Graduate Student

Cognition and Cognitive Neuroscience

Office: 
Email: 

Personal Website

---

Degrees

• B.Sc. (Honors) in Psychology, University of Alberta, 2003

Research Area

• Cognitive control and task switching
• Hierarchical control and task sequences

Current Positions

• Postdoctoral Researcher at Carnegie Mellon University

Representative Publications

• Schneider, D. W., & Verbruggen, F. (in press). Inhibition of irrelevant category–response mappings. Quarterly Journal of Experimental Psychology.
• Verbruggen, F., Schneider, D. W., & Logan, G. D. (in press). How to stop and change a response: The role of goal activation in multitasking. Journal of Experimental Psychology: Human Perception and Performance.
• 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.
• Schneider, D. W., & Logan, G. D. (2006). Hierarchical control of cognitive processes: Switching tasks in sequences. Journal of Experimental Psychology: General, 135, 623-640.
• 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.
• 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.
• 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.
• 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.