To request a reprint, please click on the highlighted text in the list below. If the text is grayed out, that article is not yet available in PDF format.

2011

Jones, E. L. & Ross, B. H. (2011). Classification versus inference learning contrasted with real-world categories. Memory & Cognition, 39, 764-777.

Mestre, J. P., Docktor, J. L., Strand, N. E., & Ross, B. H., (2011). Conceptual problem solving in physics. In J. P. Mestre & B. H. Ross (Eds.), The psychology of learning and motivation, Vol. 55: Cognition in education. (pp. 269-298) San Diego: Academic Press.

2010

Murphy, G. L., & Ross, B. H. (2010). Category vs. object knowledge in category-based induction. Journal of Memory and Language, 63, 1-17.

Murphy, G. L., & Ross, B. H. (2010). Uncertainty in category-based induction: When do people integrate across categories? Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 263-276.

Smith, A.D., Mestre, J.P., & Ross, B.H. (2010). Eye-gaze patterns as students study worked-out examples in mechanics. Physical Review-Special Topics: Physics Education Research, 6, 020118: 1-9.

2009

Mestre, J.P., Ross, B.H., Brookes, D.T., Smith, A.D., & Nokes, T.J. (2009). How cognitive science can promote conceptual understanding in physics classrooms. In I. Saleh & M. Khine (Eds.), Fostering scientific habits of mind: Pedagogical knowledge and best practices in science education. (pp. 145-171). Rotterdam: Sense Publishers.

Taylor, E.T., & Ross, B.H. (2009). Classifying partial exemplars: Seeing less and learning more. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1374-1380.

2008

Ross, B.H. (2008). Category Learning: Learning to Access and Use Relevant Knowledge. In M.A. Gluck, J.R. Anderson, & S.M. Kosslyn (Eds.), Memory and Mind, A Festschrift for Gordon H. Bower (Chapter 15 - pp. 229-246). New York, NY: Lawrence Erlbaum Assocation.

Ross, B.H., Taylor, E.G., Middleton, E.L., & Nokes, T.J. (2008).  Concept and category learning in humans.  In H.L. Roediger, III (Ed.), Cognitive Psychology of Memory. Vol. [2] of Learning and Memory: A Comprehensive Reference (pp. 535-557), 4 vols. (J.Byrne Editor). Oxford: Elsevier.

2007

Murphy, G. L. & Ross, B. H. (2007). Use of Single or Multiple Categories in Category-Based Induction. Inductive Reasoning (Experimental, Developmental, and Computational Approaches), Cambridge University Press, Feeney, A. & Heit, E. (Eds.), pp. 205-225.

Patalano, A.L. & Ross, B.H. (2007). The role of category coherence in experience-based prediction. Psychonomic Bulletin & Review, 14 (4), 629-634.

Ross, B.H., Wang, R.F., Kramer, A.F., Simons, D.J., & Crowell, J.A. (2007). Action information from classification learning. Psychonomic Bulletin & Review, 14 (3), 500-504.

2006

Diaz, M, & Ross, B.H. (2006). Sorting out categories: Incremental learning of category structure. Psychonomic Bulletin & Review, 13 (2): 251-256

Patalano, A.L., Chin-Parker, S., & Ross, B.H. (2006). The importance of being coherent: Category coherence, cross-classification, and reasoning. Journal of Memory and Language, 54, 407-424.

2005

Erickson, J.E., Chin-Parker, S., & Ross, B.H. (2005). Inference and classification learning of abstract coherent categories. Journal of Experimental Psychology: Learning, Memory, and Cogntion, 31, 86-99.

Murphy, G.L., & Ross, B.H. (2005). The two faces of typicality in category-based induction. Cognition, 95, 175-200.

Ross, B.H., Chin-Parker, S, & Diaz, M. (2005). Beyond Classification Learning. Categorization Inside and Outside the Laboratory. Essays in Honor of Douglas L. Medin. pp. 197-213. (Eds. Ahn, W-K, Goldstone, R.C., Love, B.L., Markman, A.B., & Wolff, P.) American Psychological Assoc., Washington, D.C.

Ross, B.H., Gelman, S.A., & Rosengren, K.S. (2005). Children's category-based inferences affect classification. British Journal of Developmental Psychology, 23, 1-24.

Verde, M.F., Murphy, G.L., & Ross, B.H. (2005). Influence of multiple categories on property prediction. Memory & Cognition, 33, 479-487.

2004

Chin-Parker, S., & Ross, B.H. (2004). Diagnosticity and prototypicality in category learning: A comparison of inference learning and classification learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 216-226.

Minda, J.P., & Ross, B.H. (2004). Learning categories by making predictions: An investigation of indirect category learning. Memory & Cognition, 32, 1355-1368.

2003

Chin-Parker, S. & Ross, B.H. (2003). When A's and B's are C's and D's: The effect of the cross-classification of items on learned concepts. Proceedings of the Twenty-fifth Annual Conference of the Cognitive Science Society, Boston, MA.

Markman, A.B., & Ross, B.H. (2003). Category use and category learning. Psychological Bulletin, 129, 592-613.

Patalano, A.L., Chin-Parker, S., & Ross, B.H. (2003). The role of coherence in category-based explanation. Proceedings of the Twenty-fifth Annual Conference of the Cognitive Science Society, Boston, MA.

2002

Anderson, A., Ross, B.H., & Chin-Parker, S. (2002). A further investigation of category learning by inference. Memory & Cognition, 30, 119-128.

Chin-Parker, S., & Ross, B.H. (2002). Diagnosticity in category learning by classification and inference. Proceedings of the Twenty-fourth Annual Conference of the Cognitive Science Society, Fairfax, VA.

Chin-Parker, S., & Ross, B.H. (2002). The effect of category learning on sensitivity to within-category correlations. Memory & Cogntion, 30, 353-362.

Ross, B.H. & Warren, J.L. (2002). Learning abstract relations from using categories. Memory & Cognition, 30, 657-665.

Ross, B.H., & Chin-Parker, S. (2002). Category use: Learning and understanding categories. Proceedings of the Twenty-fourth Annual Conference of the Cognitive Science Society, Fairfax, VA.

Sifonis, C.M. & Ross, B.H. (2002). Alignment effects on learning multiple, use-relevant classification systems. Memory & Cogntion, 30, 1148-1159.

2001

Rehder, B. & Ross, B.H. (2001). Abstract coherent categories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 1261-1275.

Ross, B.H. (2001). Concepts Learning: In A. Kazdin (Ed.), Encyclopedia of psychology. NY: Oxford University Press.

Ross, B.H. (2001). Psychology of natural concepts. In N.J. Smelser & P.B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences. (pp. 10380-10384).

2000

Ross, B.H. (2000). The effects of category use on learned categories. Memory & Cognition, 28, 51-63.

Spalding, T.L., & Ross, B.H. (2000). Concept learning and feature interpretation. Memory & Cogntion, 28, 439-451.

1999

Murphy, G.L., & Ross, B.H. (1999). Induction with cross-classified categories. Memory & Cognition, 27, 1024-1041.

Ross, B.H. (1999). Post-classification category use: The effects of learning to use categories after learning to classify. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 743-757.

Ross, B.H., & Makin, V.S. (1999). Prototype versus exemplar models. In R.J. Sternberg (Ed.) The nature of cognition (pp. 205-241). Cambridge, MA: MIT Books.

Ross, B.H., & Murphy, G.L. (1999). Food for thought: Cross-classification and category organization in a complex real-world domain. Cognitive Psychology, 38, 495-553.

1997

Ross, B.H. (1997). The use of categories affects classification. Journal of Memory and Language, 37, 240-267.

Ross, B.H., & Kilbane, M.C. (1997). Analogical mapping views and the effects of principle explanations. Journal of Experimental Psychology: Learning, Memory, and Cognition.

1996

Blessing, S.B., & Ross, B.H. (1996). The effect of problem content on categorization and problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 792-810.

Ross, B.H. (1996). Category learning as problem solving. In D.I. Medin (Ed.), The psychologyo of learning and motivation, Vol. 35 (pp. 165-192) San Diego, CA: Academic Press.

Ross, B.H. (1996). Category representations and the effects of interacting with instances. Journal of Experimental Psychology: Learning, Memory, and Cogntion, 22, 1249-1265.

Ross, B.H., & Murphy, G.L. (1996). Category-based predictions: The influence of uncertainty and feature assocations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 736-753

1995

Malt, B.C., Ross, B.H., & Murphy, G.L. (1995). Predicting features for members of natural categories when categorization is uncertain. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 646-661.

1994

Blessing, S.B., & Ross, B.H. (1994). Problem content affects the categorization and solution of problems. Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society (pp. 51-55). Atlanta, GA.

Murphy, G.L., & Ross, B.H. (1994). Predictions from uncertain categorizations. Cognitive Psychology, 27, 148-193.

Ross, B.H., & Bradshaw, G.L. (1994). Encoding effects of remindings. Memory & Cognition, 22, 591-605.

Ross, B.H., & Spalding, T.L. (1994). Concepts and categories. In R. Sternberg, (Ed.), Handbook of Perception and Cognition, Vol. 12, Thinking and Problem Solving (pp. 119-148). San Diego, CA: Academic Press, Inc.

Spalding, T.L., & Ross, B.H. (1994). Comparison-based learning: Effects of comparing instances during category learning, Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1251-1263.