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PROFILE — Darryl Schneider
Click to Enlarge Photo . . . Postdoctoral Research Fellow

Psychology Office: 345E Baker Hall
Psychology Phone: 412-268-2787
Email: dws@cmu.edu
Faculty Mentor: John Anderson

Lab link: http://act-r.psy.cmu.edu

Research Interests:

My research deals with cognitive control, memory, and the relations between them. Cognitive control -- how the mind controls itself -- is a nexus of higher-level mental functioning, connecting mechanisms of perception, attention, memory, and action. It is what allows us to behave appropriately in different situations and adapt to the demands of dynamic environments. It permeates everyday life and is important not only in cognitive psychology, but also in cognitive neuroscience, neuropsychology, developmental psychology, and social psychology. Cognitive control is also a mystery, arousing conceptions of a hidden homunculus who directs our thoughts and actions. A major goal of my research program is to solve the mystery -- to explain away the homunculus by developing articulated and principled accounts of cognitive control. To this end, much of my research focuses on elucidating the nature of cognitive control in task switching, with an emphasis on using basic ideas about memory as explanatory constructs. This research is complemented by an ongoing exploration of fundamental aspects of memory in the context of the ACT-R cognitive architecture.


Publications:

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.

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.

Schneider, D. W., & Verbruggen, F. (2008). Inhibition of irrelevant category–response mappings. Quarterly Journal of Experimental Psychology, 61, 1629–1640.

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.

Schneider, D. W., & Logan, G. D. (2007). Retrieving information from a hierarchical plan. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 1076–1091.

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

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.

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.

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.

Schneider, D. W., & Logan, G. D. (2007). Defining task-set reconfiguration: The case of reference point switching. Psychonomic Bulletin & Review, 14, 118–125.


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