Implications of the ACT-R Learning Theory: No Magic Bullets

Chapter in: Advances in Instructional Psychology, Volume 5: Educational Design and Cognitive Science

[1]  T. SHALLICE,et al.  Learning and Memory , 1970, Nature.

[2]  N. J. Slamecka,et al.  The Generation Effect: Delineation of a Phenomenon , 1978 .

[3]  John R. Anderson,et al.  Knowledge Compilation: Mechanisms for the Automatization of Cognitive Skills. , 1980 .

[4]  L. E. Klopfer,et al.  Factors influencing the learning of classical mechanics , 1980 .

[5]  John R. Anderson,et al.  Acquisition of Problem-Solving Skill. , 1980 .

[6]  Richard M. Young,et al.  Errors in Children's Subtraction , 1981, Cogn. Sci..

[7]  H. P. Bahrick.  Semantic memory content in permastore: fifty years of memory for Spanish learned in school. , 1984, Journal of experimental psychology. General.

[8]  Ann L. Brown,et al.  Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities , 1984 .

[9]  Lauren A. Sosniak,et al.  Developing Talent in Young People , 1985 .

[10]  Hasler Rudy Hayes,et al.  Three problems in teaching general skills , 1985 .

[11]  John R. Anderson,et al.  The Geometry Tutor , 1985, IJCAI.

[12]  John R. Anderson,et al.  The role of practice in fact retrieval. , 1985 .

[13]  R. Mayer.  Educational Psychology: A Cognitive Approach , 1987 .

[14]  W. D. Gray,et al.  Transfer of Cognitive Skills , 1987 .

[15]  Merry I. White.  The Japanese Educational Challenge: A Commitment to Children , 1987 .

[16]  J. Metcalfe,et al.  Intuition in insight and noninsight problem solving , 1987, Memory & cognition.

[17]  J. Dossey,et al.  The Underachieving Curriculum : Assessing U. S. School Mathematics from an International Perspective , 1987 .

[18]  G. Logan.  Toward an instance theory of automatization. , 1988 .

[19]  N. J. Slamecka,et al.  The generation effect as an artifact of selective displaced rehearsal. , 1987 .

[20]  J. Stigler,et al.  Mathematics learning in Japanese, Chinese, and American classrooms. , 1988, New directions for child development.

[21]  J. Lave.  Cognition in Practice: Outdoors: a social anthropology of cognition in practice , 1988 .

[22]  J. Stigler,et al.  Mathematics learning in Japanese, Chinese, and American classrooms. , 1988, New directions for child development.

[23]  Eric A. Jenkins,et al.  How Children Discover New Strategies , 1989 .

[24]  John R. Anderson,et al.  The Transfer of Cognitive Skill , 1989 .

[25]  Robert A. Bjork,et al.  On the puzzling relationship between environmental context and human memory. , 1989 .

[26]  Matthew W. Lewis,et al.  Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems , 1989, Cogn. Sci..

[27]  A. Desrochers,et al.  An application of the mnemonic keyword method to the acquisition of German nouns and their grammatical gender. , 1989 .

[28]  Jean McKendree,et al.  Effective Feedback Content for Tutoring Complex Skills , 1990, Hum. Comput. Interact..

[29]  John R. Anderson,et al.  Abstract Planning and Perceptual Chunks: Elements of Expertise in Geometry , 1990, Cogn. Sci..

[30]  Craig A. Kaplan,et al.  In search of insight , 1990, Cognitive Psychology.

[31]  K. VanLehn.  Mind Bugs: The Origins of Procedural Misconceptions , 1990 .

[32]  John R. Anderson,et al.  Cognitive Modeling and Intelligent Tutoring , 1990, Artif. Intell..

[33]  Harry P. Bahrick,et al.  Lifetime maintenance of high school mathematics content. , 1991 .

[34]  John R. Anderson,et al.  Reflections of the Environment in Memory Form of the Memory Functions , 2022 .

[35]  Kenneth R. Koedinger.  Tutoring concepts, percepts, and rules in Geometry problem-solving , 1991 .

[36]  Jamie I. D. Campbell,et al.  Conditions of error priming in number-fact retrieval , 1991, Memory & cognition.

[37]  D. J. Burns,et al.  The consequences of generation , 1992 .

[38]  M. McCloskey.  Cognitive mechanisms in numerical processing: Evidence from acquired dyscalculia , 1992, Cognition.

[39]  Frank E. Ritter,et al.  What determines initial feeling of knowing? Familiarity with question terms , 1992 .

[40]  L. Reder,et al.  What determines initial feeling of knowing? Familiarity with question terms, not with the answer , 1992 .

[41]  Robert J. Crutcher,et al.  The role of deliberate practice in the acquisition of expert performance. , 1993 .

[42]  James W. Stigler,et al.  Why Our Schools Are Failing and What We Can Learn from Japanese and Chinese Education , 1993 .

[43]  John R. Anderson,et al.  Rules of the Mind , 1993 .

[44]  J. Bruer.  Schools for Thought: A Science of Learning in the Classroom , 1993 .

[45]  J. Anderson,et al.  Acquisition of procedural skills from examples. , 1994, Journal of experimental psychology. Learning, memory, and cognition.

[46]  Margaret H. Thomas,et al.  Effects of keyword on long-term retention: Help or hindrance? , 1995 .

[47]  S. Chipman,et al.  Cognitively diagnostic assessment , 1995 .

[48]  P. Andersen,et al.  [Learning and memory]. , 1995, Tidsskrift for den Norske laegeforening : tidsskrift for praktisk medicin, ny raekke.

[49]  John R. Anderson,et al.  Cognitive Tutors: Lessons Learned , 1995 .

[50]  John R. Anderson,et al.  Student modeling in the ACT Programming Tutor. , 1995 .

[51]  John R. Anderson.  ACT: A simple theory of complex cognition. , 1996 .

[52]  Kenneth R. Koedinger,et al.  Toward a Dynamic Model of Early Algebra Acquisition 1 , 1996 .

[53]  D. Rubin,et al.  One Hundred Years of Forgetting : A Quantitative Description of Retention , 1996 .

[54]  John R. Anderson,et al.  History of Success and Current Context in Problem Solving Combined Influences on Operator Selection , 1996, Cognitive Psychology.

[55]  R. Siegler.  Emerging Minds: The Process of Change in Children's Thinking , 1996 .

[56]  John R. Anderson,et al.  The role of examples and rules in the acquisition of a cognitive skill. , 1997, Journal of experimental psychology. Learning, memory, and cognition.

[57]  Mary A. Mark,et al.  An Interview Reflection on “Intelligent Tutoring Goes to School in the Big City” , 2015, International Journal of Artificial Intelligence in Education.