| Amnesia and the declarative/nondeclarative distinction: A recurrent network model of classification, recognition, and repetition priming A Kinder, DR Shanks Journal of Cognitive Neuroscience 13 (5), 648-669, 2001 | 149 | 2001 |
| Neuropsychological dissociations between priming and recognition: a single-system connectionist account. A Kinder, DR Shanks Psychological Review 110 (4), 728, 2003 | 128 | 2003 |
| Recollection, fluency, and the explicit/implicit distinction in artificial grammar learning. A Kinder, DR Shanks, J Cock, RJ Tunney Journal of Experimental Psychology: General 132 (4), 551, 2003 | 113 | 2003 |
| Similarity and discrimination in human Pavlovian conditioning A Kinder, H Lachnit Psychophysiology 40 (2), 226-234, 2003 | 97 | 2003 |
| Learning artificial grammars: No evidence for the acquisition of rules A Kinder, A Assmann Memory & Cognition 28, 1321-1332, 2000 | 75 | 2000 |
| What makes a metaphor literary? Answers from two computational studies AM Jacobs, A Kinder Metaphor and Symbol 33 (2), 85-100, 2018 | 62 | 2018 |
| Receiver operating characteristics in the lexical decision task: evidence for a simple signal-detection process simulated by the multiple read-out model. AM Jacobs, R Graf, A Kinder Journal of Experimental Psychology: Learning, Memory, and Cognition 29 (3), 481, 2003 | 60 | 2003 |
| “The Brain Is the Prisoner of Thought”: A Machine-Learning Assisted Quantitative Narrative Analysis of Literary Metaphors for Use in Neurocognitive Poetics AM Jacobs, A Kinder Metaphor and Symbol 32 (3), 139-160, 2017 | 54 | 2017 |
| Transfer in artificial grammar learning: The role of repetition information. A Lotz, A Kinder Journal of Experimental Psychology: Learning, Memory, and Cognition 32 (4), 707, 2006 | 52 | 2006 |
| CHAPTER FOUR Modularity and artificial grammar learning DR Shanks, T Johnstone, A Kinder Implicit learning and consciousness, 93-120, 2013 | 49 | 2013 |
| On elementary affective decisions: to like or not to like, that is the question A Jacobs, MJ Hofmann, A Kinder Frontiers in psychology 7, 1836, 2016 | 48 | 2016 |
| Are rules applied in Pavlovian electrodermal conditioning with humans general or outcome specific? H Lachnit, A Kinder, G Reinhard Psychophysiology 39 (3), 380-387, 2002 | 46 | 2002 |
| Short article: Sequence learning at optimal stimulus–response mapping: Evidence from a serial reaction time task A Kinder, M Rolfs, R Kliegl Quarterly Journal of Experimental Psychology 61 (2), 203-209, 2008 | 41 | 2008 |
| The knowledge acquired during artificial grammar learning: Testing the predictions of two connectionist models A Kinder Psychological Research 63 (2), 95-105, 2000 | 39 | 2000 |
| Computing the affective-aesthetic potential of literary texts AM Jacobs, A Kinder AI 1 (1), 11-27, 2019 | 33 | 2019 |
| Connectionist models of artificial grammar learning: what type of knowledge is acquired? A Kinder, A Lotz Psychological Research PRPF 73, 659-673, 2009 | 24 | 2009 |
| Evidence for the application of rules in Pavlovian electrodermal conditioning with humans H Lachnit, K Lober, G Reinhard, A Kinder Biological Psychology 56 (2), 151-166, 2001 | 22 | 2001 |
| Worte als Worte erfahren: wie erarbeitet das Gehirn Gedichte (Experience words as words: how the brain constructs poems) AM Jacobs, A Kinder Kind und Gedicht (Child and Poem), ed A. Pompe (Berlin: Rombach), 57-76, 2015 | 15 | 2015 |
| Classification and recognition in artificial grammar learning: Analysis of receiver operating characteristics A Lotz, A Kinder Quarterly Journal of Experimental Psychology 59 (4), 667-682, 2006 | 15 | 2006 |
| Responding under time pressure: Testing two animal learning models and a model of visual categorization A Kinder, H Lachnit The Quarterly Journal of Experimental Psychology Section A 55 (1), 173-193, 2002 | 15 | 2002 |
