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Gordon Logan

Centennial Professor of Psychology

Logan's research interest includes automaticity and skill acquisition, attention and performance, spatial cognition, executive control strategies and processes, stopping behavior, mental arithmetic, and attention deficits in hyperactive children.

Representative Publications

  • Schneider, D. W., & Logan, G. D. (in press). Hierarchical control of cognitive processes: Switching tasks in sequences. Journal of Experimental Psychology: General.
  • Schneider, D. W., & Logan, G. D. (in press). Defining task-set reconfiguration: The case of reference point switching. Psychonomic Bulletin & Review.
  • Logan, G. D. (in press). What it costs to implement a plan: Plan-level and task-level contributions to switch costs. Memory & Cognition.
  • Xiong, M. J., Logan, G. D., & Franks, J. J. (in press). Testing the semantic differential as a model of task processes with the implicit association test. Memory & Cognition.
  • Logan, G. D., & Schneider, D. W. (in press). Priming or executive control? Associative priming of cue encoding increases "switch costs" in the explicit task-cuing procedure. Memory & Cognition.
  • Watter, S., & Logan, G. D. (2006). Parallel response selection in dual-task situations. Perception & Psychophysics, 68, 254-277.
  • Logan, G. D. (2006). Out with the old, in with the new: More valid measures of switch cost and retrieval time in the task span procedure. Psychonomic Bulletin & Review, 13, 139-144.
  • 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.
  • 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.
  • Logan, G. D. (2005). The time it takes to switch attention. Psychonomic Bulletin & Review, 12, 647-653.
  • 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.
  • Arrington, C. M., & Logan, G. D. (2005). Voluntary task switching: Chasing the elusive homunculus. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 683-702.
  • Choplin, J. M., & Logan, G. D. (2005). A memory-based account of automatic numerosity processing. Memory & Cognition, 33, 17-28.
  • Carlson, L. A., & Logan, G. D. (2005). Attention and spatial language. In L. Itti, G. Rees, & J. Tsotsos (Eds.), Neurobiology of attention (pp. 330-336). San Diego, CA: Elsevier.
  • Zbrodoff, N. J., & Logan, G. D. (2005). What everyone finds: The problem size effect. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 331-345). New York: Psychology Press.

Honors

  • 2005 ISI Highly Cited Researcher
  • 2003 Fellow, American Psychological Society
  • 2001 Fellow, Division 3 (Experimental) of the American Psychological Association
  • 2000-present Centennial Chair in Psychology, Vanderbilt University
  • 1997-98 Psi Chi Award for Excellence in Undergraduate Teaching
  • 1997 Fellow, Society of Experimental Psychologists
  • 1995-96 Graduate Student Organization Award for Excellence in Graduate Teaching and Advising, Department of Psychology, University of Illinois
  • 1984-89 Member, Geseleschaft fur Unendliche Versuche
  • 1980-84 Natural Sciences and Engineering Research Council of Canada University Research Fellowship
  • 1972-74 National Research Council of Canada Postgraduate Scholarship