| Year |
Citation |
Score |
| 2011 |
Mathews RC, Tall J, Lane SM, Sun R. Getting it right generally, but not precisely: learning the relation between multiple inputs and outputs. Memory & Cognition. 39: 1133-45. PMID 21373972 DOI: 10.3758/S13421-011-0079-Y |
0.378 |
|
| 2009 |
Sun R, Zhang X, Mathews R. Capturing human data in a letter counting task: Accessibility and action-centeredness in representing cognitive skills Neural Networks. 22: 15-29. PMID 18804953 DOI: 10.1016/J.Neunet.2008.08.004 |
0.466 |
|
| 2008 |
Lane SM, Mathews RC, Sallas B, Prattini R, Sun R. Facilitative interactions of model- and experience-based processes: implications for type and flexibility of representation. Memory & Cognition. 36: 157-69. PMID 18323072 DOI: 10.3758/Mc.36.1.157 |
0.505 |
|
| 2007 |
Sallas B, Mathews RC, Lane SM, Sun R. Developing rich and quickly accessed knowledge of an artificial grammar. Memory & Cognition. 35: 2118-33. PMID 18265626 DOI: 10.3758/Bf03192943 |
0.445 |
|
| 2007 |
Sun R, Zhang X, Slusarz P, Mathews R. The interaction of implicit learning, explicit hypothesis testing learning and implicit-to-explicit knowledge extraction. Neural Networks : the Official Journal of the International Neural Network Society. 20: 34-47. PMID 17010570 DOI: 10.1016/J.Neunet.2006.07.002 |
0.419 |
|
| 2004 |
Domangue TJ, Mathews RC, Sun R, Roussel LG, Guidry CE. Effects of model-based and memory-based processing on speed and accuracy of grammar string generation. Journal of Experimental Psychology. Learning, Memory, and Cognition. 30: 1002-11. PMID 15355132 DOI: 10.1037/0278-7393.30.5.1002 |
0.388 |
|
| 2000 |
Mathews RC, Roussel LG, Cochran BP, Cook AE, Dunaway DL. The role of implicit learning in the acquisition of generative knowledge Cognitive Systems Research. 1: 161-174. DOI: 10.1016/S1389-0417(00)00007-3 |
0.459 |
|
| 1997 |
Mathews RC. Is research painting a biased picture of implicit learning? The dangers of methodological purity in scientific debate Psychonomic Bulletin & Review. 4: 38-42. DOI: 10.3758/Bf03210771 |
0.385 |
|
| 1996 |
Cho J, Mathews RC. Interactions Between Mental Models Used in Categorization and Experiential Knowledge of Specific Cases Quarterly Journal of Experimental Psychology. 49: 572-595. DOI: 10.1080/713755638 |
0.429 |
|
| 1996 |
Mathews RC, Lane IM, Roussel LG, Nagy MS, Haptonstahl DE, Brock DB. Using conscious reflection, group processes, and AI to facilitate development of expertise Journal of Experimental and Theoretical Artificial Intelligence. 8: 259-276. DOI: 10.1080/095281396147320 |
0.306 |
|
| 1995 |
Mathews RC. Implicit Learning: Attacking the Authoritarian View of Mind. Psyccritiques. 40. DOI: 10.1037/003705 |
0.367 |
|
| 1993 |
Mathews RC, Roussel LG. Automatic Abstraction of Stimulus Structure From Episodes: Comment on Whittlesea and Dorken (1993) Journal of Experimental Psychology: General. 122: 397-400. DOI: 10.1037//0096-3445.122.3.397 |
0.411 |
|
| 1991 |
Mathews RC. The Forgetting Algorithm: How Fragmentary Knowledge of Exemplars Can Abstract Knowledge Journal of Experimental Psychology: General. 120: 117-119. DOI: 10.1037/0096-3445.120.1.117 |
0.456 |
|
| 1990 |
Mathews RC. Abstractness of implicit grammar knowledge: comments on Perruchet and Pacteau's analysis of synthetic grammar learning Journal of Experimental Psychology: General. 119: 412-416. DOI: 10.1037/0096-3445.119.4.412 |
0.44 |
|
| 1989 |
Stanley WB, Mathews RC, Buss RR, Kotler-Cope S. Insight without awareness: On the interaction of verbalization, instruction and practice in a simulated process control task Quarterly Journal of Experimental Psychology. 41: 553-577. DOI: 10.1080/14640748908402382 |
0.457 |
|
| 1989 |
Mathews RC, Buss RR, Stanley WB, Blanchard-Fields F, Cho JR, Druhan B. Role of Implicit and Explicit Processes in Learning From Examples: A Synergistic Effect Journal of Experimental Psychology: Learning, Memory, and Cognition. 15: 1083-1100. DOI: 10.1037/0278-7393.15.6.1083 |
0.462 |
|
| 1988 |
Mathews RC, Buss RR, Chinn R, Stanley WB. The Role of Explicit and Implicit Learning Processes in Concept Discovery Quarterly Journal of Experimental Psychology. 40: 135-165. DOI: 10.1080/14640748808402286 |
0.407 |
|
| 1985 |
Stanley WB, Mathews RC. Recent Research on Concept Learning: Implications for Social Education. Theory and Research in Social Education. 12: 57-74. DOI: 10.1080/00933104.1985.10505488 |
0.314 |
|
| 1985 |
Mathews RC, Stanley WB, Buss RR, Chinn R. Concept Learning: What Happens when Hypothesis Testing Fails?. Journal of Experimental Education. 53: 91-96. DOI: 10.1080/00220973.1985.10806367 |
0.391 |
|
| 1983 |
Mathews RC, Heffernan L, Elkins R. Context Effects and the use of Relational Information in Recognition Memory Advances in Psychology. 12: 323-343. DOI: 10.1016/S0166-4115(08)61997-4 |
0.331 |
|
| 1981 |
Mathews RC, Maples RC, Elkins R. Semantic Judgments as Encoding Operations in Recall: The Encoding of Task-Relevant and Task-Irrelevant Semantic Attributes of Words Journal of General Psychology. 105: 311-320. DOI: 10.1080/00221309.1981.9921084 |
0.349 |
|
| 1981 |
Mathews RC, Vidos M, Buco S. Encoding Task and Trace Specificity with Respect to Sensory, Semantic, and Contextual Recall Cues Journal of General Psychology. 104: 13-27. DOI: 10.1080/00221309.1981.9921016 |
0.327 |
|
| 1977 |
Mathews RC. Semantic judgments as encoding operations: The effects of attention to particular semantic categories on the usefulness of interitem relations in recall Journal of Experimental Psychology: Human Learning and Memory. 3: 160-173. DOI: 10.1037/0278-7393.3.2.160 |
0.356 |
|
| 1973 |
Mathews RC, Tulving E. Effects of three types of repetition on cued and noncued recall of words J.Verb.Learn.Verb.Behav.. 12: 707-721. DOI: 10.1016/S0022-5371(73)80051-9 |
0.325 |
|
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