James Schmidt

Tenure Track ISITE-BFC

Université de Bourgogne Franche-Comté (UBFC)
Université de Bourgogne
LEAD
CNRS UMR 5022
Pôle AAFE
11 Esplanade Erasme
21000 Dijon

Spécialité

  • Psychologie d'apprentissage
  • Les réseaux de neurones
  • Contrôle cognitif
  • Attention
  • Mémoire épisodique
Pour plus d'informations, voir ma page web.

Curriculum Vitae

2018-present - Assistant Professor, UBFC

2009-2018 - Postdoc, Ghent University

2007-2009 - Ph.D., University of Waterloo

2005-2007 - Master's, University of Waterloo

2001-2005 - B.A., University of Saskatchewan

Télécharger mon CV en format PDF ici.

Thèmes de recherche

human contingency learning, temporal contiguity, temporal learning, the Stroop effect, computational modelling, cognitive control, conflict monitoring and adaptation, attention, episodic memory, unconscious processes, learning goals, evaluative learning, stimulus-response binding, switch costs, human reasoning ability, logic, bilingualism...

Publications

  • Schmidt, J. R., & De Houwer, J. (In Press). Cue competition and incidental learning: No blocking or overshadowing in the colour-word contingency learning procedure without instructions to learn. Collabra: Psychology. Détails ›
  • Schmidt, J. R., & Lemercier, C. (In Press). Context-specific proportion congruent effects: Compound-cue contingency learning in disguise. Quarterly Journal of Experimental Psychology. Détails ›
  • Schmidt, J. R. (In Press). Evidence against conflict monitoring and adaptation: An updated review. Psychonomic Bulletin & Review. Détails ›
  • Schmidt, J. R., Hartsuiker, R. J., & De Houwer, J. (2018). Interference in Dutch-French bilinguals: Stimulus and response conflict in intra- and interlingual Stroop. Experimental Psychology. Détails ›
  • Schmidt, J.R. (2018). Best not to bet on the horserace: A comment on Forrin and MacLeod (2017) and a relevant stimulus-response compatibility view of colour-word contingency learning asymmetries. Memory & Cognition, 46, 326-335. Détails ›
  • Schmidt, J.R., Augustinova, M., & De Houwer, J. (2018). Category learning in the colour-word contingency learning paradigm. Psychonomic Bulletin & Review, 25, 658-666. Détails ›
  • Lemercier, C., Simoës-Perlant, A., Schmidt, J.R., & Boujon, C. (2017). Stroop interference and development: Influence of expectation on color-naming response times. European Review of Applied Psychology, 67, 43-50. Détails ›
  • Schmidt, J.R. (2017). Time-out for conflict monitoring theory: Preventing rhythmic biases eliminates the list-level proportion congruent effect. Canadian Journal of Experimental Psychology, 71, 52-62. Détails ›
  • Schmidt, J.R. (2016). Proportion congruency and practice: A contingency learning account of asymmetric list shifting effects. Journal of Experimental Psychology: Learning, Memory, and Cognition. Détails ›
  • Schmidt, J.R. (2016). Temporal learning and rhythmic responding: No reduction in the proportion easy effect with variable response-stimulus intervals. Frontiers in Psychology, 7, Article 634. Détails ›

Voir les 40 publications ›

En savoir plus

  • For more information on the Parallel Episodic Processing (PEP) model, see the "PEP Model" tab here.