Publications

Submitted and in preparation

Taatgen, N. A., Huss, D., & Anderson, J. R. (submitted). The acquisition of robust and flexible cognitive skills. Submitted to JEP: General (pdf)

Salvucci, D. D., & Taatgen, N. A. (under revision). Threaded Cognition: An Integrated Theory of Concurrent Multitasking. Submitted to Psychological Review. (pdf)

Taatgen, N.A. (submitted). Consciousness in ACT-R. Submitted to the OUP companion to Consciousness. (pdf)

Taatgen, N.A., van Rijn, H., Zondervan, K. (in preparation). Explaining developmental transitions through constrained generalization.

Journal publications

Taatgen, N.A. (2005). Modeling parallelization and flexibility improvements in skill acquisition: from dual tasks to complex dynamic skills. Cognitive Science, 29(3), 421-455. (pdf)

Anderson, J.R., Taatgen, N.A. & Byrne, M.D. (2005). Learning to Achieve Perfect Time Sharing: Architectural Implications of Hazeltine, Teague, & Ivry (2002). Journal of Experimental Psychology: Human Perception and Performance, 31(4), 749-761. (pdf)

Taatgen, N.A. & Lee, F.J. (2003). Production Compilation: A simple mechanism to model Complex Skill Acquisition. Human Factors, 45(1), 61-76. (pdf)

Taatgen, N.A. (2002). A model of individual differences in skill acquisition in the Kanfer-Ackerman Air Traffic Control Task. Cognitive Systems Research, 3(1), 103-112. (pdf)

Taatgen, N.A. & Wallach, D. (2002). Whether skill acquisition is rule or instance based is determined by the structure of the task. Cognitive Science Quarterly, 2(2), 163-204. (pdf)

Taatgen, N.A. & Anderson, J.R. (2002). Why do children learn to say "broke"? A model of learning the past tense without feedback. Cognition, 86(2), 123-155. (pdf) (models)

Taatgen, N.A. (1999). Cognitief Modelleren: Een nieuwe kijk op individuele verschillen. Nederlands tijdschrift voor de psychologie, 54 (4), 167-176. (pdf)

Book Chapters and Books

Taatgen, N.A. (in press). Constraints in Cognitive Architectures. Submitted to R. Sun (ed.), Handbook of Cognitive Modeling. (pdf)

Taatgen, N.A. (in press). The minimal control principle. To appear in: Gray W. (Ed.), Integrated Models of Cognitive Systems. (pdf)

Taatgen, N.A., Lebiere, C. & Anderson, J.R. (2006). Modeling paradigms in ACT-R. In R. Sun (ed.), Cognition and Multi-Agent Interaction: From Cognitive Modeling to Social Simulation (pp. 29-52). Cambridge University Press.(pdf)

Johnson, A. & Taatgen, N.A. (2005). User modeling. In Robert W. Proctor and Kim-Phuong L. Vu (Eds.), The Handbook of Human Factors in Web Design (pp. 424-438). Mahwah, NJ: Erlbaum. ISBN 0-8058-4612-3 (pdf)

Taatgen, N.A. (2003). Learning rules and productions. In: L. Nadel (Ed.), Encyclopedia of Cognitive Science, vol. 2 (pp. 822-830). London: MacMillan. (pdf)

Taatgen, N.A. (1999). Explicit Learning in ACT-R. In U. Schmid, J.F. Krems, F. Wysotki (Eds.), Mind Modelling: A Cognitive Science Approach to Reasoning, Learning and Discovery.  Berlin: Pabst Science Publishers. (pdf)

Hendriks, P., Taatgen, N.A & Andringa, T.C. (Eds.) (1997b). Breinmakers & Breinbrekers, inleiding cognitiewetenschap. Amsterdam: Addison-Wesley Longman.

Taatgen, N.A. (1994a). The study of learning mechanisms in unified theories of cognition. In F.J.Maarse, A.E. Akkerman, A.N. Brand, L.J.M. Mulder, M.J. v.d. Stelt, Computers in psychology 5, Lisse, the Netherlands: Swets & Zeitlinger. (postscript file)

Conference proceedings

Taatgen, N.A., Huss, D. & Anderson, J.R. (2006). How Cognitive Models can Inform the Design of Instructions. Proceedings of the seventh international conference on cognitive modeling (pp. 304-309). Trieste, Italy: Edizioni Goliardiche. (pdf)

Salvucci, D.D., Taatgen, N.A. & Kushleyeva, Y. (2006). Learning when to switch tasks in a dynamic multitasking environment. Proceedings of the seventh international conference on cognitive modeling (pp. 268-273). Trieste, Italy: Edizioni Goliardiche. (pdf)

Taatgen, N.A., Anderson, J.R., Dicksion, D. & van Rijn, H. (2005). Time Interval Estimation: Internal Clock or Attentional Mechanism? Proceedings of the twenty-seventh annual meeting of the cognitive science society (pp. 2122-2127). Mahwah, NJ: Erlbaum. (pdf)

Mol, L., Taatgen, N.A., Verbrugge, L.C. & Hendriks, P. (2005). Reflective Cognition as Secundary Task. Proceedings of the twenty-seventh annual meeting of the cognitive science society (pp. 1925-1930). Mahwah, NJ: Erlbaum. (pdf)

Verbrugge, R., Taatgen, N.A. & Schomaker, L. (eds.) (2004). Proceedings of the Sixteenth Belgium-Netherlands Conference of Artificial Intelligence. University of Groningen, Netherlands.

Taatgen, N.A., van Rijn, H. & Anderson, J.R. (2004). Time perception: beyond simple interval estimation. Proceedings of the sixth international conference on cognitive modeling (pp.296-301). Mahwah, NJ: Erlbaum. (pdf)

Taatgen, N.A. & Dijkstra, M. (2003). Constraints on Generalization: Why are past-tense irregularization errors so rare? Proceedings of the 25th annual conference of the cognitive science society (pp. 1146-1151). Mahwah, NJ: Erlbaum (pdf).

Taatgen, N.A., van Oploo, M., Braaksma, J. & Niemantsverdriet, J. (2003). How to construct a believable opponent using cognitive modeling in the game of set. In F. Detje, D Dörner and H. Schaub (eds.), Proceedings of the fifth international conference on cognitive modeling (pp. 201-206). Bamberg: Universitätsverlag Bamberg. (pdf) See also Set page.

Zondervan, K. & Taatgen, N.A. (2003). The determiners model: a cognitive model of macro development and U-shaped learning in a micro domain. In F. Detje, D Dörner and H. Schaub (eds.), Proceedings of the fifth international conference on cognitive modeling (pp. 225-230). Bamberg: Universitätsverlag Bamberg. (pdf) Winner of the Newell Award for best student paper.

Lee, F.J. & Taatgen, N.A. (2002). Multi-tasking as Skill Acquisition. Proceedings of the twenty-fourth annual conference of the cognitive science society (pp. 572-577). Mahwah, NJ: Erlbaum. (pdf)

Taatgen, N.A. (2001). A model of individual differences in learning Air Traffic Control. In E.M. Altmann, A. Cleeremans, C.D. Schunn, & W.D. Gray (Eds.), Proceedings of the fourth international conference on Cognitive Modeling (pp. 211-216). Mahwah, NJ: Erlbaum. (pdf)

Misker, J., Taatgen, N.A. & Aasman, J. (2001). Validating a tool for simulating user interaction. In E.M. Altmann, A. Cleeremans, C.D. Schunn, & W.D. Gray (Eds.), Proceedings of the fourth international conference on Cognitive Modeling (pp. 163-168). Mahwah, NJ: Erlbaum. (pdf)

Taatgen, N.A. (2001). Extending the Past-tense debate: a model of the german plural. In J.D. Moore and K. Stenning. Proceedings of the twenty-third annual conference of the cognitive science society (pp. 1018-1023). Mahwah, NJ: Erlbaum. (pdf)

Jongman, L. & Taatgen, N.A. (1999). An ACT-R model of individual differences in changes in adaptivity due to mental fatigue (pp. 246-251). Proceedings of the 21th annual conference of the cognitive science society. Mahwah, NJ: Erlbaum (pdf)

Taatgen, N.A. (1999). A model of learning task-specific knowledge for a new task. Proceedings of the 21th annual conference of the cognitive science society (pp. 730-735). Mahwah, NJ: Erlbaum. (pdf)

Taatgen, N.A. (1996a). A model of free-recall using the ACT-R architecture and the phonological loop. In H.J van den Herik & T. Weijters (Eds.), Proceedings of Benelearn-96 (pp. 169-178). Maastricht, the Netherlands: Universiteit Maastricht, MATRIKS. (postscript file)

Taatgen N.A. (1996b). Learning and revising task-specific rules in ACT-R. In U. Schmid, J. Krems & F. Wysotzki (Eds.), Proceedings of the First European Workshop on Cognitive Modeling (report no. 96-39, pp. 31-38). Berlin, Technische Universitaet Berlin, Fachbereich Informatik. (postscript file)

Taatgen, N.A. (1997a). A rational analysis of alternating search and reflection in problem solving. Proceedings of the 19th Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum. (postscript file)

Lebiere, Christian, Dieter Wallach & Niels Taatgen (1998). Implicit and explicit learning in ACT-R. In Frank Ritter & Richard Young (eds.), Proceedings of the Second European Conference on Cognitive Modelling. Nottingham, UK: Nottingham University Press. (pdf)

Taatgen, N.A. (1993). Complexiteitsaspecten van leermechanismen. Proceedings of the Benelearn-93 conference. Artificial Intelligence Laboratory, Vrije Universiteit Brussel, Belgium.

Commentaries, reviews and others

Taatgen, N.A. (2003). Poppering the Newell test. Commentary on Anderson & Lebiere: The Newell test for a theory of cognition. Behavioral and Brain Sciences, 26(5), 621-622. (pdf)

Taatgen, N.A. (2001). Dispelling the magic: towards a memory without capacity. Commentary on Cowan: The magical number four in short-term memory: a reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24(1), 147-148. (pdf)

Taatgen, N.A. (1999). Review of 'The atomic components of thought'. Trends in Cognitive Sciences, 2, 82-82. (pdf)

Taatgen, N.A. (1999). Implicit versus explicit: an ACT-R learning perspective; Commentary on Dienes & Perner: A theory of implicit and explicit knowledge. Behavioral and Brain Sciences, 22, 785-786. (pdf)

Taatgen, N.A.. (1999). Learning without limits: from problem solving toward a unified theory of learning. PhD Thesis. (information page)

Taatgen, N.A. (1999). Expertsysteem strandt op leergedrag expert. Automatiseringsgids, 33 (37), 21-21. (pdf)

Taatgen, N.A. (1999). Learning without limits (samenvatting). Opleiding en Ontwikkeling, 12 (12), 39-41. (pdf)

Taatgen N.A. (1994b). Learning problem-solving: how to cope with intractable problems. Abstract for the first international summer institute in cognitive science at buffalo university. (postscript file)

Taatgen, N.A. (1995). Ergonomische ellende: De boekenkast als metafoor bij het zoeken van informatie. Bibliotheek en Samenleving, 23(6), 13-15.