Original Publications

Textbooks

Glass, A. L., & Holyoak, K. J. (1979). Cognition (1st Ed), New York: Random House.

Glass, A. L., & Holyoak, K. J. (1986). Cognition (2nd Ed), New York: Random House.

Glass, A. L. (2016). Cognition: A Neuroscience Approach, Cambridge, UK: Cambridge University Press.

Book Chapters

Glass, A. L. (1975).  Implications as an alternative to set-inclusion as the semantic primitive.  In T. Storer and D. Winter (Eds.), Formal aspects of cognitive processes. Berlin:  Springer-Verlag.

Kosslyn, S. M., Heldmeyer, K., & Glass, A. L. (1980). Where does one part end and another part begin:  A developmental study. In F. Wilkening, J. Becker & T. Trabasso (Eds.), Information integration by children. Hillsdale, NJ:  Lawrence Erlbaum.

Glass, A. L.  (1983). The effect of memory set in reaction time. In J. R. Anderson and S. M. Kosslyn (Eds.), Tutorials in learning and memory: Essays in honor of Gordon Bower.  San Francisco: Freeman.

Glass, A. L. (1984).  The computer as a model of mind.  In L. Squire and N. Butters (Eds.)  The neuropsychology of memory. New York:  Guilford.

Glass, A. L., & Lian, A.  (2007). Evidence of all-or-none learning from a repetition detection task.  In M. A. Gluck, J. R. Anderson and Stephen M. Kosslyn (Eds), Memory and Mind.  A Festschrift for Gordon H. Bower.  New York: Lawrence Erlbaum Associates.

Journal Articles

Biederman, I., Glass, A., L., & Stacey, E. W. (1973). Searching for objects in real-world scenes. Journal of Experimental Psychology, 97, 22-27.

Biederman, I., Rabinowitz, J., Glass, A. L., & Stacey, E. W. (1974). On the information extracted at a glance from a scene. Journal of Experimental Psychology, 103, 597 – 600.

Glass, A. L., Cox, J., & Levine, S. J. (1974). Distinguishing familiarity from list search responses in a reaction time task. Bulletin of the Psychonomic Society, 4, 105-108.

Glass, A. L., & Holyoak, K. J. (1974). The effect of some and all on reaction time for semantic decisions. Memory & Cognition, 2, 436-440.

Glass, A. L., Holyoak, K. J., & O'Dell, C. (1974). Production frequency and the verification of quantified statements. Journal of Verbal Learning and Verbal Behavior, 13, 237-254.

Darley, C., & Glass, A. L. (1975). The effects of rehearsal and serial list position on recall. Journal of Experimental Psychology: Human Learning and Memory, 1, 453-458.

Holyoak, K. J., & Glass, A. L. (1975). The role of contradictions and counter-examples in the rejection of false sentences. Journal of Verbal Learning and Verbal Behavior, 14, 215-239.

Glass, A. L., & Holyoak, K. J. (1975). Alternative conceptions of semantic memory. Cognition, 3(4), 313-339.

Holyoak, K. J., Glass, A. L., & Bower, G. H. (1976). Decision processes in semantic memory. Bulletin de Psychologie, 92-101.

Holyoak, K. J., Glass, A. L., & Mah, W. A. (1976). Morphological structure and semantic retrieval. Journal of Verbal Learning and Verbal Behavior, 15, 235-247.

Bower, G. H., & Glass, A. L. (1976). Structural units and the redintegrative power of picture fragments. Journal of Experimental Psychology: Human Learning and Memory, 2, 456-466.

Glass, A. L., Holyoak, K. J., & Kossan, N. E. (1977). Children's ability to detect semantic contradictions. Child Development, 48, 279-283.

Glass, A. L., & Meany, P. J. (1978). Evidence for two kinds of low typical instances in a categorization task. Memory and Cognition, 6, 622-628.

Woocher, F. D., Glass, A. L., & Holyoak, K. J. (1978). Positional discriminability in linear orderings. Memory and Cognition, 6, 165-173.

Holyoak, K. J., & Glass, A. L. (1978). Recognition confusions among quantifiers. Journal of Verbal Learning and Verbal Behavior, 17, 249-264.

Glass, A. L., Holyoak, K. J., & Kiger, J. I. (1979). Role of antonymy relations in semantic judgments. Journal of Experimental Psychology: Human Learning and Memory, 5, 598-704.

Glass, A. L., Eddy, J. K., & Schwanenflugel, P. J. (1980). The verification of high and low imagery sentences. Journal of Experimental Psychology: Human Learning and Memory, 6, 692-704.

Kiger, J. I., & Glass, A. L. (1981). Context effects in sentence verification. Journal of Experimental Psychology: Human Perception and Performance, 7, 688-700.

Eddy, J. K., & Glass, A. L. (1981). Reading and listening to high and low imagery sentences. Journal of Verbal Learning and Verbal Behavior, 20, 333-345.

Kasper, L. F., & Glass, A. L. (1982). The role of the keyword method in the acquisition of Spanish nouns. Human Learning 1, 235-250.

Kasper, L.F. (1983). The effect of linking sentence and interactive picture mnemonics on the acquisition of Spanish nouns by middle school children. Human Learning, 2, 141-156.

Glass, A. L. (1983). The comprehension of idioms. Journal of Psycholinguistic Research, 12, 429-442.

Kiger, J. I., & Glass, A. L. (1983). The facilitation of lexical decisions by a prime occurring after the target. Memory & Cognition, 11, 356-365.

Glass, A. L., Millen, D. R. Beck, L. G., & Eddy, J. K. (1985). Representation of images in sentence verification. Journal of Memory and Language, 24, 442-465.

Glass, A. L. & Butters, N. (1985). The effect of associations and expectations on lexical decision making in normals, alcoholics and alcoholic Korsakoff patients. Brain and Cognition, 4, 465-476.

Glass, A. L., & Perna, J. (1986). The role of syntax in reading disability. Journal of Learning Disabilities, 19, 354-359.

Noma, E., & Glass, A.L. (1987). Mass extinction pattern result of chance. Geological Magazine, 124, 319-322.

Warner, J., & Glass, A. L. (1987). Context and distance-to-disambiguation effects in ambiguity resolution: Evidence from grammaticality judgments of garden path sentences. Journal of Memory and Language, 26, 714-738.

Kasper, L. F., & Glass, A. L. (1988). An extension of the keyword method facilitates the acquisition of simple Spanish sentences. Applied Cognitive Psychology, 2, 137-146.

Glass, A. L. & Waterman, D. (1988). Predictions of movie entertainment value and the representativeness heuristic. Applied Cognitive Psychology, 2, 173-179.

Glass, A. L., Krejci, J. & Goldman, J. (1989). The necessary and sufficient conditions for motor learning, recognition and recall. Journal of Memory, and Language, 28, 189-199.

Chaffin, R. & Glass, A.L. (1990). A comparison of hyponym and synonym decision. Journal of Psycholinguistic Research, 19, 265-280.

Glass, A.L. (1992). The law of cognitive structure activation: Interesting, provocative, and premature. Psychological Inquiry, 2, 190-191.

Glass, A.L. (1993). The role of generation in recognition. Scandinavian Journal of Psychology, 34, 255-267.

Lian, A., Glass, A.L., & Raanaas, R.K. (1998). Item specific effects in Recognition Failure: Reasons for rejection of the Tulving-Wiseman Function. Memory & Cognition, 26, 692-707.

Glass, A.L., & Lau, J. (2003). Grammatical intuitions about irregular verb inflections. American Journal of Psychology. 116, 51-70.

Glass, A.L., Lian, A., & Helstrup, T. (2003). Retrieval independence in successive recognition tasks. Quarterly Journal of Experimental Psychology, 56(A), 657-684.

Glass, A.L., Lian, A., & Lau, J. (2004). Detection of repeated trigrams: Evidence of all-or-none learning. American Journal of Psychology, 117, 497-515.

Glass, A.L., Lian, A., & Buyske, S. (2006). Retrieval independence between parts and wholes in successive recognition tasks. Quarterly Journal of Experimental Psychology, 59, 136-149.

Sisti, H., Glass, A.L., & Shors, T. J. (2007). Neurogenesis and the spacing effect: Learning over time enhances memory and the survival of new neurons. Learning & Memory, 14, 368-375.

Glass, A. L., Brill, G., & Ingate, M. (2008). Combined online and in- class pre-testing improves exam performance in general psychology. Educational Psychology 28(5), 483 - 503.

Brill, G. A., Glass, A. L., & Rashid, H. & Hussey E. (2008). Visual identity and uncertainty in repetition blindness. American Journal of Psychology. 121, 409-449.

Glass, A. L. (2009). The effect of distributed questioning with varied examples on exam performance on inference questions. Educational Psychology 29, 831 – 848.

Glass, A. L. & Sinha, N.  (2012). Providing the answers does not improve performance on a college final exam.  Educational Psychology, 32,1 – 32.

Glass, A. L., Ingate, M., & Sinha, N. (2013). The Effect of a Final Exam on Long-term Retention. Journal of General Psychology,140, 224 – 241.

Glass, A. L. & Sinha, N.  (2013).  Multiple-Choice Questioning Is an Efficient Instructional Methodology That May Be Widely Implemented in Academic Courses to Improve Exam Performance. Current Directions in Psychological Science 22(6), 471 – 477. doi: 10.1177/0963721413495870

Sinha, N., & Glass, A. (2015). Delayed, but not Immediate, Feedback after Multiple-Choice Questions Increases Performance on a Subsequent Short-Answer, but not Multiple-Choice, Exam: Evidence for the Dual-Process Model of Memory. Journal of General Psychology, 142, 118 -134. DOI: 10.1080/00221309.2015.1024600

Yang, Y., Mandayam, N., Park, L. T., Seskar, I., Glass, A. & Sinha, N. (2015). Prospect pricing in cognitive radio networks. IEEE Transactions on Cognitive Communication and Networking, IEEE Transactions on Cognitive Communications and Networking, 1, 56 -70.

Saad, W., Glass, A., Mandayam, N. & Poor, V. (2016). Towards a user-centric grid: A behavioral perspective. Proceedings of the IEEE, 104, 865-882.

Sinha, N., & Glass A. (2017).  Dissociating medial temporal and striatal memory systems with a same/different matching task: Evidence for two neural systems in human recognition. Journal of General Psychology, 144, 110 – 129.

Other

Book Reviews:

Glass, A. L. (2002). Phenomenology and cognitive science: A diverse look at the issues. Contemporary Psychology, 47, 372 – 374.

Conference Proceeding:

Rahi, G. E., Saad, W., Glass, A. L., Mandayam, N. B., & Poor, V. H. (2016). Prospect theory for prosumer-centric energy trading the smart grid. Innovative Smart Grid Technologies Conference, Minneapolis, MN, USA.