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  1. A Multitasking General Executive for Compound Continuous Tasks.Dario D. Salvucci - 2005 - Cognitive Science 29 (3):457-492.
    As cognitive architectures move to account for increasingly complex real‐world tasks, one of the most pressing challenges involves understanding and modeling human multitasking. Although a number of existing models now perform multitasking in real‐world scenarios, these models typically employ customized executives that schedule tasks for the particular domain but do not generalize easily to other domains. This article outlines a general executive for the Adaptive Control of Thought–Rational (ACT–R) cognitive architecture that, given independent models of individual tasks, schedules and interleaves (...)
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  • Learning to apply theory of mind.Rineke Verbrugge & Lisette Mol - 2008 - Journal of Logic, Language and Information 17 (4):489-511.
    In everyday life it is often important to have a mental model of the knowledge, beliefs, desires, and intentions of other people. Sometimes it is even useful to to have a correct model of their model of our own mental states: a second-order Theory of Mind. In order to investigate to what extent adults use and acquire complex skills and strategies in the domains of Theory of Mind and the related skill of natural language use, we conducted an experiment. It (...)
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  • Cognitive Modeling of Automation Adaptation in a Time Critical Task.Junya Morita, Kazuhisa Miwa, Akihiro Maehigashi, Hitoshi Terai, Kazuaki Kojima & Frank E. Ritter - 2020 - Frontiers in Psychology 11.
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  • Conditional routing of information to the cortex: A model of the basal ganglia’s role in cognitive coordination.Andrea Stocco, Christian Lebiere & John R. Anderson - 2010 - Psychological Review 117 (2):541-574.
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  • Integration and Reuse in Cognitive Skill Acquisition.Dario D. Salvucci - 2013 - Cognitive Science 37 (5):829-860.
    Previous accounts of cognitive skill acquisition have demonstrated how procedural knowledge can be obtained and transformed over time into skilled task performance. This article focuses on a complementary aspect of skill acquisition, namely the integration and reuse of previously known component skills. The article posits that, in addition to mechanisms that proceduralize knowledge into more efficient forms, skill acquisition requires tight integration of newly acquired knowledge and previously learned knowledge. Skill acquisition also benefits from reuse of existing knowledge across disparate (...)
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  • Threaded cognition: An integrated theory of concurrent multitasking.Dario D. Salvucci & Niels A. Taatgen - 2008 - Psychological Review 115 (1):101-130.
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  • Human Symbol Manipulation Within an Integrated Cognitive Architecture.John R. Anderson - 2005 - Cognitive Science 29 (3):313-341.
    This article describes the Adaptive Control of Thought–Rational (ACT–R) cognitive architecture (Anderson et al., 2004; Anderson & Lebiere, 1998) and its detailed application to the learning of algebraic symbol manipulation. The theory is applied to modeling the data from a study by Qin, Anderson, Silk, Stenger, & Carter (2004) in which children learn to solve linear equations and perfect their skills over a 6‐day period. Functional MRI data show that: (a) a motor region tracks the output of equation solutions, (b) (...)
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  • The nature and transfer of cognitive skills.Niels A. Taatgen - 2013 - Psychological Review 120 (3):439-471.
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  • Interactive Grounding and Inference in Learning by Instruction.Dario D. Salvucci - 2021 - Topics in Cognitive Science 13 (3):488-498.
    This paper illustrates cognitive modeling constructs designed to make learning by instruction more robust, including (1) flexible grounding of language to execution, (2) inference of implicit instruction knowledge, and (3) interactive clarification of instructions during both learning and execution.
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  • Modeling How, When, and What Is Learned in a Simple Fault‐Finding Task.Frank E. Ritter & Peter A. Bibby - 2008 - Cognitive Science 32 (5):862-892.
    We have developed a process model that learns in multiple ways while finding faults in a simple control panel device. The model predicts human participants' learning through its own learning. The model's performance was systematically compared to human learning data, including the time course and specific sequence of learned behaviors. These comparisons show that the model accounts very well for measures such as problem‐solving strategy, the relative difficulty of faults, and average fault‐finding time. More important, because the model learns and (...)
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  • Cross‐National Comparisons of Complex Problem‐Solving Strategies in Two Microworlds.C. Dominik Güss, Ma Teresa Tuason & Christiane Gerhard - 2010 - Cognitive Science 34 (3):489-520.
    Research in the fields of complex problem solving (CPS) and dynamic decision making using microworlds has been mainly conducted in Western industrialized countries. This study analyzes the CPS process by investigating thinking‐aloud protocols in five countries. Participants were 511 students from Brazil, Germany, India, the Philippines, and the United States who worked on two microworlds. On the basis of cultural‐psychological theories, specific cross‐national differences in CPS strategies were hypothesized. Following theories of situatedness of cognition, hypotheses about the specific frequency of (...)
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  • Rational adaptation under task and processing constraints: Implications for testing theories of cognition and action.Andrew Howes, Richard L. Lewis & Alonso Vera - 2009 - Psychological Review 116 (4):717-751.
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  • Attentional loads associated with interlimb interactions underlying rhythmic bimanual coordination.Arne Ridderikhoff, C. E. Peper & Peter J. Beek - 2008 - Cognition 109 (3):372-388.
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