Distinguished Professor
Department of Psychological and Brain Sciences
(812) 855-2534
nosofsky@indiana.edu

See also: Professor Nosofsky's personal home page   

Ph.D., Harvard University, 1984

• President, Society for Mathematical Psychology, 1997
• Editor, Psychonomic Bulletin & Review, 2007-2010

• APA Distinguished Scientific Award for an Early Career Contribution, 1993
• Troland Research Award from the National Academy of Sciences, 1995

My research is organized around the development and testing of formal mathematical and computer-simulation models of category learning and representation. The main competing models that drive the research include exemplar-storage and retrieval models as well as abstract rule-based models. Tests of the models have involved studying detailed relations between categorization performance and other fundamental cognitive processes, including identification, old-new recognition, similarity judgment, and the development of automaticity.

Nosofsky, R. M. (1986). Attention, similarity, and the identification-categorization relationship.
Journal of Experimental Psychology: General, 115, 39-57.

Nosofsky, R. M. (1991). Tests of an exemplar model for relating perceptual classification and recognition memory.
Journal of Experimental Psychology: Human Perception and Performance, 17, 3-27.

Nosofsky, R.M., Palmeri, T .J., & McKinley, S.C. (1994). Rule-plus-exception model of classification learning.
Psychological Review, 101, 53-79.

Nosofsky, R. M., & Palmeri, T. J. (1997). An exemplar-based random walk model of speeded classification.
Psychological Review, 104.

Nosofsky, R.M., & Zaki, S.R. (1998). Dissociations between categorization and recognition in amnesic individuals: An exemplar-based interpretation. Psychological Science, 9, 247-255.

Fific, M., Little, D. R., & Nosofsky, R. M.(2010). Logical-rule models of classification response times: A synthesis of mental-architecture, random-walk, and decision-bound approaches. Psychological Review, 117, 309-348.

Gureckis, T. M., James, T. W., & Nosofsky, R. M.(in press). Re-evaluating dissociations between implicit and explicit category learning: An event-related fMRI study. Journal of Cognitive Neuroscience.