Lynne M Reder

Biographic Data

ID5741550
NAMELynne M Reder
GIVEN NAMESLynne M
FAMILY NAMEReder
SIGNATUREREDER L M
AFFILIATIONSCarnegie Mellon University
ORCID0000-0002-6858-4466
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS120
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1980
LATEST PUBLICATION YEAR2020
H-INDEX4

  • Greater discrimination difficulty during perceptual learning leads to stronger and more distinct representations

    Open AccessVencislav Popov, Lynne M RederARTICLEPsychonomic Bulletin & Review2020

  • Memory systems do not divide on consciousness

    Lynne M Reder, Heekyeong Park et al.ARTICLEPsychological Bulletin2009

    There is a popular hypothesis that performance on implicit and explicit memory tasks reflects 2 distinct memory systems. Explicit memory is said to store those experiences that can be consciously recollected, and implicit memory is said to store experiences and affect subsequent behavior but to be unavailable to conscious awareness. Although this division based on awareness is a useful taxonomy for memory tasks, the authors review the evidence th…

  • The Unconscious Feeling of Knowing

    Open AccessMichaela K Spehn, Lynne M RederARTICLEConsciousness and Cognition2000

  • Perspectives on Learning, Thinking, and Activity

    Open AccessJared R Anderson, John R Anderson et al.ARTICLEEducational Researcher2000Cited by: 14References: 15

    We continue the discussion of cognitive and situative perspectives by identifying several important points on which we judge the perspectives to be in agreement: (a) Individual and social perspectives on activity are both fundamentally important in education; (b) Learning can be general, and abstractions can be efficacious, but they sometimes aren't; (c) Situative and cognitive approaches can cast light on different aspects of the educational pro…

  • Situative Versus Cognitive Perspectives

    Open AccessJared R Anderson, John R Anderson et al.ARTICLEEducational Researcher1997Cited by: 21References: 10

    ames Greeno has written a reply to our recently published challenge (Anderson, Reder, & Simon, 1996) to the soundness of many educational implications that ave been drawn from the movement. Greeno's response (p. 5, this issue) has largely taken the discussion onto a more abstract plane rather than disp u t i n g our recommendations for educational practice. Along with his meta-level discussion, he has described several results and made a number o…

  • Situated Learning and Education

    Open AccessJ Anderson, Jared R Anderson et al.ARTICLEEducational Researcher1996Cited by: 78References: 42

    This paper provides a review of the claims of situated learning that are having an increasing influence on education generally and mathematics education particularly. We review the four central claims of situated learning with respect to education: (1) action is grounded in the concrete situation in which it occurs; (2) knowledge does not transfer between tasks; (3) training by abstraction is of little use; and (4) instruction must be done in com…

  • Designing Interactive Tutorials for Computer Users

    Davida Charney, Lynne Reder et al.ARTICLEHuman-Computer Interaction1986

    The aim of this article is to find the optimal combination of written instruction and on-line practice for learning a new computer application. Subjects in the experiment learned commands for an electronic spreadsheet by reading brief user-manual descriptions and working training problems on-line. The form of the training problems was varied in a within-subjects design to control how much independent problem solving subjects engaged in while lear…

  • The effect of format and structure of text material on recallability

    Open AccessCarl Martin Allwood, Torbjorn Wikstrom et al.ARTICLEPoetics1982References: 10

  • A comparison of texts and their summaries

    Open AccessLynne M Reder, Jared R Anderson et al.ARTICLEJournal of Verbal Learning and…1980Cited by: 7References: 1