His primary areas of study are Cognitive psychology, Cognition, Developmental psychology, Recall and Memoria. Lyle E. Bourne conducts interdisciplinary study in the fields of Cognitive psychology and Session through his research. In general Cognition, his work in Event-related potential is often linked to Audiology, Session and Latency linking many areas of study.
His studies in Developmental psychology integrate themes in fields like Dreyfus model of skill acquisition, Sequence learning, Motor cognition, Typing and Priming. Lyle E. Bourne has included themes like Verbal learning, Memory performance, Psychological testing and Retrievability in his Recall study. The study incorporates disciplines such as Recognition memory, Implicit memory, Coding and Explicit memory in addition to Memoria.
Lyle E. Bourne mainly focuses on Cognitive psychology, Cognition, Artificial intelligence, Social psychology and Concept learning. His research in Cognitive psychology intersects with topics in Stimulus, Vocabulary and Perception. His Memoria study in the realm of Cognition connects with subjects such as Audiology.
His Artificial intelligence research is multidisciplinary, incorporating elements of Communication, Comprehension, Natural language processing, Machine learning and Pattern recognition. Lyle E. Bourne combines topics linked to Categorization with his work on Natural language processing. His work deals with themes such as Test and Action, which intersect with Social psychology.
Lyle E. Bourne focuses on Cognitive psychology, Cognition, Artificial intelligence, Test and Social psychology. The concepts of his Cognitive psychology study are interwoven with issues in Dreyfus model of skill acquisition and Retraining. The study of Cognition is intertwined with the study of Developmental psychology in a number of ways.
His Dynamic decision-making study in the realm of Artificial intelligence interacts with subjects such as Response time. His Test study integrates concerns from other disciplines, such as Individualized instruction, Speech recognition, Generalization and Categorization. His studies deal with areas such as Masculinity, September 11 Terrorist Attacks, Social perception, Discrimination learning and Forgetting as well as Social psychology.
Cognition, Cognitive psychology, Developmental psychology, Dreyfus model of skill acquisition and Pedagogy are his primary areas of study. As part of the same scientific family, he usually focuses on Cognition, concentrating on Artificial intelligence and intersecting with Retraining and Generalizability theory. His work on Social psychology expands to the thematically related Cognitive psychology.
His research integrates issues of Stress, Effects of sleep deprivation on cognitive performance, Typing and Repetition priming in his study of Developmental psychology. His Dreyfus model of skill acquisition study combines topics from a wide range of disciplines, such as Priming, Automaticity, Salience and Sequence learning. Lyle E. Bourne combines subjects such as Mathematics education, Clicker, Generalization and Class with his study of Pedagogy.
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What Is Learned under Difficult Conditions Is Hard to Forget: Contextual Interference Effects in Foreign Vocabulary Acquisition, Retention, and Transfer
Vivian I. Schneider;Alice F. Healy;Lyle E. Bourne.
Journal of Memory and Language (2002)
Long-term repetition effects for motoric and perceptual procedures.
David W. Fendrich;Alice F. Healy;Lyle E. Bourne.
Journal of Experimental Psychology: Learning, Memory and Cognition (1991)
On the cognitive structure of basic arithmetic skills: Operation, order, and symbol transfer effects.
Timothy C. Rickard;Alice F. Healy;Lyle E. Bourne.
Journal of Experimental Psychology: Learning, Memory and Cognition (1994)
The psychology of thinking
Lyle Eugene Bourne;Bruce R. Ekstrand;Roger L. Dominowski.
Effects of prolonged work on data entry speed and accuracy.
Alice F. Healy;James A. Kole;Carolyn J. Buck-Gengler;Lyle E. Bourne.
Journal of Experimental Psychology: Applied (2004)
Brain potentials during mental arithmetic: effects of extensive practice and problem difficulty
Paul Pauli;Werner Lutzenberger;Harald Rau;Niels Birbaumer.
Cognitive Brain Research (1994)
SOME TESTS OF AN IDENTICAL ELEMENTS MODEL OF BASIC ARITHMETIC SKILLS
Timothy C. Rickard;Lyle E. Bourne Jr..
Journal of Experimental Psychology: Learning, Memory and Cognition (1996)
A mental practice superiority effect: less retroactive interference and more transfer than physical practice.
Erica L. Wohldmann;Alice F. Healy;Lyle E. Bourne Jr..
Journal of Experimental Psychology: Learning, Memory and Cognition (2008)
Decisions and memory: Differential retrievability of consistent and contradictory evidence
Denise Dellarosa;Lyle E. Bourne.
Journal of Verbal Learning and Verbal Behavior (1984)
Foreign Language Learning : Psycholinguistic Studies on Training and Retention
Alice F. Healy;Lyle Eugene Bourne.
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