Cognitive Psychology and Its Implications

By John R. Anderson. 1980

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Citations in the corpus

A Compositional Object-Based Approach to Learning Physical Dynamics (2016, methodology): “Such a sense of intuitive physics can be seen as a program (Anderson, 1990; Goodman and Tenenbaum, 2016) that takes input provided by a physical scene and the past states of objects, and outputs the future states and physical properties of relevant objects.”
Schema Networks: Zero-shot Transfer with a Generative Causal Model of Intuitive Physics (2017, neutral): “A causal model is essential for regression planning, in which an agent works backward from a desired future state to produce a plan (Anderson, 1990).”
Semiotic dynamics and collaborative tagging (2006, result): “This hypothesis about the functional form of the memory kernel is also supported by findings in Cognitive Psychology 18 (where power laws of latency and frequency have been shown to model human memory ) as well as recent analysis on patterns of human activity 9 , as mentioned above.”
Applying Piaget's Theory of Cognitive Development to Mathematics Instruction (2015, background): “Reasoning skills within this stage refer to the mental process involved in the generalizing and evaluating of logical arguments (Anderson, 1990) and include clarification, inference, evaluation, and application.”
Research on form-focused instruction in immersion classrooms: Implications for theory and practice (2004, background): “The notion of information processing describes skill acquisition as a gradual change in knowledge from declarative to procedural mental representations (Anderson, 1983; 1985).”
Acquisition of cognitive skill. (1982, background): “Elsewhere (Anderson, 1976, 1980) I have discussed the network encoding of that declarative knowledge and the process of spreading activation defined on that network.”
Changing cognitive frames - changing organizational forms: an entrepreneurial theory of organizational development (2000, background): “Cognitive frames support classificatory activities and thus allow knowledge to be represented in a meaningful way (Anderson, 1990, ch. 5).11 Although different cognitive tasks may be pursued on the basis of different cognitive frames, it is important for the present discussion that at any time no…”
Assessment and learning: fields apart? (2017, background): “…have progressively reflected contemporary technology, steam engines (e.g. Freudian psychology – see Levine, 2000), input–output processes of factories (e.g. Watson, 1930), complex systems (e.g. Engestrom, 1987; Vygotsky, 1978), computers (e.g. Anderson, 1990) and networks (e.g. Rumelhart, 1998).”