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In Press

Reder, L.M., Paynter, C., Diana, R.A., Ngiam, J., & Dickison, D. (in press). 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.
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Reder, L.M., Oates, J.M., Dickison, D., Anderson, J.R., Gyulai, F., & Quinlan, J.J., Ferris, J.L., Dulik, M. & Jefferson, B. (in press). Retrograde facilitation under midazolam: The role of general and specific interference. Psychonomic Bulletin & Review.
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2000s

Buchler, N.E.G., & Reder, L.M. (2007). Modeling age-related memory deficits: A two-parameter solution. Psychology & Aging, 22(1), 104-121.
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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.
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Park, H., Arndt, J.D., & Reder, L.M. (2006). A contextual interference account of distinctiveness effects in recognition. Memory & Cognition, 34(4), 743-751.
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Diana, R.A. & Reder, L.M. (2006). The low frequency encoding disadvantage: Word frequency affects processing demands. Journal of Experimental Psychology: Learning, Memory, & Cognition, 34(4), 805-815.
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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.
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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]
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Diana, R., & Reder, L.M. (2005). The list strength effect: A contextual competition account. Memory & Cognition, 33(7), 1289-1302.
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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.
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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.
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Diana, R. & Reder, L.M. (2004). Visual vs. verbal metacognition: Are they really different? In D.T. Levin (Ed), Thinking and Seeing: Visual Metacognition in Adults and Children. Westport, CT: Greenwood/Praeger, 187-201.
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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.
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Park, H. & Reder, L.M. (2004). Moses illusion: Implication for human cognition. In Pohl, R.F. (Ed). Cognitive Illusions. Hove: Psychology Press, 275-291.
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Sohn, M.-H., Anderson, J.R., Reder, L.M. & Goode, A. (2004). Differential fan effect and attentional focus. Psychonomic Bulletin and Review, 11(4), 729-734.
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Diana, R., Peterson, M.J., & Reder, L.M. (2004). The role of spurious feature familiarity in recognition memory. Psychonomic Bulletin & Review, 11(1), 150-156.
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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 (1137-1142). August 4-7, Chicago, USA.
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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.
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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(3), 631-649.
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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]
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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 (287-288). Bamberg, Germany: Universitats-Verlag Bamberg.
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Cary, M. & Reder, L.M. (2002). Metacognition in strategy selection: Giving consciousness too much credit. In P. Chambres, M. Izaute, & P.J. Marescaux (Eds.), Metacognition: Process, Function, and Use. New York, NY: Kluwer, 63-78.
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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.
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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.
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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.
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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].
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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].
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Schunn, C.D., Lovett, M.C., & Reder, L.M. (2001). Awareness and working memory in strategy adaptivity. Memory & Cognition, 29(2), 254-266.
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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.
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Simmons, M.R., Reder, L.M., & Fiez, J. (2001). The role of perceptual fan in explicit recognition: Functional neuroimaging evidence [abstract]. Journal of Cognitive Neuroscience (Suppl.).
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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.
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Anderson, J.R., Reder, L.M., & Simon, H.A. (2000, Summer). Applications and misapplications of cognitive psychology to mathematics education. Texas Educational Review
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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.
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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. 
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Spehn, M.K. & Reder, L.M. (2000). The unconscious feeling of knowing: A commentary on Koriat®™s paper. Consciousness and Cognition, 9, 187-192.
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1990s

Anderson, J.R., & Reder, L.M. (1999). Process, not representation: Reply to Radvansky (1999). Journal of Experimental Psychology: General 128(2), 207-210.
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Anderson, J.R. & Reder, L.M. (1999). The fan effect: New results and new theories. Journal of Experimental Psychology: General, 128(2), 186-197.
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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.
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Lovett, M.C., Reder, L.M., & Lebiere, C. (1999). Modeling working memory in a unified architecture: An ACT-R perspective. In Miyake, A. and Shah, P. (Eds). Models of Working Memory. Cambridge University Press, 135-182.
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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.
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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.
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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, 227-255.
Also published in Chile in Spanish Translation (2001). Educacion: El constructivismo radical y la psicolg®¨a cognitiva. Estudios Publicos, 81, 89-127.
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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]
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Best, B.J., Schunn, C.D., & Reder, L.M. (1998). Modeling adaptivity in a dynamic task. In M.A. Gernsbacher & S. J. Derry (Eds.), Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, (144-159). Mahwah, NJ: Erlbaum.
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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]
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Erickson, M.A. & Reder, L.M. (1998). The influence of repeated presentations and intervening trials on negative priming. In M.A. Gernsbacher & S. J. Derry (Eds.), Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, (327-332). Mahwah, NJ: Erlbaum.
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Nhouyvanisvong, A. & Reder, L.M. (1998). Rapid feeling-of-knowing: A strategy selection mechanism. In: Yzerbyt, V. Y., Lories, G., Dardenne, B. (Eds.), Metacognition: Cognitive and social dimensions. London: Sage, 35-52.
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Schunn, C.D. & Reder, L.M. (1998). Strategy adaptivity and individual differences. In D. L. Medin (Ed.) The Psychology of Learning and Motivation, Academic Press, 115-154.
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Anderson, J.R., Reder, L.M., & Simon, H.A. (1997). Situated versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18-21.
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Lovett, M.C., Reder, L.M., & Lebiere, C. (1997). Modeling individual differences in a digit working memory task. Proceedings of the Nineteenth Annual Cognitive Science Conference, 460-465. Mahwah, NJ: Erlbaum.
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Reder, L.M. & Gordon, J.S. (1997). Subliminal perception: Nothing special, cognitively speaking. In J. Cohen and J. Schooler (Eds.) Cognitive and Neuropsychological approaches to the study of Consciousness, Mahwah, New Jersey: L. Erlbaum, 125-134.
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Reder, L.M., Nhouyvansivong, A., Schunn, C.D., Ayers, M.S., Angstadt, P., & Hiraki, K. (1997). Modeling the word frequency effects in a continuous remember/know judgment paradigm. Proceedings of the Nineteenth Annual Cognitive Science Conference, 644-649. Mahwah, NJ: Erlbaum.
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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]
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Anderson, J.R., Reder, L.M., & Lebiere, C. (1996). Working memory: Activation limitations on retrieval. Cognitive Psychology, 30, 221-256.
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Anderson, J.R., Reder, L.M., & Simon, H.A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11. [lead article]
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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]
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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.
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Reder, L.M. (Ed.) (1996). Implicit Memory and Metacognition. Mahwah, N.J.: L. 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, N.J.: L. Erlbaum, 45-77.
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Schooler, J.S., Ryan, R., & Reder, L.M. (1996). The cost and benefits of verbally rehearsing memory for faces. In D.J. Herrmann, M.K. Johnson, C. Hertzog, C. McEvoy & P. Hertel (Eds.) Basic and Applied Memory Research, Vol. II. Hillsdale, N.J.: L. Erlbaum, 51-65.
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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.
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Kamas, E. & Reder, L.M. (1994).The role of familiarity in cognitive processing. In: E. O'Brien, and R. Lorch (Eds.), Sources of coherence in reading: A festschrift in honor of Jerome L. Myers. New Jersey: L. Erlbaum, 177-202
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Lebiere, C., Anderson, J.R., & Reder, L.M. (1994). Error modeling in the ACT-R production system. Proceedings of the Cognitive Science Society, Atlanta, Georgia.
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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.
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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.
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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]
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Charney, D.H., Reder, L.M., & Kusbit, G.W. (1991). Improving documentation with hands-on problem solving. Proceedings of "Documentation: The First Conference on Quality" sponsored by the Centre for Professional Writing, University of Waterloo, Canada.
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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]
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Reder, L.M., & Cleeremans, A. (1990). The role of partial matches in comprehension: The Moses illusion revisited. In A. Graesser & G. Bower, (Eds.), The Psychology of Learning and Motivation, Vol. 25, New York: Academic Press, 233-258.
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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.
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Charney, D.H., Reder, L.M., & Wells, G.W. (1988). Studies of elaboration in instructional texts. In S. Doheny-Farina (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. 
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Reder, L.M. (1988). Strategic control of retrieval strategies. In G. Bower (Ed.), The Psychology of Learning and Motivation, Vol. 22, New York: Academic Press, 227-259.
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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]
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Charney, D.H. & Reder, L.M. (1987). Initial skill learning: An analysis of how elaborations facilitate the three components. In P.E. Morris (Ed.), Modeling Cognition, London: Wiley Publishers, 135-165.
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Reder, L.M. (1987). Beyond associations: Strategic components in memory retrieval. In D. Gorfein & R. Hoffman (Eds.), Memory and Learning: The Ebbinghaus Centennial Conference, Hillsdale, NJ: Lawrence Erlbaum Associates, 203-220.
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Reder, L.M., (1987). Strategy selection in question answering. Cognitive Psychology, 19(1), 90-138.
Note: Above paper was reprinted in T.O. Nelson, (1992) Metacognition: Core Readings, Allyn & Bacon Publishers. 
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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.
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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.
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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 L. Komatsu (1994), Experimenting with the mind: Readings in cognitive psychology, Brooks/Cole. 
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Reder, L.M. (1985). Techniques available to author, teacher and reader to improve retention of main ideas of a chapter. In S. Chipman, J. Segal, & R. Glazer (Eds.), Thinking and learning skills: Current research and open questions, Vol. 2. Hillsdale, NJ: Lawrence Erlbaum Associates, 37-64.
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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.
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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.
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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.
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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.
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Reder, L.M. (1982). Elaborations: When do they help and when do they hurt? Text, 2, 211-224.
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Reder, L.M. (1982). Plausibility judgments vs. fact retrieval: Alternative strategies for sentence verification. Psychological Review, 89, 250-280.
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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]
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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.


1980s

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]
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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]
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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]
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1970s

Anderson, J.R. & Reder, L.M. (1979). An elaborative processing explanation of depth of processing. In L.S. Cermak & F.I.M. Craik (Eds.), Levels of processing in human memory. Hillsdale, NJ: Lawrence Erlbaum Associates, 385-403.
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Reder, L.M. (1979). The role of elaborations in memory for prose. Cognitive Psychology, 11, 221-234.
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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]
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Reder, L.M., Anderson, J.R., & Bjork, R.A. (1974). A semantic interpretation of encoding specificity. Journal of Experimental Psychology, 102(4), 648-656.
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Anderson, J.R. & Reder, L.M. (1974). Negative judgments in and about semantic memory. Journal of Verbal Learning and Verbal Behavior, 13, 664-681.
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