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Electronic copies of papers from this site are provided as a professional courtesy and for educational, noncommercial use only. All articles are the sole copyright of the respective publishers. Downloading of materials constitutes an agreement that the materials are for your personal educational use only. These files many not be reprinted or reposted without permission.

Advokat, C., Lane, S. M., & Luo, C. (in press). Stimulants don’t normalize academic achievement of college students with ADHD. Journal of Attention Disorders.

Denver, J. Y., Lane, S. M., & Cherry, K. E. (in press). Recent vs. remote: Flashbulb memory for 9/11 and self-selected events from the reminiscence bump. International Journal of Aging and Human Development.

Wilson, N., Sun, R., & Mathews, R. (2010). A motivationally based computational interpretation of social anxiety induced stereotype bias . Proceedings of the Annual Conference of the Cognitive Science Society. Cognitive Science Society, Austin, Texas. [Download PDF]

Alonzo, J. & Lane, S. M. (2009). Saying versus judging: Assessing juror knowledge of eyewitness memory. Applied Cognitive Psychology. [Download PDF]

Sun, R., Lane, S. M. & Mathews, R. C. (2009). The two systems of learning: An architectural perspective. In Jonathan Evans and Keith Frankish (eds.) Two Minds: Dual Processes and Beyond (pp.239-264). New York: Oxford University Press. [Download PDF]

Sun, R., Zhang, X., & Mathews, R. (2009). Capturing human data in a letter counting task: Accessibility and action-centeredness in representing cognitive skills. Neural Networks, 22, 15-29. [Download PDF]

Wilson, N., Sun, R., & Mathews, R. (2009). A motivationally-based simulation of performance degradation under pressure. Neural Networks, 22, 502-508. [Download PDF]

Lane, S. M., Mathews, R. C., Sallas, B., Prattini, B. & Sun, R. (2008). Facilitating interactions of model and experience-based processes: Implications for type and flexibility of representation. Memory & Cognition, 36, 157-169.[Download PDF]

Lane, S. M. & Meissner, C. A. (2008). A ‘middle road’ approach to bridging the basic-applied divide in eyewitness identification research. Applied Cognitive Psychology, 22, 779-787. (special issue “Basic and Applied Issues in Eyewitness Research: A Münsterberg Centennial Retrospective.”) [Download PDF]

Lane, S. M., Roussel, C. C., Villa, D., Starns, J. J. & Alonzo, J. D. (2008). Providing information about diagnostic features at retrieval reduces false recognition. Memory, 16, 836-851. [Download PDF]

Lane, S. M., Roussel, C.C., Villa, D., & Morita, S. (2007). Features and feedback: Enhancing metamnemonic knowledge at retrieval reduces source-monitoring errors. Journal of Experimental Psychology: Learning, Memory & Cognition, 33, 1131-1142. [Download PDF]

Lane, S. M., & Zaragoza, M. S. (2007). A little elaboration goes a long way: The role of generation in eyewitness suggestibility. Memory & Cognition, 35, 1255-1266. [Download PDF]

Sallas, B., Lane, S. M., Mathews, R. C., Watkins, T. E., & Wiley-Patton, S. (2007). Putting generalizable knowledge in the hands of healthcare IT managers: An iterative assessment approach. Information Systems Management (special issue on healthcare and IT), 24, 43-57.[Download PDF]

Sallas, B., Mathews, R. C., Lane, S. M., & Sun, R. (2007). Developing rich and quickly accessed knowledge of an artificial grammar. Memory & Cognition, 35, 2118–2133. [Download PDF]

Starns, J. J., Lane, S. M., Alonzo, J. D., & Roussel, C. C. (2007). Metamnemonic control over the discriminability of memory evidence: A signal-detection analysis of warning effects in the associative list paradigm. Journal of Memory & Language, 56, 592-607.[Download PDF]

Sun, R., Mathews, R. C., & Lane, S. M. (2007). Implicit and explicit processes in the development of cognitive skills: A theoretical interpretation with some practical implications for science instruction. In Elizabeth M. Vargios (ed.), Educational Psychology Research (pp. 1-26). New York: Nova Science Publishers. [Download PDF]

Sun, R., Zhang, X., Slusarz, P., & Mathews, R. (2007). The interaction of implicit learning, explicit hypothesis testing learning, and implicit-to-explicit knowledge extraction. Neural Networks, 20, 34-47.[Download PDF]

Lane, S. M. (2006). Dividing attention during a witnessed event increases eyewitness suggestibility. Applied Cognitive Psychology. [Download PDF]

Sallas, B., Mathews, R. C., Lane, S. M., & Sun, R. (2006). Synergy between memory and model-based processing: Integration facilitated by animation. Proceedings of the 28th Annual Conference of the Cognitive Science Society, 709-714.[Download PDF]

Sun, R., Zhang, X., & Mathews, R. (2006). Modeling meta-cognition in a cognitive architecture. Cognitive Systems Research, 7, 327-338.[Download PDF]

Domangue, T. J., Mathews, R. C., Sun, R., Roussel, L. G., & Guidry, C. E. (2004). 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, 1002-1011.[Download PDF]

Harvey, C. M., Mathews, R. C., Wu, H. D., Houston, A., Lane, S. M., Hines, R., Nabatilan, L., & Comeaux, K. (2004). The cognitive and affective consequences of nonlinear forms of information acquisition. Proceedings of the 48th Annual Meeting of the Human Factors and Ergonomics Society, 1064-1068.[Download PDF]

Lane, S. M. & Schooler, J. S. (2004). Skimming the surface: The verbal overshadowing of analogical retrieval. Psychological Science, 15, 715-719.[Download PDF]

Sun, R, & Mathews, R. C. (2003). Explicit and implicit processes of metacognition. Advances in Psychology Research. pp.3-18. Nova Science Publishers Hauppauge, NY.[Download PDF]

Lane, S. M. (2002). Remembrance of things past: Factors affecting the reliability of eyewitness memory. Michigan Defense Quarterly, 18(3), 15-20.[Download PDF]

Lane, S. M., Mather, M., Villa, D., & Morita, S. (2001). How events are reviewed matters: Effects of varied focus on eyewitness suggestibility. Memory & Cognition, 29, 940-947.[Download PDF]

Mathews, R. C., Roussel, L. G., Cochran, B. P., Cook, A. E., & Dunaway, D. L. (2000). The role of implicit learning in the acquisition of generative knowledge. Journal of Cognitive Systems Research, 1, 161-174. [Download PDF]

Zaragoza, M. S., & Lane, S. M. (1998). Processing resources and eyewitness suggestibility. Legal and Criminological Psychology, 3, 305-320. [Download PDF]

Mathews, R. C. (1997). Is research painting a biased picture of implicit learning? The dangers of methodological purity in scientific debate. Psychonomic Bulletin & Review, 4, 38-42.[Download PDF]

Mathews, R. C., Lane, I. M., Roussel, L. G., Nagy, M.S., Haptonstahl, D. E., & Brock, D. B. (1996). Using conscious reflection, group processes, and AI to facilitate development of expertise. Journal of Experimental and Theoretical Artificial Intelligence, 8, 259-276.[Download PDF]

Lane, S. M., & Zaragoza, M. S. (1995). The recollective experience of cross-modality source confusions. Memory and Cognition, 23, 607-610.[Download PDF]

Zaragoza, M. S., & Lane, S. M. (1994). Source misattributions and the suggestibility of eyewitness memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 934-945.[Download PDF]

Mathews, R. C. and Roussel, L. G. (1993). Automatic abstraction of stimulus structure from episodes: Comment on Whittlesea and Dorken (1993). Journal of Experimental Psychology: General, 122, 397-400.[Download PDF]

Mathews, R. C. (1991). The forgetting algorithm: How fragmentary knowledge of exemplars can abstract knowledge. Journal of Experimental Psvchology: General, 120, 117-119.[Download PDF]

Mathews, R. C. (1990). Abstractness of implicit grammar knowledge: Comments on Perruchet and Pacteau's analysis of synthetic grammar learning. Journal of Experimental Psvchology: General, 119, 412-416.[Download PDF]

Mathews, R. C., Buss, R. R., Stanley, W. B., Blanchard-Fields, F., Cho, J., and Druhan, B. (1989). The role of implicit and explicit processes in learning from examples: A synergistic effect. Journal of Experimental Psvchology: Learning Memory, and Cognition, 15, 1083-1100.[Download PDF]


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