• Mirror Effect in Recognition Memory

  Diana, R., & Reder, L.M. (2005). The list strength effect: A contextual competition account. Memory & Cognition. [download PDF] 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. [download PDF] 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.  [download PDF] 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.  [download PDF] 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. [download PDF] 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 Judgements in a Continuous Recognition Paradigm. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26(2), 294-320.  [download PDF]

• How the Fan Effect has its Impact in SAC

  The result that there can be interference among competing associations to a concept has been known for many years, but its applicability in various contexts is not well understood. A number of theorists were puzzled by what was called the "Paradox of the Expert" - the implication that experts should be slower to answer questions about their specialty if knowing more slows one down - Certainly that is not true; however, the phenomenon of the slowing of verification to questions whose concepts are associated with more facts, even highly organized sets of facts, can be demonstrated. The research described here attempted to resolve this paradox, explaining when interference would occur, when it would not and why experts appear not to suffer from such interference. This work also has connections to other work on strategy selection. We have begun exploring how the fan effect can explain the word frequency mirror effect (Reder et al., 2000, 2002; Cary & Reder, 2003) and contextual effects in memory such as matching font of the word from study to test (Reder, Donavos, & Erickson, 2002). The font fan effect also produces a mirror effect (Diana, Peterson, & Reder, 2004). We have also begun extending this effect of contextual fan to face recognition (Diana & Reder, 2002). Reder, L.M., Paynter, C., Diana, R.A., Ngiam, J., & Dickison, D. (2008). 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. [download PDF] Buchler, N.E.G., & Reder, L.M. (2007). Modeling age-related memory deficits: A two-parameter solution. Psychology & Aging, 22(1), 104-121. [download PDF] Park, H., Arndt, J.D., & Reder, L.M. (2006). A contextual interference account of distinctiveness effects in recognition. Memory & Cognition, 34(4), 743-751. [download PDF] 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. [download PDF] 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. [download PDF] 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. [download PDF] Diana, R. & Reder, L.M. (2002). The Effects of Irrelevant Perceptual Information on Memory for Faces Psychonomic Society, 43rd Annual Meeting, 294-320. 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. [download PDF] 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 Judgements in a Continuous Recognition Paradigm. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26(2), 294-320. [download PDF] Simmons, M.R., Reder, L.M., & Fiez, J.A. (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. [download PDF] Anderson, J.R., & Reder, L.M. (1999). Process, not Representation: Reply to Radvansky (1999). Journal of Experimental Psychology: General 128(2), 207-210. [download PDF] Anderson, J.R., & Reder, L.M. (1999). The Fan Effect: New Results and New Theories. Journal of Experimental Psychology: General, 128(2), 186-197. [download PDF] 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] [download PDF] 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. [download PDF] 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. [download PDF] 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. & Anderson, J.R. (1980). A partial resolution of the paradox of interference: The role of integrating knowledge. Cognitive Psychology, 12, 447-472. [lead article] [download PDF] 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.

• Memory Illusions and False Memory

  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. [download PDF] Diana, R., Peterson, M.J. & Reder, L.M. (2004). The role of spurious feature familiarity in recognition memory. Psychonomic Bulletin & Review. [download PDF] Diana, R. & Reder, L.M. (2004). Visual vs. Verbal Metacognition: Are they really different? To appear in D.T. Levin (Ed), Thinking and Seeing: Visual Metacognition in Adults and Children. Westport, CT: Greenwood/Praeger. [download PDF] Arndt, J. & Reder, L.M. (2003). The effect of distinctive visual information on false recognition. Journal of Memory and Language. [download PDF] 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. [download PDF] 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] [download PDF] 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] [download PDF] 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] [download PDF] 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, pp. 233-258.  [download PDF]

• Dual Process Accounts of Recognition

  Park, H., Arndt, J.D., & Reder, L.M. (2006). A contextual interference account of distinctiveness effects in recognition. Memory & Cognition, 34(4), 743-751. [download PDF] 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] [download PDF] 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. [download PDF] 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. [download PDF] 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. [download PDF] 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. [download PDF] 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 Judgements in a Continuous Recognition Paradigm. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26(2), 294-320. [download PDF] 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, pp. 644-649. Mahwah, NJ: Erlbaum. [download PDF]

• The Feeling of Knowing

  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] [Download PDF]

• Implicit and Explicit Memory Tasks

  Reder, L.M., Park, H., & Kieffaber, P.D. (2009). Memory systems do not divide on consciousness: Reinterpreting memory in terms of activation and binding. Psychological Bulletin, 135(1), 23-49. [download PDF]

Midazolam is a benzodiazepine that is used routinely as a sedative during surgery. It causes temporary anterograde amnesia and when subjects are under the effects of the drug (at a modest dose of .03mg/kg of body weight), they typically forget much of the information that is presented to them. The effects of midazolam are short lived in comparison to other benzodiazepines, with amnestic effects having dissipated substantially at one hour after IV administration. We are currently using midazolam to examine implicit, explicit, and working memory, explore the mechanisms of interference, and understand the relationship between structure and function in the brain.

Another project in the lab integrates my interests in skill learning and strategy choice. This work has led us to try to understand performance in an artificial air traffic controller task (funded by Office of Naval Research). The goals are to determine:

• the strategies used initially and with more expert performance

• how and when subjects shift their use of one strategy to another

• whether there are individual differences in performance under cognitive load and in sensitivity to the shifting characteristics of the task

• whether people vary in their sensitivity to shifting base rates in terms of the speed with which they alter their strategies

In the 1980s, I discovered that subjects could quickly adapt the strategy that they were using to answer questions based on a shift in the base rate of the likelihood that a particular strategy would be useful, specifically a retrieval strategy or an inference/reasoning strategy. What I found more surprising is that although subjects were strongly affected by the shifting base rates, they were unaware of these base rates or the strategies that they were employing (they assumed that they always tried to search for the answer first). Since that time, we have found this same result, that subjects can quickly shift strategies to changing base rates in many other domains. We have also found that subjects are oblivious to the strategies they are using or these base rates.

From this pattern of results, I have concluded that much of our strategy selection (or what is sometimes called our metacognition) occurs implicitly or without awareness.

Whether a person searches memory for the answer to a question, decides to deduce or induce the answer, or just responds "I don't know" without resorting to any other question answering strategy depends in part on whether the question and topic seems familiar. Some of my research has indicated that a very rapid feeling of knowing judgment influences an early evaluation of a question that gates the strategy selection to either attempt retrieval, try an alternative strategy, or give up. This view was considered implausible when first proposed. The dominant view at the time was that feeling of knowing the answer was determined by partial products from an early effort at retrieval of the answer. That is, the conventional wisdom, until recently, postulated that a person always tries to search for the answer before trying any other question-answering strategy.

• Role of Elaboration in retention of information

  This line of research provides support for the position that elaborations, when generated by the learner, facilitate learning and retention; however, author provided elaborations, unless very well crafted, actually are detrimental to the retention/retrieval of the main points of the document or the information to be learned. 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, pp.47-72. [download PDF] 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, pp.135-165. [download PDF] 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. [download PDF] 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. [download PDF] 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, pp. 37-64. 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. [download PDF] Reder, L.M. (1982). Elaborations: When do they help and when do they hurt? Text, 2, 211-224. [download PDF] 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] [download PDF] 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] [download PDF] 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] [download PDF] 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, pp. 385-403.  [download PDF] Reder, L.M. (1979). The role of elaborations in memory for prose. Cognitive Psychology, 11, 221-234. [download PDF]

• Strategy Choice

  My earlier work in this area examined group differences (young vs. old adults) in terms of tendency to adopt a particular strategy. The notion is that the cognitive resources that are required for more demanding memory retrievals are less available as one ages. The later papers explore this idea in more detail, examining individual differences in working memory resources. This work is the first attempt to fit individual performance at a fine grain, using only a single, pre-specified parameter to account for differences. In addition, the work describes our attempts to account for individual performance across tasks, using the same individual difference parameter. In other words, this work attempts to create zero parameter model fits of individual performance. Another project involves trying to predict individual differences in performing cognitive tasks by attempting to model individual subject performance in one task, using an estimate of that subject's working memory capacity, derived from a different experiment. That is, a single, individual difference parameter is estimated in one task and is used to fit an individual's performance across several tasks that vary in cognitive load. Almost all previous cognitive modeling efforts have been on aggregate data (averaged across subjects). Past efforts to model individual differences have aggregated subjects into two, or at most three, groups, e.g., low vs. high spatial, or low vs. high verbal. 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. [download PDF] Schunn, C.D., Lovett, M.C., & Reder, L.M. (2001). Awareness and Working Memory in Strategy Adaptivity. Memory & Cognition, 29(2), 254-266. [download PDF] 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]. [download PDF] 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. Also available at: Elsevier [download PDF] 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. Oxford University Press, pp.135-182. [download PDF] 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, pp.315-342. [download PDF] 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, pp.831-832. [download PDF] 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, pp.115-154. [download PDF] 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, (p.144-159). Mahwah, NJ: Erlbaum. [download PDF] 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] [download PDF] 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, pp.460-465. Mahwah, NJ: Erlbaum. [download PDF] Anderson, J.R., Reder, L.M., & Lebiere, C. (1996). Working Memory: Activation limitations on retrieval. Cognitive Psychology, 30, 221-256.  [download PDF] 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. [download PDF] 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. [download PDF] Note: Above paper was reprinted in L. Komatsu (1994), Experimenting with the mind: Readings in cognitive psychology, Brooks/Cole.

• Factors affecting learning

  The general position espoused in these papers is that (a) practice in performing the tasks one wishes to learn is critical; learning by passively absorbing directions is not effective, but that (b) instruction that only focuses on practice in the anticipated situations without any generalized instruction or abstractions of principles is also likely to produce weak performance. 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. [download PDF] Anderson, J.R., Simon, H.A., & Reder, L.M. (non-published). Applications and misapplications of cognitive psychology to mathematics education. [download PDF] 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. [download PDF] Also published in Chile in Spanish Translation (2001). Educaci¨®n: El constructivismo radical y la psicolg¨ªa cognitiva. Estudios P¨²blicos, 81, pp.89-127. Anderson, J.R., Reder, L.M., & Simon, H.A. (1997). Situated versus Cognitive Perspectives: Form versus Substance. Educational Researcher, 26(1), 18-21. [download PDF] Anderson, J.R., Reder, L.M., & Simon, H.A. (1996). Situated Learning and Education. Educational Researcher, 25(4), 5-11. [lead article] [download PDF] 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.  [download PDF] 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. [download PDF] 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. [download PDF]

• Factors affecting comprehension and parsing

  Converging activation resulting from "top-down" processing affects comprehension. The paper by Anderson and Reder (1974) listed here shows that priming of an alternative meaning does not slow comprehension but may cause the wrong meaning to be selected altogether. The other papers demonstrate a failure to notice a mis-match in memory retrieval during parsing due to the heavy priming/activation of the schematic structure from the other elements in the question. Anderson, J.R., Badiu, 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]. [download PDF] 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] [download PDF] 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] [download PDF] 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, pp.233-258. [download PDF] 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. [download PDF] Anderson, J.R. & Reder, L.M. (1974). Negative judgements in and about semantic memory. Journal of Verbal Learning and Verbal Behavior, 13, 664-681. [download PDF]

• Fan Effects: When do they help and when do they hurt memory retrieval and why?

  The result that there can be interference among competing associations to a concept has been known for many years, but its applicability in various contexts is not well understood. A number of theorists were puzzled by what was called the "Paradox of the Expert" - the implication that experts should be slower to answer questions about their specialty if knowing more slows one down - Certainly that is not true; however, the phenomenon of the slowing of verification to questions whose concepts are associated with more facts, even highly organized sets of facts, can be demonstrated. The research described here attempted to resolve this paradox, explaining when interference would occur, when it would not and why experts appear not to suffer from such interference. This work also has connections to other work on strategy selection. We have begun exploring how the fan effect can explain the word frequency mirror effect (Reder et al., 2000, 2002; Cary & Reder, 2003) and contextual effects in memory such as matching font of the word from study to test (Reder, Donavos, & Erickson, 2002). The font fan effect also produces a mirror effect (Diana, Peterson, & Reder, 2004). We have also begun extending this effect of contextual fan to face recognition (Diana & Reder, 2002). Reder, L.M., Paynter, C., Diana, R.A., Ngiam, J., & Dickison, D. (2008). 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. [download PDF] Buchler, N.E.G., & Reder, L.M. (2007). Modeling age-related memory deficits: A two-parameter solution. Psychology & Aging, 22(1), 104-121. [download PDF] Park, H., Arndt, J.D., & Reder, L.M. (2006). A contextual interference account of distinctiveness effects in recognition. Memory & Cognition, 34(4), 743-751. [download PDF] 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. [download PDF] 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. [download PDF] 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. [download PDF] Diana, R. & Reder, L.M. (2002). The Effects of Irrelevant Perceptual Information on Memory for Faces Psychonomic Society, 43rd Annual Meeting, 294-320. 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. [download PDF] 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 Judgements in a Continuous Recognition Paradigm. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26(2), 294-320. [download PDF] Simmons, M.R., Reder, L.M., & Fiez, J.A. (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. [download PDF] Anderson, J.R., & Reder, L.M. (1999). Process, not Representation: Reply to Radvansky (1999). Journal of Experimental Psychology: General 128(2), 207-210. [download PDF] Anderson, J.R., & Reder, L.M. (1999). The Fan Effect: New Results and New Theories. Journal of Experimental Psychology: General, 128(2), 186-197. [download PDF] 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] [download PDF] 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. [download PDF] 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. [download PDF] 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. & Anderson, J.R. (1980). A partial resolution of the paradox of interference: The role of integrating knowledge. Cognitive Psychology, 12, 447-472. [lead article] [download PDF] 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.

• Factors that affect strategy selection in question answering

  The work described below was among the first to present evidence that people (a) are variable in their strategy use, and (b) do not always attempt to search memory for a close match to the probe before electing to use some other type of question-answering strategy. Before this work was published, the accepted view was that memory would be searched for an answer before executing a "back-up" strategy such as computation or inference. 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. [download PDF] 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, pp.227-259. [download PDF] 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, pp.203-220. [download PDF] Reder, L.M. (1987). Strategy selection in question answering. Cognitive Psychology, 19(1), 90-138. [download PDF] Reder, L.M. (1982). Plausibility judgments vs. fact retrieval: Alternative strategies for sentence verification. Psychological Review, 89, 250-280. [download PDF]

• SAC model parameters for spurious recollection and partial matching
• Other Miscellaneous Papers

  These papers describe work in semantic memory and verification, test the semantic/episodic distinction, explore word superiority effect in word recognition, and the verbal overshadowing phenomenon in face recognition. 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, pp.51-65. [download PDF] 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. [download PDF] 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] [download PDF] Reder, L.M., Anderson, J.R., & Bjork, R.A. (1974). A semantic interpretation of encoding specificity. Journal of Experimental Psychology, 102(4), 648-656. [download PDF]