Lynne Reder | Carnegie Mellon University (original) (raw)
Papers by Lynne Reder
The size of fan effects is determined by processes at retrieval, not by whether or not informatio... more The size of fan effects is determined by processes at retrieval, not by whether or not information is represented as situations. Evidence contradicts Radvansky's (in press) claim that time to retrieve information from a situation does not depend on number of elements in a situation. Moreover, Radvansky's principles for ascribing situational models to experiments appear to be post hoc ways of redescribing the data. On the other hand, the evidence does support the ACT-R assumption that participants can adjust their attentional weightings and so produce differential fan effects. Moreover, the ACT-R theory of the fan effect is consistent with many other findings.
There is a frequent misperception that the move from behaviorism to cognitivism implies an abando... more There is a frequent misperception that the move from behaviorism to cognitivism implies an abandonment of the possibilities of decomposing knowledge into its elements for the purposes of study and decontextualizing these elements for instruction. Cognitivism does not imply outright rejection of decomposition and decontextualization. Two movements based in part on this rejection--situated learning and constructivism--were analyzed. These two schools of thought are not identical: situated learning emphasizes that knowledge is maintained in the external, social world; constructivism argues that knowledge resides in an individual's internal state, perhaps unknowable to anyone else. However, both schools share the general philosophical positions that knowledge cannot be decomposed or "decontextualized " for purposes of either research or instruction, and each group often appeals to the writings of the other for support. Since rejection of decomposition and decontextualizat...
Cognitive Science, 2017
We found an unexpected positive effect of target-to-distractor similarity (TD) in a visual search... more We found an unexpected positive effect of target-to-distractor similarity (TD) in a visual search task, despite overwhelming evidence in the literature that TD similarity hurts visual search performance. Participants with no prior knowledge of Chinese performed 12 hour-long sessions over 4 weeks, where they had to find a briefly presented target character among a set of distractors. At the beginning of the experiment, TD similarity hurt performance, but the effect reversed during the first session and remained positive throughout the remaining sessions. We present a simple connectionist model that accounts for that reversal of TD similarity effects on visual search and we discuss possible theoretical explanations.
Neuropsychologia, 2018
Theoretical explanations of the testing effect (why people learn better from a test than a re-stu... more Theoretical explanations of the testing effect (why people learn better from a test than a re-study) have largely focused on either the benefit of attempting to retrieve the answer or on the benefit of re-encoding the queried information after a successful retrieval. While a less parsimonious account, prior neuroimaging evidence has led us to postulate that both of these processes contribute to the benefit of testing over re-study. To provide further empirical support for our position, we recorded ERPs while subjects attempted to recall the second word of a pair when cued with the first. These ERPs were analyzed based on the current response accuracy and as a function of accuracy on the subsequent test, yielding three groups: the first and second tests were correct, the first was correct and the second was not, both were incorrect. Mean amplitude waveforms during the first test showed different patterns depending on the outcome patterns: Between 400 and 700 ms the amplitudes were mo...
Implicit Memory and Metacognition, 2014
Page 1. Implicit . A. Memory and Metacognition Edited by Lynne M. Reder Page 2. Page 3. IMPLICIT ... more Page 1. Implicit . A. Memory and Metacognition Edited by Lynne M. Reder Page 2. Page 3. IMPLICIT MEMORY AND METACOGNITION Page 4. Carnegie Mellon Symposia on Cognition David Klahr, Series Editor Anderson: Cognitive ...
Lecture Notes in Computer Science, 2009
Journal of Verbal Learning and Verbal Behavior, 1983
Subjects read sentences that ended in an ambiguous noun that had been disambiguated by preceding ... more Subjects read sentences that ended in an ambiguous noun that had been disambiguated by preceding selection restrictions. Each sentence began with a subject noun and a relative clause that could either prime the selected meaning of the final word, the nonselected meaning, or neither. Three experiments used comprehension time and interpretation errors to determine how context integrates with selectional restrictions. There were effects of positive priming on comprehension time and effects of negative priming on interpretation errors. The effects of priming were additive. These results support a threshold model of concept activation.
Metacognition: Cognitive and Social Dimensions
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Psychology of Learning and Motivation, 1988
Page 239. STRATEGIC CONTROL OF RETRIEVAL STRATEGIES Lynne M. Reder I. Introduction Virtually all ... more Page 239. STRATEGIC CONTROL OF RETRIEVAL STRATEGIES Lynne M. Reder I. Introduction Virtually all complex cognitive tasks can be accomplished using one of several different strategies. Not only do different people ...
Review of Educational Research, 1980
A review is given of recent research done in the area of prose comprehension, broadly defined. Re... more A review is given of recent research done in the area of prose comprehension, broadly defined. Research in the areas of educational psychology, psychology, and artificial intelligence is represented, although no pretense is made that this review is complete. This review discusses work concerned with factors that affect amount of recall, with representations of text structures, and with use of world knowledge to aid comprehension. The need for more information processing models of comprehension is stressed and an argument is made for the importance of elaboration to comprehension and retention.
Psychological Review, 1982
Page 1. Psychological Review 1982, Vol. 89, No. 3, 250-280 Copyright 1982 by the American Psychol... more Page 1. Psychological Review 1982, Vol. 89, No. 3, 250-280 Copyright 1982 by the American Psychological Association, Inc. 0033-295X/82/8903-0250$00.75 Plausibility Judgments Versus Fact Retrieval: Alternative Strategies for Sentence Verification ...
Proceedings of the National Academy of Sciences, 2004
The notion of multiple memory systems based on conscious accessibility has been supported largely... more The notion of multiple memory systems based on conscious accessibility has been supported largely by neuropsychological patient studies. Specifically, it was widely held that amnesic patients have impaired explicit memory performance but spared implicit memory performance. However, recent patient studies have called the implicit/explicit memory distinction into question. In this study, normal participants were tested on a visual search task, once after an injection of midazolam, an anesthetic that induces temporary amnesia, and once after an injection of saline. Under the influence of midazolam, participants did not show facilitation in search times for repeated configurations (contextual cuing), although there was a general speed-up in performance across blocks in both the midazolam and saline conditions. Neither the contextual-cuing effect nor the procedural-learning effect was available to subjective experience, yet only one of these was affected by midazolam-induced amnesia. The...
Poetics, 1982
Prior research (Reder and Anderson 1980, 1982) has shown that acquisition of new information can ... more Prior research (Reder and Anderson 1980, 1982) has shown that acquisition of new information can be facilitated by a format that summarizes the important points as compared with a more traditional format, such as a textbook chapter. The previous results used recognition (true/ ...
Memory & Cognition, 1999
Memory & Cognition, 1996
The size of fan effects is determined by processes at retrieval, not by whether or not informatio... more The size of fan effects is determined by processes at retrieval, not by whether or not information is represented as situations. Evidence contradicts Radvansky's (in press) claim that time to retrieve information from a situation does not depend on number of elements in a situation. Moreover, Radvansky's principles for ascribing situational models to experiments appear to be post hoc ways of redescribing the data. On the other hand, the evidence does support the ACT-R assumption that participants can adjust their attentional weightings and so produce differential fan effects. Moreover, the ACT-R theory of the fan effect is consistent with many other findings.
There is a frequent misperception that the move from behaviorism to cognitivism implies an abando... more There is a frequent misperception that the move from behaviorism to cognitivism implies an abandonment of the possibilities of decomposing knowledge into its elements for the purposes of study and decontextualizing these elements for instruction. Cognitivism does not imply outright rejection of decomposition and decontextualization. Two movements based in part on this rejection--situated learning and constructivism--were analyzed. These two schools of thought are not identical: situated learning emphasizes that knowledge is maintained in the external, social world; constructivism argues that knowledge resides in an individual's internal state, perhaps unknowable to anyone else. However, both schools share the general philosophical positions that knowledge cannot be decomposed or "decontextualized " for purposes of either research or instruction, and each group often appeals to the writings of the other for support. Since rejection of decomposition and decontextualizat...
Cognitive Science, 2017
We found an unexpected positive effect of target-to-distractor similarity (TD) in a visual search... more We found an unexpected positive effect of target-to-distractor similarity (TD) in a visual search task, despite overwhelming evidence in the literature that TD similarity hurts visual search performance. Participants with no prior knowledge of Chinese performed 12 hour-long sessions over 4 weeks, where they had to find a briefly presented target character among a set of distractors. At the beginning of the experiment, TD similarity hurt performance, but the effect reversed during the first session and remained positive throughout the remaining sessions. We present a simple connectionist model that accounts for that reversal of TD similarity effects on visual search and we discuss possible theoretical explanations.
Neuropsychologia, 2018
Theoretical explanations of the testing effect (why people learn better from a test than a re-stu... more Theoretical explanations of the testing effect (why people learn better from a test than a re-study) have largely focused on either the benefit of attempting to retrieve the answer or on the benefit of re-encoding the queried information after a successful retrieval. While a less parsimonious account, prior neuroimaging evidence has led us to postulate that both of these processes contribute to the benefit of testing over re-study. To provide further empirical support for our position, we recorded ERPs while subjects attempted to recall the second word of a pair when cued with the first. These ERPs were analyzed based on the current response accuracy and as a function of accuracy on the subsequent test, yielding three groups: the first and second tests were correct, the first was correct and the second was not, both were incorrect. Mean amplitude waveforms during the first test showed different patterns depending on the outcome patterns: Between 400 and 700 ms the amplitudes were mo...
Implicit Memory and Metacognition, 2014
Page 1. Implicit . A. Memory and Metacognition Edited by Lynne M. Reder Page 2. Page 3. IMPLICIT ... more Page 1. Implicit . A. Memory and Metacognition Edited by Lynne M. Reder Page 2. Page 3. IMPLICIT MEMORY AND METACOGNITION Page 4. Carnegie Mellon Symposia on Cognition David Klahr, Series Editor Anderson: Cognitive ...
Lecture Notes in Computer Science, 2009
Journal of Verbal Learning and Verbal Behavior, 1983
Subjects read sentences that ended in an ambiguous noun that had been disambiguated by preceding ... more Subjects read sentences that ended in an ambiguous noun that had been disambiguated by preceding selection restrictions. Each sentence began with a subject noun and a relative clause that could either prime the selected meaning of the final word, the nonselected meaning, or neither. Three experiments used comprehension time and interpretation errors to determine how context integrates with selectional restrictions. There were effects of positive priming on comprehension time and effects of negative priming on interpretation errors. The effects of priming were additive. These results support a threshold model of concept activation.
Metacognition: Cognitive and Social Dimensions
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Psychology of Learning and Motivation, 1988
Page 239. STRATEGIC CONTROL OF RETRIEVAL STRATEGIES Lynne M. Reder I. Introduction Virtually all ... more Page 239. STRATEGIC CONTROL OF RETRIEVAL STRATEGIES Lynne M. Reder I. Introduction Virtually all complex cognitive tasks can be accomplished using one of several different strategies. Not only do different people ...
Review of Educational Research, 1980
A review is given of recent research done in the area of prose comprehension, broadly defined. Re... more A review is given of recent research done in the area of prose comprehension, broadly defined. Research in the areas of educational psychology, psychology, and artificial intelligence is represented, although no pretense is made that this review is complete. This review discusses work concerned with factors that affect amount of recall, with representations of text structures, and with use of world knowledge to aid comprehension. The need for more information processing models of comprehension is stressed and an argument is made for the importance of elaboration to comprehension and retention.
Psychological Review, 1982
Page 1. Psychological Review 1982, Vol. 89, No. 3, 250-280 Copyright 1982 by the American Psychol... more Page 1. Psychological Review 1982, Vol. 89, No. 3, 250-280 Copyright 1982 by the American Psychological Association, Inc. 0033-295X/82/8903-0250$00.75 Plausibility Judgments Versus Fact Retrieval: Alternative Strategies for Sentence Verification ...
Proceedings of the National Academy of Sciences, 2004
The notion of multiple memory systems based on conscious accessibility has been supported largely... more The notion of multiple memory systems based on conscious accessibility has been supported largely by neuropsychological patient studies. Specifically, it was widely held that amnesic patients have impaired explicit memory performance but spared implicit memory performance. However, recent patient studies have called the implicit/explicit memory distinction into question. In this study, normal participants were tested on a visual search task, once after an injection of midazolam, an anesthetic that induces temporary amnesia, and once after an injection of saline. Under the influence of midazolam, participants did not show facilitation in search times for repeated configurations (contextual cuing), although there was a general speed-up in performance across blocks in both the midazolam and saline conditions. Neither the contextual-cuing effect nor the procedural-learning effect was available to subjective experience, yet only one of these was affected by midazolam-induced amnesia. The...
Poetics, 1982
Prior research (Reder and Anderson 1980, 1982) has shown that acquisition of new information can ... more Prior research (Reder and Anderson 1980, 1982) has shown that acquisition of new information can be facilitated by a format that summarizes the important points as compared with a more traditional format, such as a textbook chapter. The previous results used recognition (true/ ...
Memory & Cognition, 1999
Memory & Cognition, 1996