Psychological Sciences Faculty
Assistant Professor, Cognitive Psychology
Department of Psychological Sciences
703 Third Street
West Lafayette, IN 47907-2081 USA
Psychological Sciences, Room 3174
Degree: Ph.D. Vanderbilt University, 2008
The goal of my research is to understand the role of memory in cognitive control by studying how knowledge and experience can be retrieved from memory to control thought and action. I integrate behavioral experimentation with computational modeling to explore the relationship between memory and cognitive control in the context of topics ranging from task switching to associative recognition.
Schneider, D. W. & Logan, G. D. (2011). Task-switching performance with 1:1 and 2:1 cue–task mappings: Not so different after all. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 405–415.
Schneider, D. W. & Anderson, J. R. (2011). A memory-based model of Hick’s law. Cognitive Psychology, 62, 193–222.
Schneider, D. W. & Anderson, J. R. (2012). Modeling fan effects on the time course of associative recognition. Cognitive Psychology, 64, 127–160.
Anderson, J. R., Fincham, J. M., Schneider, D. W., & Yang, J. (2012). Using brain imaging to track problem solving in a complex state space. NeuroImage, 60, 633–643.
Borst, J. P., Schneider, D. W., Walsh, M. M., & Anderson, J. R. (2013). Stages of processing in associative recognition: Evidence from behavior, EEG, and classification. Journal of Cognitive Neuroscience, 25, 2151–2166.
Schneider, D. W. & Logan, G. D. (2014). Tasks, task sets, and the mapping between them. In J. A. Grange & G. Houghton (Eds.), Task switching and cognitive control (pp. 27–44). New York: Oxford University Press.
Schneider, D. W. & Logan, G. D. (2014). Modelling response selection in task switching: Testing the contingent encoding assumption. Quarterly Journal of Experimental Psychology, 67, 1074–1095.
Schneider, D. W. (2014). Modeling graded response congruency effects in task switching. Acta Psychologica, 153, 160–168.
Schneider, D. W. (2015). Isolating a mediated route for response congruency effects in task switching. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 235–245.
Schneider, D. W. & Logan, G. D. (in press). Chunking away task-switch costs: A test of the chunk-point hypothesis. Psychonomic Bulletin & Review.
Schneider, D. W. & Logan, G. D. (in press). Learning a nonmediated route for response selection in task switching. Memory & Cognition.