Senior Lecturer of Psychology

Cognition and Cognitive Neuroscience

Office: 504 Wilson Hall
Phone: (615) 322-2536
Fax: (615) 343-8449
Email: 

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Degrees

• Ph.D., University of Toronto.

Research Area

• Cognitive representations and processes in (1) performing mental arithmetic, arithmetic Stroop, the problem-size effect, production versus verification, counting algorithms, models of retrieval, strategies, practice, skill acquisition, (2) Vision, attention, and eye-movements.

Representative Publications

• Zbrodoff, N.J. & Logan, G.D. (1990). On the relation between production and verification tasks in the psychology of simple arithmetic. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 83-97.
• Zbrodoff, N.J. (1995). Why is 9+7 harder than 2+3? Strength and interference as explanations of the problem size effect. Memory & Cognition, 23, 689-700.
• Logan, G.D. & Zbrodoff, N.J. (1998). Stroop-type interference: Congruity effects in color naming with typewritten responses. Journal of Experimental Psycholgy: Human Perception and Performance, 24, 978-992.
• Logan, G.D. & Zbrodoff, N.J. (1999). Selection for cognition: Cognitive constraints on visual spatial attention. Visual Cognition, 6, 55-81.
• Zbrodoff, N.J. (1999). Effects of counting in alphabet arithmetic: Opportunistic stopping and priming of intermediate steps. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 299-317.
• Zbrodoff, N.J., & Logan, G.D. (1999). Selection for cognition: A reply to the commentaries. Visual Cognition, 6, 101-109.
• Zbrodoff, N.J., & Logan, G.D. (2000). When it hurts to be misled: A Stroop-like effect in a simple addition production task. Memory & Cognition, 28, 1-7.
• Logan, G.D., & Zbrodoff, N.J. (2001). Response features in the coordination of perception and action. In W. Prinz & B. Hommel (Eds.), Attention and Performance XIX.
• Logan, G.D., & Zbrodoff, N.J. (2003). Subitizing and similarity: Toward a pattern-matching theory of enumeration. Psychonomic Bulletin & Review
• Zbrodoff, N.J. & Logan, G.D. (2005). What everyone finds: The problem-size effect. In J. Campbell (Ed.), Handbook of Mathematical Cognition (pp. 331-345). Taylor and Francis: Psychology Press