| Elvis Has Left the Building - Correlational but Not Causal Relationship between Music Skill and Cognitive Ability. | 0 | 0.34 | 2019 |
| Learning Cross-linguistic Word Classes through Developmental Distributional Analysis. | 0 | 0.34 | 2019 |
| A Computational Model of the Acquisition of German Case. | 0 | 0.34 | 2018 |
| Far Transfer: Does it Exist? | 0 | 0.34 | 2017 |
| Game-XP: Action Games as Cognitive Science Paradigms. | 0 | 0.34 | 2017 |
| Allen Newell's Program of Research: The Video-Game Test. | 2 | 0.45 | 2017 |
| Spatial Training and Mathematics: The Moderating Effect of Handedness. | 0 | 0.34 | 2017 |
| Constructing a Standard Model: Lessons from CHREST. | 0 | 0.34 | 2017 |
| Memory for the Meaningless: Experts' Advantage at Recalling Unstructured Material. | 0 | 0.34 | 2016 |
| Does Chess Instruction Enhance Mathematical Ability in Children? A Three-Group Design to Control for Placebo Effects. | 0 | 0.34 | 2016 |
| Simulating Developmental Changes in Noun Richness through Performance-limited Distributional Analysis. | 0 | 0.34 | 2016 |
| Under Pressure: How Time-Limited Cognition Explains Statistical Learning by 8-Month Old Infants. | 0 | 0.34 | 2016 |
| Beyond the 64 Squares: Does Chess Instruction Enhance Children's Academic and Cognitive Skills? A Meta-Analysis. | 0 | 0.34 | 2016 |
| Handedness and Mathematics: Toward a More Comprehensive Model. | 0 | 0.34 | 2016 |
| Developmentally plausible learning of word categories from distributional statistics. | 0 | 0.34 | 2016 |
| Memory for the Random: A Simulation of Computer Program Recall. | 0 | 0.34 | 2016 |
| The Art of Balance - Problem-Solving vs. Pattern-Recognition. | 0 | 0.34 | 2015 |
| A Question of Balance - The Benefits of Pattern-Recognition When Solving Problems in a Complex Domain. | 0 | 0.34 | 2015 |
| Defaulting effects contribute to the simulation of cross-linguistic differences in Optional Infinitive errors. | 0 | 0.34 | 2015 |
| Piece of Mind: Long-Term Memory Structure in ACT-R and CHREST. | 1 | 0.34 | 2015 |
| Analysing Psychological Data by Evolving Computational Models | 0 | 0.34 | 2014 |
| The Effects of Bounding Rationality on the Performance and Learning of CHREST Agents in Tileworld | 1 | 0.34 | 2014 |
| William R. Uttal: Mind and Brain: A Critical Appraisal of Cognitive Neuroscience - MIT Press, Cambridge, MA, 2011, xxviii+497, $49.50, ISBN 978-0-262-01596-7. | 0 | 0.34 | 2014 |
| Frequent frames, flexible frames and the noun-verb asymmetry | 0 | 0.34 | 2013 |
| Community Structure Detection in the Evolution of the United States Airport Network. | 2 | 0.45 | 2013 |
| Using Chunks to Categorise Chess Positions. | 1 | 0.38 | 2012 |
| CHREST models of implicit learning and board game interpretation | 1 | 0.40 | 2012 |
| A comparison between cognitive and AI models of blackjack strategy learning | 2 | 0.38 | 2012 |
| A theory-driven testing methodology for developing scientific software. | 5 | 0.45 | 2012 |
| Expertise and Intuition: A Tale of Three Theories | 1 | 0.36 | 2009 |
| Specialization effect and its influence on memory and problem solving in expert chess players. | 6 | 1.08 | 2009 |
| They do what they are told to do: the influence of instruction on (chess) expert perception-commentary on linhares and brum (2007). | 1 | 0.50 | 2009 |
| Attention Mechanisms in the CHREST Cognitive Architecture | 3 | 0.42 | 2008 |
| A Methodology for Developing Computational Implementations of Scientific Theories | 0 | 0.34 | 2008 |
| Computer simulations of developmental change: the contributions of working memory capacity and long-term knowledge. | 3 | 0.49 | 2008 |
| Modelling the Relationship between Visual Short-Term Memory Capacity and Recall Ability | 0 | 0.34 | 2008 |
| Modeling the Developmental Patterning of Finiteness Marking in English, Dutch, German, and Spanish Using MOSAIC. | 12 | 1.21 | 2007 |
| Automatic Generation of Cognitive Theories using Genetic Programming | 9 | 0.78 | 2007 |
| Modeling the Development of Children's Use of Optional Infinitives in Dutch and English Using MOSAIC. | 8 | 1.07 | 2006 |
| Discovering predictive variables when evolving cognitive models | 3 | 0.59 | 2005 |
| On the resolution of ambiguities in the extraction of syntactic categories through chunking | 4 | 0.80 | 2005 |
| CHREST, a Tool for Teaching Cognitive Modeling | 0 | 0.34 | 2004 |
| Adaptive Expert Decision Making: Skilled Chess Players Search More And Deeper | 6 | 0.81 | 2004 |
| Developing reproducible and comprehensible computational models | 5 | 0.53 | 2003 |
| Travailler avec Herbert Simon | 2 | 0.41 | 2002 |
| Recherche et reconnaissance de patterns | 0 | 0.34 | 2002 |
| In search of templates | 7 | 0.64 | 2002 |
| Simple environments fail as illustrations of intelligence: A review of R. Pfeifer and C. Scheier, Understanding Intelligence | 0 | 0.34 | 2001 |
| Five seconds or sixty? Presentation time in expert memory | 26 | 3.03 | 2000 |
| Can Deep BlueTM Make Us Happy? Reflections on Human and Artificial Expertise | 0 | 0.34 | 1997 |
