67. P. C. R. Lane, F. Gobet and P. C-H. Cheng (2000). Predicting Perceptual Chunks with a Computational Model of Problem Solving with Diagrams.

66.

65. P. C-H. Cheng (1999). Representational Analysis and Design: What makes an Effective Representation for Learning Probability Theory?.

64. P. C-H. Cheng (1999). Electrifying Representations for Learning: An Evaluation of AVOW Diagrams for Electricity.

63. P. C-H. Cheng (1999). AVOW Diagrams: A Representational System for Modelling Electricity.

62. P. C-H. Cheng (1999). Visualising Classical Particle Interactions: Composing Diagrams to Model Collisions.

61. G. Jones, F. Gobet and J. Pine (1999). Modelling vocabulary acquisition: An explanation of the link between the phonological loop and long-term memory.

60. F. Gobet and F. Ritter (1999). Individual Data Analysis and Unified Theories of Cognition: A Methodological Proposal.

59. P.C.R. Lane, P. C.-H. Cheng and F. Gobet (1999). Problem Solving with Diagrams : Modelling the Learning of Perceptual Information.

58. S.E. Ainsworth (1999). Designing Effective Multi-Representational Learning Environments.

57. R. Young, F. Ritter and F. Gobet (1998) Soar-ly Pressed: Revisiting Cooper and Shallice on Soar and Unified Theories of Cognition

56. H.A. Wood, D.J. Wood and L. Marston (1998) A Computer-Based Assessment Approach to Whole Number Addition and Subtraction

55. S. Gibbs (1998) Lexical Knowledge, Memory, Phonological Awareness and Word Reading: Toward a Statistical Model

54. S. Gibbs (1998) The Phonological Similarity Effect

53. P.A.L. Bibby (1998) Implicit Learning in Dynamic Control Tasks: Finding the Rule in Background Noise

52. G. Kuk (in preparation). Facilitation, Self-Regulation and When-To-Speak-Again.

51. F. Gobet (1997) Chess Players Thinking Revisited

50. J.D.M. Underwood and S. Cavendish (1997) Initial Teacher Training: Assessment and Development

49. S. Cavendish, H. Wood, J. Underwood and D. Wood (1997). The place of curriculum packs in primary science teacher education.

48.F. Gobet (1997) Do Psychologists apply their knowledge of Cognitive Processes? A note on the (mis)use of Visual Aids in Paper Presentations

47. S.E. Ainsworth (1997). Designing and Evaluating Multi-representational Learning Environments for Primary Mathematics

46. C. S.L.Tan-Niam (1997). Children at Play and Theory of Mind: A Triangulated Enquiry

45. F.R. Ritter and P.A.L. Bibby (1997). Modeling How and When Learning Happens in a Diagrammatic Reasoning Task.

44. P. C-H. Cheng and S. D. Dawson (1996). A study of statistical process control: Practice, problems and training needs

43. F. Gobet (1996). Memory in Chess Players: Comparison of Four Theories

42. F. Gobet (1996). Roles of Pattern Recognition and Search in Expert Problem Solving

41. F. Gobet (1996). Long-Term Memory: Comment on Ericsson and Kintsch (1995)

40. F. Ritter and G. Baxter (1996). Able, III : Learning in a more visibly principled way

39. C.S.L. Tan-Niam (1996). Quality of Social Interaction and Understanding of Other Minds in Children's Play

38. S. Lamb (1996). Supporting children's communication: Activities used as part of the Language and Communication Project

37. S. Lamb, D.J. Wood P.A.L. Bibby and G. Leyden (1996). Communication and Narrative Skills : An Intervention Programme for Children with Learning Difficulties

36. G. Baxter and F. Ritter (1996). Designing Abstract Visual Perceptual and Motor Action Capabilities for Use by Cognitive Models

35. G. Kuk. (with Kivimaki, et al.) (1997). The team climate inventory.

34. G. Kuk, Kivimaki, M., and Elovainio, M. (1997). Occupational complexity and co-operative work: Towards an intergrated model of job characterisitics

33. D.J. Wood and H.A. Wood (forthcoming) Quadratic: a contingent computer-based tutor.

32. P. C-H. Cheng (1995). Thinking, Expertise and Diagrams that Encode Laws

31. P. C-H. Cheng (1995). AVOW Tutor (Version 1.0) Manual

30. S.E. Ainsworth (1995). The Role of Multiple Representations in Promoting Understanding of Computational Estimation: An Empirical Investigation

29. S.E. Ainsworth (1995). The Design and Implementation of a Computer-Based Learning Environment to Teach Computational Estimation

28. S. Gibbs (1995). Categorical Speech Perception and Phonological Awareness in the Early Stages of Learning to Read

27. G. Kuk, D.J. Wood and L. Copeland (1997). Using Pathfinder Networks to Distinguish Conflict Incidents

25. R. Ong and F. Ritter (1995). Extended Abstract of: Mechanisms for routinely tying cognitive models to interactive simulations

24. P.A.L. Bibby, S. Lamb, G. Leyden and D.J. Wood (1995). Season of Birth and Gender Effects in Children Attending Moderate Learning Difficulty Schools

23. S. Lamb, D.J. Wood and G. Leyden. Children with Moderate Learning Difficulties: a profile of abilities and implications for intervention

22. G. Kuk (1997). Towards a process model of team decision making

21. R. Ong (1994). Mechanisms for routinely tying cognitive models to interactive simulations

20. S. Nichols and F. Ritter (1994). A theoretically motivated tool for automatically generating command aliases

19. F. Ritter and N. Major. (1994). Useful Mechanisms for Developing Simulations for Soar Models

18. G. Kuk (forthcoming). Conflict in hospital management team meetings.

17. K. Littleton, P. Light, R. Joyner, D. Messer and P. Barnes (1994). Gender and Software Interactions in Children's Computer-Based Problem Solving

16. H.A. Wood, D.J. Wood and M. Kingsmill (1994). Telling Tales: An Investigation of Deaf Children's Spoken Narratives, I: Aspects of Syntactic Structure

15. P. Light and K. Littleton (1994). Cognitive approaches to group work.

14. P. C-H. Cheng (1994). Scientific Discovery with Law Encoding Diagrams

13. D.J. Gilmore (1994). Interfaces for supporting learning

12. D.J. Wood, H.A. Wood, S.E. Ainsworth and C.E. O'Malley (1994). On becoming a tutor: towards an ontogenetic model

11. P. C-H. Cheng and L. Serpell. (forthcoming). Empirical Investigation of Problem Solving and Instrucion with Law Encoding Diagrams For Elastic Collisions.

10. S.E. Ainsworth (1994). An Evaluation of COPPERS: A mathematical learning environment

9. N. Major and K. O'Hara (1994). Using Generalised Directive Models to Express Teaching Strategy Knowledge: A Description of COCA.

8. S.E. Ainsworth (1994). COPPERS: A mathematical learning environment.

7. P. C-H. Cheng (forthcoming). Law encoding diagrams for probability theory and Bayes' theorem.

6. P. C-H. Cheng (1994). Law encoding diagrams for instruction.

5. F. Ritter and J. Larkin (1993). Developing process models for understanding HCI action sequences.

1.- 4. Confidential internal reports.