of practice on skill learning.
American Educational Research Association, April 1986 (with
D. Charney)
Learning a skill
from an instructional text: The role of elaborations.
Conference on College Composition, March 1985 (with D.
Charney)
The role of examples and explanations in teaching
procedural skills.
(ERIC/IR Microfiche
ED-259-718)
Psychonomics, November 1985
Mechanisms for strategy-selection in question answering.
Psychonomics, November 1982
Memory changes with age: Compensating shifts in strategy.
Cognitive Science, August 1981
Effects of integrated knowledge on fact retrieval and
consistency: When does it help and when does it hurt?
Psychonomics, November 1981
What kind of pitcher can a catcher fill? Priming in
sentence comprehension.
Psychonomics, November 1980
Plausibility judgments versus fact retrieval: efficient
strategies for question-answering.
Psychonomics, November 1979
The role of integrating knowledge on fan effects.
International Joint Conference on Artificial Intelligence, August
1979
Use of thematic information to speed
search of semantic nets.
Midwestern Psychological Association, May 1976
Elaborations and story processing.
EXTRACURRICULAR
SERVICE:
Editorial Board:
Journal of Experimental
Psychology: Learning, Memory and Cognition (1983 - 1986, 1989 - 2002)
Memory
and Cognition (1982 - 1990)
Journal
of Cognitive Systems Research (1998 - present)
National Committee
Membership:
American Psychological
Association nominating committee for Early Career Awards, 2003-2005
American
Association for the Advancement of Science
Electorate
Nominating Committee for Psychology, Section J.
2002
- 2005
Cognitive
Neuroscience Society
Institute
for Educational Science, Read Panel, March, 2004
Institute
for Educational Science, Basic Processes, 2007-2010
National
Institute of Health: NIDA Review Panel, November, 2000
National
Institute of Mental Health T32 Review Panel, October, 2003
National Research Council
(National Academy of Sciences),
Committee on Techniques for the
Enhancement of Human Performance, 1991 – 1994
National
Research Council (National Academy of Sciences),
Special
Oversight Commission for the Mathematics Learning Study,
1998
- 2000
National Science Foundation
Human Cognition & Performance Review Panel,
April 2000
Ad hoc Reviewer:
|
American Educational Research
Journal American Journal of Psychology American Psychologist Cognition & Emotion Cognitive Psychology Cognitive Psychology Letters Cognitive Science Consciousness and Cognition Developmental Psychology JEP: General JEP: Applied JEP: Human Learning and Memory JEP: Human Perception &
Performance |
Journal of Educational
Psychology Journal of General Psychology Journal of Gerontology Journal of Memory and Language Journal of Psychology and
Aging JVLVB Memory & Cognition Neuropsychology Psychology and Aging Psychological Review Psychological Science Psychonomic Bulletin &
Review Quarterly J. of Exp.
Psychology Review of Educational Research |
External Grant Reviewer:
National
Institute of Education
National
Science Foundation
National
Sciences and Engineering Research Council of Canada
National
Academy of Sciences, Committee on Aging
Air
Force Office of Scientific Research
Economic
and Social Research Council
University
of Arizona, Center for Consciousness Studies
Medical
Research Council, U.K.
Institute
of Education Sciences, Basic Processes grant review panel
University and Departmental Service:
Presidential Review Committee
2006
Director of EEG lab, fall 2006 -
present
Co-
Director of Joint SDS/Psych training program, 2005 - present
Lecture to the Academy of
Lifelong Learning, January 2005
Faculty
evaluation committee, 2004-2005
Cognitive Faculty Search
Committee, 2003-2004
Director of Training Grant on
Combined Computational and Behavioral Approaches to the Study of Cognition,
1997 - present
Steering Committee on SDS/Psych
joint Ph.D. program, 2001 - present
Head of Cognitive Faculty
Search, 1999 - 2000
College
Faculty Organization Chair 1999 - 2000
Promotions
& Tenure Committee, 1999 - 2000
Organizer of Training Grant Core
Courses, 1999
Space Committee for New Wing,
1998 - 1999
Planning Committee for HCI
major, 1995 - 1996
Graduate Core Course
Restructuring Committee, 1995
Organizer
of the 27th Carnegie Symposium on Cognition, 1995
Faculty Senate Nominating
Committee, 1995
University Committee on
Special Faculty Appointments, 1994
Committee of Investigation on
Ethics in Research, 1994
Faculty Senate, 1993 - 1996
Department Head Search
Committee, 1992 - 1993
Study Abroad Coordinator, 1989 -
present
Internal Review Board, 1987 -
1991
Graduate
Education Restructuring Committee, 1987
Library
Representative, 1981 - 1985
College
Computing Committee, 1984
Colloquium Organizer, 1978 -
1980