Fiche de Schmidt James

• Psychologie d’apprentissage
• Les réseaux de neurones
• Contrôle cognitif
• Attention
• Mémoire épisodique

2021-present – Professeur des Universités, Université de Bourgogne

2018-2021 – Associate 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.

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…

• Iorio, C., Šaban, I., Poulin-Charronnat, B., & Schmidt, J. R. (2023). Incidental learning in music reading: The music contingency learning task. Quarterly Journal of Experimental Psychology, 429–449.
• Schmidt, J. R. (2023). Is conflict adaptation adaptive? An introduction to conflict monitoring theory and the ecological problems it faces. Quarterly Journal of Experimental Psychology.
• Šaban, I., & Schmidt, J. R. (2022). Interlinguistic conflict: Word-word Stroop with first and second language colour words. Cognitive Processing, 619–636.
• Schmidt, J. R. (2021). CSVDataMerge: A simple and free program for concatenating experimental data files. Journal of Open Research Software, Article 34.
• Schmidt, J. R., Liefooghe, B., & De Houwer, J. (2020). An episodic model of task switching effects: Erasing the homunculus from memory. Journal of Cognition, Article 22.
• Schmidt, J. R., Giesen, C. G., & Rothermund, K. (2020). Contingency learning as binding? Testing an exemplar view of the colour-word contingency learning effect. Quarterly Journal of Experimental Psychology, 739-761.
• Schmidt, J. R., Liefooghe, B., & De Houwer, J. (2020). Erasing the homunculus as an ongoing mission: A reply to the commentaries. Journal of Cognition, Article 28.
• Schmidt, J. R., De Houwer, J., & Moors, A. (2020). Learning habits: Does overtraining lead to resistance to new learning?. Collabra: Psychology, Article 21.
• Schmidt, J. R., & Lemercier, C. (2019). Context-specific proportion congruent effects: Compound-cue contingency learning in disguise. Quarterly Journal of Experimental Psychology, 1119–1130.
• Schmidt, J. R., & De Houwer, J. (2019). Erratum: Correction to Schmidt and De Houwer (2012). Experimental Psychology, 255–256.
• Schmidt, J. R., & De Houwer, J. (2019). Cue competition and incidental learning: No blocking or overshadowing in the colour-word contingency learning procedure without instructions to learn. Collabra: Psychology, Article 15.
• Braem, S., Bugg, J. M., Schmidt, J. R., Crump, M. J. C., Weissman, D. H., Notebaert, W., & Egner, T. (2019). Measuring adaptive control in conflict tasks. Trends in Cognitive Sciences, 769–783.
• 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, 326-335.
• Schmidt, J. R., Augustinova, M., & De Houwer, J. (2018). Category learning in the color-word contingency learning paradigm. Psychonomic Bulletin & Review, 658-666.
• 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, 13-22.
• Schmidt, J. R., & Weissman, D. H. (2016). Congruency sequence effects and previous response times: Conflict adaptation or temporal learning?. Psychological Research, 590-607.
• Schmidt, J. R. (2016). Context-specific proportion congruency effects: An episodic learning account and computational model. Frontiers in Psychology, Article 1806.
• Schmidt, J. R., & De Houwer, J. (2016). Contingency learning tracks with stimulus-response proportion: No evidence of misprediction costs. Experimental Psychology, 79-88.
• Schmidt, J. R., & Liefooghe, B. (2016). Feature integration and task switching: Diminished switch costs after controlling for stimulus, response, and cue repetitions. PLOS ONE, e0151188.
• Schmidt, J. R., & Weissman, D. H. (2015). Contingent attentional capture triggers the congruency sequence effect. Acta Psychologica, 61-68.
• Schmidt, J. R., Notebaert, W., & Van den Bussche, E. (2015). Is conflict adaptation an illusion?. Frontiers in Psychology, Article 172.
• Schmidt, J. R., & Weissman, D. H. (2014). Congruency sequence effects without feature integration or contingency learning confounds. PLOS ONE, e0102337.
• Schmidt, J. R., Lemercier, C., & De Houwer, J. (2014). Context-specific temporal learning with non-conflict stimuli: Proof-of-principle for a learning account of context-specific proportion congruent effects. Frontiers in Psychology, Article 1241.
• Schmidt, J. R. (2014). Contingencies and attentional capture: The importance of matching stimulus informativeness in the item-specific proportion congruent task. Frontiers in Psychology, Article 540.
• Schmidt, J. R. (2014). Contingency and congruency switch in the congruency sequence effect: A reply to Blais, Stefanidi, and Brewer (2014). Frontiers in Psychology, Article 1405.
• Schmidt, J. R. (2014). List-level transfer effects in temporal learning: Further complications for the list-level proportion congruent effect. Journal of Cognitive Psychology, 373-385.
• Schmidt, J. R., & De Houwer, J. (2012). Adding the goal to learn strengthens learning in an unintentional learning task. Psychonomic Bulletin & Review, 723-728.
• Schmidt, J. R., & De Houwer, J. (2012). Contingency learning with evaluative stimuli: Testing the generality of contingency learning in a performance paradigm. Experimental Psychology, 175-182.
• Schmidt, J. R., & De Houwer, J. (2012). Does temporal contiguity moderate contingency learning in a speeded performance task?. Quarterly Journal of Experimental Psychology, 408-425.
• Schmidt, J. R. (2012). Human contingency learning. Encyclopedia of the Sciences of Learning. Springer.
• Schmidt, J. R., & De Houwer, J. (2012). Learning, awareness, and instruction: Subjective contingency awareness does matter in the colour-word contingency learning paradigm. Consciousness and Cognition, 1754-1768.
• Schmidt, J. R., & De Houwer, J. (2011). Now you see it, now you don’t: Controlling for contingencies and stimulus repetitions eliminates the Gratton effect. Acta Psychologica, 176-186.
• Schmidt, J. R., De Houwer, J., & Besner, D. (2010). Contingency learning and unlearning in the blink of an eye: A resource dependent process. Consciousness and Cognition, 235-250.
• Schmidt, J. R., & Thompson, V. A. (2008). “At least one” problem with “some” formal reasoning paradigms. Memory & Cognition, 217-229.
• Schmidt, J. R., Crump, M. J. C., Cheesman, J., & Besner, D. (2007). Contingency learning without awareness: Evidence for implicit control. Consciousness and Cognition, 421-435.
• Risko, E. F., Schmidt, J. R., & Besner, D. (2006). Filling a gap in the semantic gradient: Color associates and response set effects in the Stroop task. Psychonomic Bulletin & Review, 310-315.
• Schmidt, J. R., & Cheesman, J. (2005). Dissociating stimulus-stimulus and response-response effects in the Stroop task. Canadian Journal of Experimental Psychology, 132-138.

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