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  1. (2 other versions)Controlled and automatic human information processing: Perceptual learning, automatic attending, and a general theory.Richard M. Shiffrin & Walter Schneider - 1977 - Psychological Review 84 (2):128-90.
    Tested the 2-process theory of detection, search, and attention presented by the current authors in a series of experiments. The studies demonstrate the qualitative difference between 2 modes of information processing: automatic detection and controlled search; trace the course of the learning of automatic detection, of categories, and of automatic-attention responses; and show the dependence of automatic detection on attending responses and demonstrate how such responses interrupt controlled processing and interfere with the focusing of attention. The learning of categories is (...)
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  • The empirical case for two systems of reasoning.Steven A. Sloman - 1996 - Psychological Bulletin 119 (1):3-22.
    Distinctions have been proposed between systems of reasoning for centuries. This article distills properties shared by many of these distinctions and characterizes the resulting systems in light of recent findings and theoretical developments. One system is associative because its computations reflect similarity structure and relations of temporal contiguity. The other is "rule based" because it operates on symbolic structures that have logical content and variables and because its computations have the properties that are normally assigned to rules. The systems serve (...)
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  • From covariation to causation: A causal power theory.Patricia Cheng - 1997 - Psychological Review 104 (2):367-405.
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  • "Schema abstraction" in a multiple-trace memory model.Douglas L. Hintzman - 1986 - Psychological Review 93 (4):411-428.
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  • (1 other version)Toward an Instance Theory of Automatization.G. D. Logan - 1987 - Bulletin of the Psychonomic Society 25 (5):342-342.
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  • Rule-plus-exception model of classification learning.Robert M. Nosofsky, Thomas J. Palmeri & Stephen C. McKinley - 1994 - Psychological Review 101 (1):53-79.
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  • A neuropsychological theory of multiple systems in category learning.F. Gregory Ashby, Leola A. Alfonso-Reese, And U. Turken & Elliott M. Waldron - 1998 - Psychological Review 105 (3):442-481.
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  • The robust beauty of improper linear models in decision making.Robyn M. Dawes - 1979 - American Psychologist 34 (7):571-582.
    Proper linear models are those in which predictor variables are given weights such that the resulting linear composite optimally predicts some criterion of interest; examples of proper linear models are standard regression analysis, discriminant function analysis, and ridge regression analysis. Research summarized in P. Meehl's book on clinical vs statistical prediction and research stimulated in part by that book indicate that when a numerical criterion variable is to be predicted from numerical predictor variables, proper linear models outperform clinical intuition. Improper (...)
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  • The Case for Rules in Reasoning.Edward E. Smith, Christopher Langston & Richard E. Nisbett - 1992 - Cognitive Science 16 (1):1-40.
    A number of theoretical positions in psychology—including variants of case‐based reasoning, instance‐based analogy, and connectionist models—maintain that abstract rules are not involved in human reasoning, or at best play a minor role. Other views hold that the use of abstract rules is a core aspect of human reasoning. We propose eight criteria for determining whether or not people use abstract rules in reasoning, and examine evidence relevant to each criterion for several rule systems. We argue that there is substantial evidence (...)
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  • Context theory of classification learning.Douglas L. Medin & Marguerite M. Schaffer - 1978 - Psychological Review 85 (3):207-238.
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  • Alternative strategies of categorization.Edward E. Smith, Andrea L. Patalano & John Jonides - 1998 - Cognition 65 (2-3):167-196.
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  • Exemplar-based model of social judgment.Eliot R. Smith & Michael A. Zárate - 1992 - Psychological Review 99 (1):3-21.
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  • Exemplar effects in categorization and multiple-cue judgment.Peter Juslin, Henrik Olsson & Anna-Carin Olsson - 2003 - Journal of Experimental Psychology: General 132 (1):133.
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  • Similarity and rules: distinct? exhaustive? empirically distinguishable?Ulrike Hahn & Nick Chater - 1998 - Cognition 65 (2-3):197-230.
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  • PROBabilities from EXemplars (PROBEX): a “lazy” algorithm for probabilistic inference from generic knowledge.Peter Juslin & Magnus Persson - 2002 - Cognitive Science 26 (5):563-607.
    PROBEX (PROBabilities from EXemplars), a model of probabilistic inference and probability judgment based on generic knowledge is presented. Its properties are that: (a) it provides an exemplar model satisfying bounded rationality; (b) it is a “lazy” algorithm that presumes no pre‐computed abstractions; (c) it implements a hybrid‐representation, similarity‐graded probability. We investigate the ecological rationality of PROBEX and find that it compares favorably with Take‐The‐Best and multiple regression (Gigerenzer, Todd, & the ABC Research Group, 1999). PROBEX is fitted to the point (...)
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  • Why Most People Disapprove of Me: Experience Sampling in Impression Formation.Jerker Denrell - 2005 - Psychological Review 112 (4):951-978.
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  • Visual perception of dynamic properties: Cue heuristics versus direct-perceptual competence.Sverker Runeson, Peter Juslin & Henrik Olsson - 2000 - Psychological Review 107 (3):525-555.
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  • Linear regression and process-tracing models of judgment.Hillel J. Einhorn, Don N. Kleinmuntz & Benjamin Kleinmuntz - 1979 - Psychological Review 86 (5):465-485.
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  • Population of Linear Experts: Knowledge Partitioning and Function Learning.Michael L. Kalish, Stephan Lewandowsky & John K. Kruschke - 2004 - Psychological Review 111 (4):1072-1099.
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  • Metrics and mappings: A framework for understanding real-world quantitative estimation.Norman R. Brown & Robert S. Siegler - 1993 - Psychological Review 100 (3):511-534.
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  • Configural effect in multiple-cue probability learning.Stephen E. Edgell & N. John Castellan - 1973 - Journal of Experimental Psychology 100 (2):310.
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