Purdue University
 

Darryl Schneider

Darryl Schneider
  Assistant Professor
  Department of Psychological Sciences
  Purdue University

  E-mail: dws (at) purdue.edu

  Curriculum Vitae (as of November 9, 2014)


Announcements

I regularly seek individuals who are interested in doing research in my lab. Please contact me by e-mail, dws (at) purdue.edu, to discuss any of the following opportunities:
  • Undergraduate students: Each semester I accept 5-6 students in PSY 390 to help run experiments in my lab. All undergraduate research positions for Spring 2015 have been filled.

  • Graduate students: I am looking to admit a graduate student for Fall 2015. I encourage prospective students to e-mail me a CV and a brief description of research interests. Please see the information for prospective graduate students on the department's website for application details. The application deadline for Fall 2015 enrollment is December 1, 2014.

Research Overview

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.

Undergraduate research assistants (Fall 2014): Harlow Ladd, Moses Lee, Erin Moorman, Ambry Roberson, Serina Thottichira


Publications

2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

Copyright notice: The following documents have been posted on this website to facilitate the timely dissemination of scholarly work to individuals for personal research and study. By accessing any of the documents, you agree to adhere to the terms and constraints invoked by each author or copyright holder. You may not repost or reproduce any of the documents, in whole or in part, in any medium, without the explicit permission of the copyright holder.

Please contact me by e-mail, dws (at) purdue.edu, to receive copies of any publications that are not available here as PDFs.

2014 / In Press
  • 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. (in press). Isolating a mediated route for response congruency effects in task switching. Journal of Experimental Psychology: Learning, Memory, and Cognition.

  • Schneider, D. W. (2014). Modeling graded response congruency effects in task switching. Acta Psychologica, 153, 160-168.

  • 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.

  • [PDF] 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.
2013
  • [PDF] 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.
2012
  • [PDF] 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.

  • Schneider, D. W., & Anderson, J. R. (2012). Modeling fan effects on the time course of associative recognition. Cognitive Psychology, 64, 127-160.
2011
  • Schneider, D. W., & Anderson, J. R. (2011). A memory-based model of Hick's law. Cognitive Psychology, 62, 193-222.

  • [PDF] 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.
2010
  • [PDF] Schneider, D. W., & Anderson, J. R. (2010). Asymmetric switch costs as sequential difficulty effects. Quarterly Journal of Experimental Psychology, 63, 1873-1894.

  • [PDF] Logan, G. D., & Schneider, D. W. (2010). Distinguishing reconfiguration and compound-cue retrieval in task switching. Psychologica Belgica, 50, 413-433.

  • [PDF] Schneider, D. W., & Logan, G. D. (2010). The target of task switching. Canadian Journal of Experimental Psychology, 64, 129-133.
2009
  • [PDF] Schneider, D. W., & Dixon, P. (2009). Visuospatial cues for reinstating mental models in working memory during interrupted reading. Canadian Journal of Experimental Psychology, 63, 161-172.

  • [PDF] Schneider, D. W., & Logan, G. D. (2009). Selecting a response in task switching: Testing a model of compound cue retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 122-136.

  • [PDF] Schneider, D. W., & Logan, G. D. (2009). Task switching. In L. R. Squire (Ed.), Encyclopedia of neuroscience (Vol. 9, pp. 869-874). Oxford: Academic Press.
2008
  • [PDF] Schneider, D. W., & Verbruggen, F. (2008). Inhibition of irrelevant category-response mappings. Quarterly Journal of Experimental Psychology, 61, 1629-1640.

  • [PDF] Verbruggen, F., Schneider, D. W., & Logan, G. D. (2008). How to stop and change a response: The role of goal activation in multitasking. Journal of Experimental Psychology: Human Perception and Performance, 34, 1212-1228.
2007
  • [PDF] Schneider, D. W., & Logan, G. D. (2007). Retrieving information from a hierarchical plan. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 1076-1091.

  • [PDF] Schneider, D. W. (2007). Task-set inhibition in chunked task sequences. Psychonomic Bulletin & Review, 14, 970-976.

  • [PDF] Logan, G. D., Schneider, D. W., & Bundesen, C. (2007). Still clever after all these years: Searching for the homunculus in explicitly cued task switching. Journal of Experimental Psychology: Human Perception and Performance, 33, 978-994.

  • [PDF] Arrington, C. M., Logan, G. D., & Schneider, D. W. (2007). Separating cue encoding from target processing in the explicit task-cuing procedure: Are there "true" task switch effects? Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 484-502.

  • [PDF] Schneider, D. W., & Logan, G. D. (2007). Task switching versus cue switching: Using transition cuing to disentangle sequential effects in task-switching performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 370-378.

  • [PDF] Schneider, D. W., & Logan, G. D. (2007). Defining task-set reconfiguration: The case of reference point switching. Psychonomic Bulletin & Review, 14, 118-125.
2006
  • [PDF] Schneider, D. W., & Logan, G. D. (2006). Hierarchical control of cognitive processes: Switching tasks in sequences. Journal of Experimental Psychology: General, 135, 623-640.

  • [PDF] Logan, G. D., & Schneider, D. W. (2006). Priming or executive control? Associative priming of cue encoding increases "switch costs" in the explicit task-cuing procedure. Memory & Cognition, 34, 1250-1259.

  • [PDF] Logan, G. D., & Schneider, D. W. (2006). Interpreting instructional cues in task switching procedures: The role of mediator retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 347-363.

  • [PDF] Schneider, D. W., & Logan, G. D. (2006). Priming cue encoding by manipulating transition frequency in explicitly cued task switching. Psychonomic Bulletin & Review, 13, 145-151.
2005
  • [PDF] Schneider, D. W., & Logan, G. D. (2005). Modeling task switching without switching tasks: A short-term priming account of explicitly cued performance. Journal of Experimental Psychology: General, 134, 343-367.