Lyle E. Bourne

University of Colorado Boulder

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i-10 index

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Document Type

Co-Authors

Alice F. Healy

University of Colorado Boulder

102

Vladimir Pishkin

University of Richmond

James A. Kole

University of Northern Colorado

Carolyn J. Buck‐Gengler

University of Colorado System

Erica L. Wohldmann

California State University, Northridge

Timothy C. Rickard

University of California, San Diego

Vivian I. Schneider

University of Colorado Boulder

Peter E. Nathan

University of Iowa

Carl N. Zimet

University of Colorado Health

Maurice Lorr

Catholic University of America

Cooperative Institutions

University of Colorado Boulder

University of Colorado System

Yale University

University of Oklahoma Health Sciences Center

University of Colorado Denver

Carnegie Mellon University

United States Department of Veterans Affairs

University of Oklahoma

Stanford University

University of Washington

Author Statistics

Papers

Citation

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Research Field

Concept learning in dyads of schizophrenics and normals with analysis of theoretical parameters

PsycEXTRA Dataset (1969)

Vladimir Pishkin Lyle E. Bourne

10.1037/e534912008-008

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Citations (0)

Learning to interpret conditional sentences: A developmental study.

Developmental Psychology (1977)

Herman Staudenmayer Lyle E. Bourne

Child Development

10.1037/0012-1649.13.6.616

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Citations (53)

Relevant and Irrelevant Social Dimensions in Concept Identification of Schizophrenics and Normals

PsycEXTRA Dataset (1968)

Vladimir Pishkin Lyle E. Bourne

Identification

10.1037/e473742008-256

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Citations (0)

Process Models of Reading: Some Data on the Initiation of Processes.

Sheryl R. Young Linda Angell Lyle E. Bourne

Abstract : Data are presented to demonstrate that resource relocation during reading can occur in response to task demands. These relocations can compensate for experimentally induced lower level deficits. Further, these reallocations appear to operate both top-down and bottom-up. The data are clearly inconsistent with serial and parallel noninteractive models of reading. The necessity of including resource allocations and compensatory resource relocation provisions in interactive models of reading is emphasized.

Relocation

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Verbal and spatial acquisition as a function of distributed practice and code-specific interference

Memory & Cognition (2019)

Adam P. Young Alice F. Healy Matt Jones Lyle E. Bourne

Interleaving

Code (set theory)

Memoria

10.3758/s13421-019-00892-x

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Citations (3)

Psychology, its principles and meanings

Lyle E. Bourne

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Citations (57)

Military Conflict and Terrorism: General Psychology Informs International Relations

Review of General Psychology (2003)

Lyle E. Bourne Alice F. Healy Francis A. Beer

Several experiments, focusing on decisions made by young, voting-age citizens of the United States about how to respond to incidents of international conflict, are summarized. Participants recommended measured reactions to an initial attack. Repeated attacks led to escalated reaction, however, eventually matching or exceeding the conflict level of the attack itself. If a peace treaty between contending nations was in place, women were more forgiving of an attack, and men were more aggressive. There was little overall difference in reactions to terrorist versus military attacks. Participants responded with a higher level of conflict to terrorist attacks on military than on cultural-educational targets.

North Atlantic Treaty

Peace treaty

10.1037/1089-2680.7.2.189

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Citations (17)

The Effects of Blocking or Mixing Message Length in a Navigational Paradigm

PsycEXTRA Dataset (2008)

Blu Astbury Vivian I. Schneider Alice F. Healy Immanuel Barshi Lyle E. Bourne

Blocking (statistics)

10.1037/e626972012-124

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Training Knowledge and Skills for the Networked Battlefield

Alice F. Healy Lyle E. Bourne Benjamin A. Clegg Bengt Fornberg Cleotilde González

Abstract : The goal of our research, which has been supported by multidisciplinary university research initiative (MURI) grant W911NF-05-1-0153 from the Army Research Office, has been to construct a theoretical and empirical framework that can account for and make accurate predictions about the effectiveness of different training methods over the full range of militarily relevant tasks. The ability to predict the outcomes of different training methods on particular tasks will, as a natural by-product, point to ways to optimize training. The work performed in our project falls into three interrelated categories: First, empirical studies have been conducted on (a) the development and testing of training principles, (b) the acquisition and retention of basic components of skill, and (c) levels of automation, individual differences, and team performance. Second, a taxonomic analysis of training and task types was developed and extended to include training principles and performance measures. Third, based on the first two efforts, predictive cognitive models of training effects were formulated and tested for applicability to performance by military personnel.

Empirical Research

Battlefield

Task Analysis

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Interitem relationships, list structure, and verbal learning.

Canadian Journal of Psychology/Revue Canadienne de Psychologie (1964)

Lyle E. Bourne B. Kent Parker

10.1037/h0083288

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Citations (5)