Centennial Professor

Cognition and Cognitive Neuroscience

Office: 506 Wilson Hall
Phone: (615) 322-2529
Fax: (615) 343-0449
Email: 

Personal Website

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Degrees

• McGill University Ph.D. 1975 Experimental Psychology
• University of Alberta M.Sc. 1972 Experimental Psychology
• University of Alberta B.A. 1969 Psychology

Research Area

• 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.

Professional Societies

• 1997-present Society of Experimental Psychologists
• 1995-present American Psychological Society
• 1995-2001 Midwestern Psychological Association
• 1979-present Psychonomic Society
• 1976-present American Psychological Association

Professional 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 für Unendliche Versuche
• 1980-84 Natural Sciences and Engineering Research Council of Canada University Research Fellowship
• 1972-74 National Research Council of Canada Postgraduate Scholarship

Research Associates

• Julie Delheimer (research/editorial assistant)
• Frederick Verbruggen (postdoctoral fellow)

Graduate Students

• Leslie Newsome
• Darryl Schneider

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.