2001 - Fellow of the American Association for the Advancement of Science (AAAS)
Her scientific interests lie mostly in Cognitive psychology, Cognition, Artificial intelligence, Cognitive science and Metacognition. Lynne M. Reder mostly deals with Recall in her studies of Cognitive psychology. Her research in the fields of Memoria, Recognition memory, Verbal learning and Psycholinguistics overlaps with other disciplines such as Process.
Lynne M. Reder has researched Artificial intelligence in several fields, including Statement, Cocktail party effect and Natural language processing. Her Cognitive science research incorporates themes from Working memory and Memory span. Lynne M. Reder has included themes like Stimulus Similarity and Feeling in her Metacognition study.
Cognitive psychology, Cognition, Recall, Working memory and Recognition memory are her primary areas of study. The study incorporates disciplines such as Memoria, Verbal learning, Metacognition, Cognitive science and Semantic memory in addition to Cognitive psychology. Her Cognition research is multidisciplinary, incorporating perspectives in Feeling, Social psychology, Perception and Question answering, Artificial intelligence.
Her Recall research includes themes of Stimulus, Neuroscience, Encoding and Explicit memory. Her studies in Working memory integrate themes in fields like Developmental psychology and Elementary cognitive task. Her research investigates the connection between Recognition memory and topics such as Word recognition that intersect with problems in Speech recognition.
Her primary areas of investigation include Cognitive psychology, Recall, Working memory, Brain mapping and Visual search. Her research in Cognitive psychology intersects with topics in Context, Communication, Recognition memory, Episodic memory and Brain activity and meditation. She works mostly in the field of Recall, limiting it down to topics relating to Explicit memory and, in certain cases, Implicit memory.
Her work in Brain mapping covers topics such as Repetition priming which are related to areas like Parahippocampal gyrus, Functional connectivity and Negative priming. In Event-related potential, Lynne M. Reder works on issues like Developmental psychology, which are connected to Cognition. Her Cognition research includes elements of Event and Novelty.
Lynne M. Reder mainly investigates Cognitive psychology, Working memory, Recall, Episodic memory and Context. The various areas that she examines in her Cognitive psychology study include Memoria and Indirect tests of memory, Explicit memory. Her studies deal with areas such as Recognition memory and Association as well as Memoria.
Lynne M. Reder focuses mostly in the field of Working memory, narrowing it down to topics relating to Developmental psychology and, in certain cases, Memory span, Cognition, Eeg patterns and Event-related potential. Her research integrates issues of Stimulus, Functional connectivity, Neuroscience, Brain mapping and Parahippocampal gyrus in her study of Recall. Her study in Episodic memory is interdisciplinary in nature, drawing from both Autobiographical memory, Implicit learning, Implicit memory and Communication.
Situated Learning and Education
John R. Anderson;Lynne M. Reder;Herbert A. Simon.
Educational Researcher (1996)
What determines initial feeling of knowing? Familiarity with question terms, not with the answer.
Lynne M. Reder;Frank E. Ritter.
Journal of Experimental Psychology: Learning, Memory and Cognition (1992)
Situative Versus Cognitive Perspectives: Form Versus Substance:
John R. Anderson;Lynne M Reder;Herbert A Simon.
Educational Researcher (1997)
Strategy-Selection in Question-Answering.
Lynne M Reder.
Cognitive Psychology (1987)
Working memory: activation limitations on retrieval.
John R. Anderson;Lynne M. Reder;Christian Lebiere.
Cognitive Psychology (1996)
The fan effect: New results and new theories.
John R. Anderson;Lynne M. Reder.
Journal of Experimental Psychology: General (1999)
A theoretical review of the misinformation effect: Predictions from an activation-based memory model
Michael S. Ayers;Lynne M. Reder.
Psychonomic Bulletin & Review (1998)
A Mechanistic Account of the Mirror Effect for Word Frequency: A Computational Model of Remember-Know Judgments in a Continuous Recognition Paradigm
Lynne M. Reder;Adisack Nhouyvanisvong;Christian D. Schunn;Michael S. Ayers.
Journal of Experimental Psychology: Learning, Memory and Cognition (2000)
Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory
Lynne M. Reder;Christian D. Schunn.
Implicit Memory and Metacognition (1996)
The Role of Elaboration in the Comprehension and Retention of Prose: A Critical Review
Lynne M. Reder.
Review of Educational Research (1980)
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