This is a bibliography accreted over years for many reasons. It is not and never will be complete.

Paul Brna
Computing Department
Lancaster

Cognition and Cognitive Modelling

Anderson, J.R. (1983).
The Architecture of Cognition. Harvard University Press, Cambridge, Mass.
Anzai, Y. and Uesato, Y. (1982).
Learning recursive procedures by middleschool children. In Proceedings of the Fourth Annual Conference of the Cognitive Science Society, pages 100-102.
Artificial Intelligence Laboratory, The University of Michigan, Ann Arbor. (1992).
SoarSIM: A Soar Simulation-Building Tool User's Manual.
Ausubel, D.P., Novak, J.D. and Hanesian, H. (1978).
Educational Psychology: A Cognitive View. Holt, Rinehart and Winston, New York.
Bhaskar, R. and H.A., Simon. (1977).
Problem solving in semantically rich domains:an example from engineering thermodynamics. Cognitive Science, 1:193-215.
Boulanger, F.D. (1976).
The effects of training in the proportional reasoning associated with the concept of speed. Journal of Research in Science Teaching, 13(2):145-154.
Bruner, J.S. (1959).
Inhelder and Piaget's the growth of logical thinking: 1. a psychologists's viewpoint. Brit. J. Psych., 50:363-370.
Bruner, J.S. (1966).
Towards a Theory of Instruction. Harvard University Press.
Chi, M.T.H., Bassok, M., Lewis, M.W., Reimann, P. and Glaser, R. (1989).
Self explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2):145-183.
Clancey, W.J. (1989).
The frame of reference problem in cognitive modelling. In Proceedings of the 11th Annual Conference of the Cognitive Science Society, pages 107-114.
Ehri, L.C. and Muzio, I.M. (1974).
Cognitive style and reasoning about speed. Journal of Educational Psychology, 66:569-571.
Ehrlich, K., Soloway, E. and Abbott, V. (1982).
Styles of thinking: From algebra words problems to programming via procedurality. In Proceedings of the Fourth Annual Conference of the Cognitive Science Society, pages 125-127.
Entwistle, N.J. (1978).
Knowledge structures and styles of learning: A summary of Pask's recent research. British Journal of Educational Psychology, 48:255-265.
Feurzeig, W. and Ritter, F. (1988).
Understanding reflective problem solving. In Psotka, J., Massey, L.D. and Mutter, S.A., (eds.), Intelligent Tutoring Systems: Lessons Learned, chapter 16, pages 435-450. Lawrence Erlbaum Associates.
Freed, M., Krulwich, B., Birnbaum, L. and Collins, G. (1992).
Reasoning about performance intentions. In Proceedings of the 14th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum Associates.
Gagne, R.M. (1977).
The Conditions of Learning. Holt-Saunders, 3rd edition.
Goldweic, P. and Hammond, K.J. (1992).
Multi-agent interactions: A vocabulary of engagement. In Proceedings of the 14th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum Associates.
Hagert, G. and Hansson, A. (1983).
Logic modelling of cognitive reasoning. Technical Report 21, Computing Science Department, Uppsala University.
Hagert, G. and Hansson, A. (1984).
Reasoning models within a logical framework. UPMAIL Technical Report 25, Computing Science Department, Uppsala University.
Howe, J.A.M. (1977).
Developmental stages in learning to program. In Klix, F. and Hoffman, J., (eds.), Cognition and Memory: Interdisciplinary Research of Human Memory Activities. North-Holland, Amsterdam.
Jansweijer, W.N.H. and Weilinga, B.J. (1984).
Modelling novice problem solving behaviour. In O'Shea, T., (ed.), ECAI-84: Advances in AI. Elsevier Science Publishers.
Jansweijer, W.N.H., Konst, L., Elshout, J.J. and Wielinga, B.J. (1982).
Simulation of novice problem solving in physics. In Proceedings of the nth European Conference on Artificial Intelligence.
Jansweijer, W.N.H., Elshout, J.J. and Weilinga, B.J. (1985a).
Simulation of novice problem solving in physics. VF-Memo 50, Institute for Cognitive Studies, University of Amsterdam.
Jansweijer, W.N.H., Elshout, J.J. and Wielinga, B.J. (1985b).
Simulation of novice problem solving in physics. In Proceedings of the 9th International Joint Conference on Artificial Intelligence.
Jansweijer, W., Elshout, J.J. and Wielinga, B. (1990).
On the multiplicity of learning to solve problems. In Mandl, H., de Corte, E., Bennett, N. and Friedrich, H.F., (eds.), Learning and Instruction: European Research in an International Context, volume 2.1, pages 127-145. Pergamon Press, Oxford.
Jones, R.M. and VanLehn, K. (1991).
Strategy shifts without impasses: A computational model of the sum-to-min transition. In Proceedings of the 13th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum Associates.
Jones, K. R.M. amd Vanlehn. (1992).
A fine-grained model of skill acquisition: Fitting Cascade to individual subjects. In Proceedings of the 14th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum Associates.
Katz, I. R. and Anderson, J.R. (1987).
Debugging: An analysis of bug-location strategies. Human-Computer Interaction, 3(4):351-399.
Kessler, C.M. and Anderson, J.R. (1986b).
A model of novice debugging in LISP. In Soloway, E. and Iyengar, S., (eds.), Empirical Studies of Programmers, chapter 14, pages 198-212. Ablex, Norwood, NJ.
Koedinger, K.R. and Tabachneck, H.J.M. (1994).
Two strategies are better than one: Multiple strategy use in word problem solving. Submitted to AERA'94.
Lane, D.S. (1986).
Systematic investigation of critical variables within a conditional reasoning instructional system used with preadolescents. Journal of Early Adolescence, 6(2):155-171.
Langley, P. and Ohlsson, S. (1984).
Automated cognitive modeling. In Proceedings of the 4th National Conference on Artificial Intelligence, pages 193-197, Los Altos, California. American Association for Artificial Intelligence, William Kaufman.
Larkin, J. (1981).
Cognition of learning physics. American Journal of Physics, 49(6):534-541.
Larkin, J.H. (1982).
A general knowledge structure for learning or teaching science. C.I.P. 435, Carnegie-Mellon University.
Larkin, J.H. (1983).
The role of problem representation in physics. In Gentner, D. and Stevens, A., (eds.), Mental Models. Lawrence Erlbaum Press.
Larkin, J., McDermott, J., Simon, D.P. and Simon, H.A. p (1980a).
Expert and novice performance in solving physics problems. Science, 208:1335-1342.
Larkin, J.H., McDermott, J., Simon, D.P. and Simon, H.A. (1980b).
Models of competence in solving physics problems. Cognitive Science, 4:317-349.
Lawson, A.E. and Renner, J. (1975).
Relationship of science subject matter and development levels of learners. Journal of Research in Science Teaching, 12:347-358.
Lawson, A.E. and Wollman, W.T. (1976).
Encouraging the transition fron concrete to formal cognitive functioning -an experiment. Journal of Research in Science Teaching, 13:413-430.
Lawson, A.E. (1979).
Comment on cognitive level and college physics achievement. American Journal of Physics, 47(7):652.
Lefevre, J. and Dxion, P. (1986).
Do written instructions always need examples. Cognition and Instruction, 3:1-30.
Longuet-Higgins, H.C. (1987).
Mental Processes: Studies in Cognitive Science. MIT Press, London.
Marton, F. and Saljo, R. (1976).
On qualitative differences in learning i - outcome and process. Br. J. Ed. Psych, 46:4-11.
Matsuno, T. (1987).
Cognitive style and representational strategies in categorical syllogisttic reasoning. Tohoku Psychologica Folia, 46(1-4):97-102.
Mayer, R.E. (1976a).
Comprehension as affected by structure of problem representation. Memory & Cognition, 4(3):249-255.
Mayer, R.E. (1976b).
Some conditions of meaningful learning for computer programming: Advance organisers and subject control of frame order. J. Ed. Psych., 68(2):143-150.
Mayer, R.E. (1987).
Learnable Aspects of Problem Solving: Some Examples, volume Applications of Cognitive Psychology: Problem Solving, Education, and Computing, chapter 9, pages 109-122. Lawrence Erlbaum Associates.
McDermott, J. and Larkin, J. (1978).
Representing textbook physics problems. In 2nd Conference of the Canadian Society for Computational Studies of Intelligence, pages 156-164. University of Toronto Press.
McKendree, J. (1990).
Effective feedback content for tutoring complex skills. Human-Comuter Interaction, 5(4):381-413.
McKendree, J., Reader, W. and Hammond, N. (1995).
Ready for committment: Constraining tools for learning.
Megalagaki, O. and Tiberghien, A. (1995).
Apprentissage de la modelisation par la resolution successive de problemes. In Proceedings of the European Conference on Cognitive Science ECCS-95.
Newell, A. (1965).
Limitations of the current stock of ideas about problem solving. In Kent, A. and Taulbee, O., (eds.), Electronic Information Handling. Spartan Books.
Novak, G. (1977).
Representation of knowledge in a program for solving physics problems. In Reddy, R., (ed.), Proceedings of IJCAI-77. International Joint Conference on Artificial Intelligence.
Novick, L.R. (1990).
Representational transfer in problem solving. Psychological Science, 1(2):128-132.
Ogborn, J. (1987).
Computational modelling in science. In Lewis, R. and Tagg, E.D., (eds.), Trends in Computer Assisted Education, pages 148-166. Blackwell Scientic Publications, Oxford.
O'Malley, C. (May 1987).
Understanding explanation. Cognitive Science Research Paper CSPR-088, Cognitive Studies Programme, University of Sussex.
Parsons, C. (1960).
Inhelder and Piaget's the growth of logical thinking: A logician's viewpoint. British Journal of Psychology, 51:75-84.
Payne, S.J. and Green, T.R.G. (1986).
Task-action grammars: A model of the mental representation of task languages. Human-Computer Interaction, 2(2):93-133.
Payne, S.J. and Squibb, H.R. (1985).
Understanding algebra errors: the pyschological status of mal-rules. CERCLE Technical Report 43, Departments of Psychology and Computing, University of Lancaster.
Payne, S.J. and Squibb, H.R. (1990).
Algebra mal-rules and cognitive accounts of error. Cognitive Science, 14(3):445-481.
Payne, S.J., Squibb, H.R. and Howes, A. (1990).
The nature of device models: The yoked state space hypothesis and some experiments with text editors. Human-Computer Interaction, 5(4):415-444.
Pea, R.D. and Kurland, D.M. (1983).
On the cognitive effects of learning computer programming. Technical Report 9, Center for Children and Technology, Bank Street College, New York.
Piaget, J. (1970).
The Child's Conception of Movement and Speed. Routledge and Kegan Paul, London.
Picciarelli, V. et al. (1991a).
A study of university students' understanding of simple electric circuits. part 1: Current in d.c. circuits. European Journal of Engineering Education, 16(1):41-56.
Picciarelli, V. et al. (1991b).
A study of university students' understanding of simple electric circuits. part 2: Batteries, ohm's law, power dissipated, resistors in parallel. European Journal of Engineering Education, 16(1):57-72.
Polich, J.M. and Schwartz, S.H. (1974).
The effect of problem size on representation in deductive problem solving. Memory & Cognition, 2(4):683-686.
Rae, G., Carnie, T.R., Leonard, E.M., McCall, J. and Wilson, J.M. (1977).
Acceleration in `O' grade physics. Technical report, Aberdeen College of Education.
Reimann, P. (in press).
Modeling active, hypothesis-driven learning from worked-out examples. In Corte, De et al, (eds.), Problem Solving and Computer Environments. Springer-Verlag.
Ross, B.H. and Kennedy, P.T. (1990).
Generalizing from the use of earlier examples in problem solving. Journal of Experimental Psychology: Learning, Memory and Instruction, 16:42-55.
Ross, B.H. (1987a).
This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory and Instruction, 13:629-639.
Scanlon, E. and O'Shea, T. (1987).
Cognitive economy in physics reasoning: Implications for designing instructional material. Mandl, H. and Lesgold, A. (Editors) Learning Issues for Intelligent Tutoring Systems.
Scanlon, E. and O'Shea, T. (1988).
Cognitive Economy in Physics Reasoning: Implications for Designing Instructional Materials, chapter 11, pages 258-277. Springer-Verlag, New York.
Scanlon, E. and Smith, R.B. (1987).
A rational reconstruction of a bubble chamber simulation using the Alternate Reality Kit. Technical Report 62, CAL Research Group, Open University.
Scanlon, E. (1982).
Improving problem solving in physics. Technical Report 22, CAL Research Group, Open University.
Scanlon, E., Hawkridge, C., Evertz, R. and O'Shea, T. (1984).
Novice physics problem solving behaviour. In O'Shea, T., (ed.), ECAI-84: Advances in AI. Elsevier Science Publishers.
Schrager, J. and Klahr, D. (1986).
Instructionless learning about a complex device: the paradigm and observations. International Journal of Man-Machine Studies, 25:153-189.
Sharples, M. (1984).
Cognition, Computers and Creative Writing. Unpublished Ph.D. thesis, Department of Artificial Intelligence, Edinburgh.
Sharples, M. (1993).
A study of breakdowns and repairs in a computer-mediated communication system. Interacting with Computers, 5(1):61-77.
Siegel, B. and Raven, R. (1971).
The effect of manipulation of the compensatory concepts of speed, force and work. Journal of Research in Science Teaching, 8:373-378.
Simon, D.P. and Simon, H.A. (1978).
Individual differences in solving physics problems. In Siegler, R., (ed.), Children's Thinking: What develops? Lawrence Erlbaum, Hillsdale N.J.
Simon, H., Langley, P.W. and Bradshaw, G.L. (1980).
Scientific discovery as problem solving. C.I.P. 424, Carnegie-Mellon University.
Singley, M., Anderson, J.R., Gevins, J.S. and Hoffman, D. (1989).
The algebra word problem tutor. In Bierman, D., Breuker, J. and Sandberg, J., (eds.), Artificial Intelligence: Synthesis and Reflection, pages 267-275, Amsterdam. IOS.
Skemp, R.R. (1979).
Intelligence, Learning and Action. John Wiley and Sons.
Spohrer, J.C. and Soloway, E. (1989).
Simulating student programmers. In Sridharan, N.S., (ed.), Proceedings of the Eleventh International Joint Conference on Artificial Intelligence, pages 543-549, San Mateo. Morgan Kaufmann.
Spohrer, J.C. (1989).
MARCEL: A Generate-Test-and-Debug (GTD) Impasse/Repair Model of Student Programmers. Unpublished Ph.D. thesis, Yale University.
Stich, S.P. (1983).
From Folk Psychology to Cognitive Science: The Case Against Belief. MIT Press, London.
Suchman, L. A. (1987).
Plans and Situated Actions: The Problem of Human-Machine Communication. Learning in Doing: Social, Cognitive and Computational Perspectives. Cambridge University Press, New York.
Svennson, L. (1977).
On qualitative differences in learning. iii -study skill and learning. Br. J. Ed. Psych., 47:233-243.
Thagard, P. (1982).
Programs, theories and models. In Proceedings of the Fourth Annual Conference of the Cognitive Science Society, pages 155-157.
Tiberghien, A. and Delacote, G. (1976).
Manipulations et representations de circuits electrique simples chez les enfants de 7 a 12 ans. Revue Francais de Pedagogie, 34.
Tiberghien, A. (1994).
Modeling as the basis for analyzing teaching-learning situations. Learning and Instruction, 4:71-87.
Towler, J.O. and Wheatley, G. (1971).
Conservation concepts in college students: A replication and critique. J. Genetic Psychol., 118:265-270.
Trowbridge, D.E. and McDermott, L.C. (1980).
Investigation of student understanding of the concept of velocity in one dimension. American Journal of Physics, 48(12):1020-1028.
Trowbridge, D.E. and McDermott, L.C. (1981).
Investigation of student understanding of the concept of acceleration in one dimension. American Journal of Physics, 49(3):242-253.
VanLehn, K. and Garlick, S. (1987).
Cirrus: An automated protocol analysis tool. In Langley, P., (ed.), Proceedings of the Fourth International Workshop on Machine Learning, pages 205-217. Morgan Kaufman.
VanLehn, K. (1983).
Felicity conditions for human skill acquisition: Validating an AI-based theory. Technical Report CIS-21, Palo Alto Research Center, Xerox.
VanLehn, K. (1988).
Student modelling. In Polson, M.C. and Richardson, J.J., (eds.), Foundations of Intelligent Tutoring Systems, chapter 3, pages 55-78. Lawrence Erlbaum Associates, Hillsdale, New Jersey.
VanLehn, K. (1989).
Towards a theory of impasse-driven learning. In Mandl, H. and Lesgold, A., (eds.), Learning Issues for Intelligent Tutoring Systems, chapter 2, pages 19-41. Springer-Verlag, New York.
VanLehn, K., Ball, W. and Kowalski, B. (1990).
Explanation-based learning of correctness: Towards of a model of the self-explanation effect. In Proceedings of the 12th Annual Conference of the Cognitive Science Society, pages 717-724, Hillsdale, New Jersey. Lawrence Erlbaum Associates.
VanLehn, K., Jones, R.M. and Chi, M.T.H. (1991).
Modeling the self-explanation effect with cascade 3. In Proceedings of the 13th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum Associates.
von Rhoeneck, C. and Grob, K. (1990).
Psychological aspects of learning about electricity. In Mandl, H., de Corte, E., Bennett, N. and Friedrich, H.F., (eds.), Learning and Instruction: European Research in an International Context, volume 2.2, pages 589-603. Pergamon Press, Oxford.
White, R.T. and Clark, R.M. (1973).
A test of inclusion which allows for errors of measurement. Psychometrika, 38(1):77-86.
White, B.Y. (1989).
The role of intermediate abstractions in understanding science and mathematics. In Proceedings of the 11th Annual Conference of the Cognitive Science Society, pages 972-979.
Wilkening, F. (1981).
Integrating velocity, time and distance information: A developmental study. Cognitive Psychology, 13:231-247.
Wilkinson, D. (1973).
A study of some concepts involving electricity. Unpublished M.Sc. thesis, University of Leeds.
Williams, D.J. (1976).
A study of some aspects of the growth in GCE O level candidates of the concept of momentum. Unpublished M.Sc. thesis, University of Leeds.
Williams, M.D. (1983).
Human reasoning about a simple physical system. In Gentner, D. and Stevens, A., (eds.), Mental Models. Lawrence Erlbaum Press.
Young, R. and O'Shea, T. (1981).
Errors in children's subtraction. Cognitive Science, 5:153-177.
Young, R.M. (1983).
Surrogates and mappings: Two kinds of conceptual models for interactive devices. In Gentner, D. and Stevens, A., (eds.), Mental Models. Lawrence Erlbaum Press.
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