Vita
LYNNE
M. REDER
August, 2008
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, Major in Psychology, B.A.
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
|
1996
- 2009 |
R01
MH52808-09 Exploring the SAC Model of Memory |
NIMH |
|
1998
- 2008 |
T32
MH19983-07 Training in Combined Computational and Behavioral Approaches to
Cognition |
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 |
Control
# 98NL255 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:
Reder, L.M., Park, H.,
& Keiffaber, P. (in press). Memory systems do not divide on consciousness:
Reinterpreting memory in terms of activation and binding. Psychological Bulletin.
Buchler,
N.E.G, Light, L.L., & Reder, L.M. (in press). Memory for items and
associations: Distinct representations and processes in associative recognition. Journal of Memory and Language.
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
KoriatÕs 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 Pœblicos, 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
ÒDocumentation: 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:
Issues and Proposals in
Mathematics Education. Lisbon, Portugal, November, 2008. What modern cognitive psychology tells us about mathematics learning. [Keynote
Address]
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:
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.)