posters

Refereed Publications

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Accepted

• Koch, I., Hazeltine, E., Petersen, G., & Weissman, D. H. (accepted). Response-repetition costs in task switching do not index a simple response-switch bias: Evidence from manipulating the number of response alternatives. Attention Perception & Psychophysics.
• Mittelstädt, V., Leuthold, H., Mackenzie, I. G., Dykstra, T., & Hazeltine, E. (accepted). Illuminating the role of effector-specific task representations in voluntary task switching. Journal of Cognition
• Schacherer, J. & Hazeltine, E. (accepted). When more is less: Adding action effects to reduce crosstalk between concurrently performed tasks. Cognition.

2023

• Rangel, B. O., Hazeltine, E., Wessel, J. R. (2023). Lingering neural representations of past task features adversely affect future behavior. Journal of Neuroscience, 43, 282-292.
• Weissman, D. H., Grant, L. D., Koch, I., & Hazeltine, E. (2023). Partial repetition costs index a mixture of binding and signaling. Attention Perception & Psychophysics, 85, 505–524. 

2022

• Lee, W.-T., Hazeltine, E., Jiang, J. (2022). Interference and integration in hierarchical task learning. Journal of Experimental Psychology: General, 151, 3028–3044.
• Schacherer, J. & Hazeltine, E. (2022). Response-repetition costs reflect changes to the representation of an action. Psychonomic Bulletin & Review, 29, 2146-2154.
• Hosch, A., Oleson, J., Harris, J. L. Goeltz, M. T., Neumann, T., LeBeau, B., Hazeltine, E., & Petersen, I. T. (2022). Studying children's growth in self-regulation using changing measures to account for heterotypic continuity: A Bayesian approach to developmental scaling. Developmental Science, 25, e13280, https://doi.org/10.1111/desc.13280.
• Hazeltine, E., Dykstra, T., & Schumacher, E. (2022). What Is a Task and How Do You Know If You Have One or More?. In Experimental Psychology (pp. 75-95). Springer, Cham.
• Dykstra, T., Smith, D. M., Schumacher, E. H., & Hazeltine, E. (2022). Measuring task structure with transitional response times: Task representations are more than task sets. Psychonomic Bulletin & Review, 29, 1812–1820.

2021

• Roembke, T., Hazeltine, E., Reed, D., & McMurray, B. Automaticity as an Independent Trait in Predicting Reading Outcomes in Middle-School. Developmental Psychology, 57, 361-375.
• Buss, A. T., Magnotta, V., Hazeltine, E., Kinder, K., & Spencer, J. P. (2021). Probing the neural systems underlying flexible dimensional attention. Journal of Cognitive Neuroscience, 33, 1365-1380.
• Waller, D. A., Hazeltine, E., Wessel, J. R. (2021). Common neural processes during action-stopping and infrequent stimulus detection: The frontocentral P3 as an index of generic motor inhibition. International Journal of Psychophysiology, 163, 11-21.
• Schacherer, J. & Hazeltine, E. (2021). Crosstalk, not resource competition, as a source of dual-task costs: Evidence from manipulating stimulus-action effect conceptual compatibility. Psychonomic Bulletin & Review, 28, 1224-1232.
• Dignath, D., Kiesel, A., Schiltenwolf, M., & Hazeltine, E. (2021). Multiple Routes to Control in the Prime-Target Task: Congruence Sequence Effects Emerge Due to Modulation of Irrelevant Prime Activity and Utilization of Temporal Order Information. Journal of Cognition, 4, 1–19.

2020

• Smith, D. M., Dykstra, T., Hazeltine, E., Schumacher, E. H. (2020). Task representation affects the boundaries of behavioral slowing following an error. Attention, Perception, & Psychophysics, 82, 2315-2326.
• Reed, D. K., Martin, E., Hazeltine, E., & McMurray, B. (2020). Students’ perceptions of a gamified reading assessment. Journal of Special Education Technology, 35, 191-203.
• Cookson, S. L., Hazeltine, E., & Schumacher, E. H. (2020). Task structure boundaries affect response preparation. Psychological Research, 84, 1610-1621.
• Schacherer, J. & Hazeltine, E. (2020). Cue the effects: Stimulus-action effect modality compatibility and dual-task costs. Journal of Experimental Psychology: Human Perception and Performance, 46, 350-368.
• Dykstra, T. R., Waller, D. A., Hazeltine, E., & Wessel, J. R. (2020). Leveling the field for a fairer race between going and stopping: Neural evidence for the race model of motor inhibition from a new version of the stop-signal task. Journal of Cognitive Neuroscience, 32, 590-602.
• Cole, R. C., Hazeltine, E., Weng, T. B., Wharff, C., Dubose, L. E., Schmid, P., Sigurdsson, G., Magnotta, V. A., Pierce, G. L., & Voss, M. W. (2020). Cardiorespiratory fitness and hippocampal volume predicts faster episodic associative learning in older adults. Hippocampus, 30, 143-155.
• Roembke, T. C., Freedberg, M. V., Hazeltine, E., McMurray, B. (2020). Simultaneous training on overlapping grapheme phoneme correspondences augments learning and retention. Journal of Experimental Child Psychology, 191, 104731.

2019

• McMurray, B., Roembke, T., Hazeltine, E. (2019). Field tests of learning principles can support pedagogy: Overlap and variability jointly affect sound/letter acquisition in first graders. Journal of Cognition and Development, 20, 222-252.
• Bezdek, M. A., Godwin, C. A., Smith, D. M., Hazeltine, E., Schumacher, E. H. (2019). How conscious and unconscious aspects of task representation affect dynamic behavior in complex situations. Psychology of Consciousness: Theory, Research, and Practice, 6, 225-241.
• Schacherer, J., & Hazeltine, E. (2019). How conceptual overlap and modality pairings affect task-switching and mixing costs. Psychological Research, 83, 1020-1032.
• Roembke, T., Reed, D., Hazeltine, E., & McMurray, B. (2019). Automaticity of word recognition is a unique predictor of reading fluency in middle-school students. Journal of Educational Psychology, 111, 314-330.
• Halvorson, K. M. & Hazeltine, E. (2019).  Separation of tasks into distinct domains, not set-level compatibility, minimizes dual-task interference. Frontiers in Psychology, 10(711).

2018

• Schumacher, E. H., Cookson, S. L., Smith, D. M., Nguyen, T. V. N., Sultan, Z., Reuben, K. M., Hazeltine, E. (2018). Dual-Task Processing with Identical Stimulus and Response Sets: Assessing the Importance of Task Representation in Dual-Task Interference. Frontiers In Psychology, 9(1031).
• Clark, R., Hazeltine, E., Freedberg, M., & Voss, M. W. (2018). Age differences in episodic associative learning. Psychology and Aging, 33, 144-157.
• Voss, M. W., Clark, R., Freeberg, M., Weng, T., & Hazeltine, E. (2018). Striking a chord with healthy aging: memory system cooperation is related to preserved configural response learning in older adults. Neurobiology of Aging, 63, 44-53.
• Hartley, A., Angel, L., Castel, A, Didierjean, A., Geraci, L., Hartley, J., Hazeltine, E., Lemaire, P., Maquestiaux, F., Ruthruff, E., Taconnat, L., Thevenot, C., & Touron, D. (2018). Successful aging: The role of cognitive gerontology. Experimental Aging Research, 44, 82-93. 

2017

• Wills, K. M., Liu, J., Hakun, J., Zhu, D., Hazeltine, E., & Ravizza, S. M. (2017). Neural mechanisms for the benefits of stimulus-driven attention. Cerebral Cortex, 27, 5294-5302.
• Wifall, T., Buss, A., Farmer, T. A., Spencer, J. P., & Hazeltine, E. (2017). Reaching into response selection: Stimulus and response similarity influence central operations. Journal of Experimental Psychology: Human Perception and Performance, 43, 555-568.
• Freedberg, M., Schacherer, J., Chen, K.-H., Uc, E. Y., Narayanan, N. S., & Hazeltine, E. (2017). Separating the effect of reward from corrective feedback during learning in patients with Parkinson's disease. Cognitive, Affective, & Behavioral Neuroscience, 17, 678-695.
• Freedberg, M., Glass, B., Filoteo, J. V., Hazeltine, E., & Maddox, W. T. (2017). Comparing the effect of positive and negative feedback in information-integration category learning. Memory & Cognition, 45, 12-25.

2016

• Schumacher, E. H., & Hazeltine, E. (2016). Hierarchical task representation: Task files and response selection. Current Directions in Psychological Science, 25, 449-454.
• Ravizza, S. M., Uitvlugt, M. G., & Hazeltine, E. (2016). Where to start? Bottom-up attention improves working memory by determining encoding order. Journal of Experimental Psychology: Human Perception and Performance, 42, 1959-1968.
• Cookson, S. L., Hazeltine, E., & Schumacher, E. H. (2016). Neural representation of stimulus-response associations during task preparation. Brain Research, 1649, 496-505.
• Wifall, T., Hazeltine, E., Mordkoff, J. T. (2016). The roles of stimulus and response uncertainty in forced-choice performance: An amendment of Hick/Hyman Law. Psychological Research, 80, 555-565.
• Freedberg, M. V., Schacherer, J. & Hazeltine, E. (2016). Incidental learning of rewarded associations bolsters learning on an associative task. Journal of Experimental Psychology: Learning, Memory and Cognition, 42, 786-803.

2015

• Clark, R., Freedberg, M. V., Hazeltine, E., Voss, M. W. (2015). Are there age-related differences in the ability to learn configural responses? PLOS ONE.10(8): e0137260. doi:10.1371/journal.pone.0137260.
• Halvorson, K. & Hazeltine, E. (2015). Do small dual-task costs reflect ideomotor compatibility or the absence of crosstalk? Psychonomic Bulletin & Review, 22, 1403–1409.
• Wijeakumara, S., Magnotta, V. A., Buss, A. T., Ambrose, J. P., Wifall, T. A., Hazeltine, E. & Spencer, J. P. (2015). Response control networks are selectively modulated by attention to rare events and memory load regardless of the need for inhibition. NeuroImage, 120, 331-344.

2014

• Hazeltine, E. & Mordkoff, J. T. (2014). Resolved but not forgotten: Stroop conflict dredges up the past. Frontiers in Psychology, 5, 96-114.
• Freedberg, M. V., Wagschal, T. T., & Hazeltine, E. (2014). Incidental learning and task boundaries. Journal of Experimental Psychology: Learning, Memory and Cognition, 40, 1680-1700.
• Buss, A. T., Wifall, T., Hazeltine, E., & Spencer, J. P. (2014). Integrating the behavioral and neural dynamics of response selection in a dual-task paradigm: A dynamic neural field model of Dux et al. (2009). Journal of Cognitive Neuroscience, 26, 334-351.
• Wifall, T., McMurray, B., & Hazeltine, E. (2014). Perceptual similarity affects the learning curve (but not necessarily learning). Journal of Experimental Psychology: General, 143, 312-331.

2013

• Ravizza, S. M. & Hazeltine, E. (2013). The benefits of stimulus-driven attention for working memory encoding. Journal of Memory and Language, 69, 384-396.
• Halvorson, K. M., Wagschal, T. T., & Hazeltine, E. (2013). Conceptualization of task boundaries preserves implicit sequence learning under dual-task conditions. Psychonomic Bulletin & Review, 20, 1005-1010.
• Halvorson, K. M., Ebner, H., & Hazeltine, E. (2013). Investigating perfect time-sharing: the relationship between IM-compatible tasks and dual-task performance. Journal of Experimental Psychology: Human Perception and Performance, 39, 527-545.

2012

• Apfelbaum, K. S., Hazeltine, E., & McMurray, B. (2012). Statistical learning in reading: Variability in irrelevant letters helps children learn phonics skills. Developmental Psychology, 49, 1348-1365.

2011

• Hazeltine, E., & Wifall, T. (2011). Searching working memory for the source of dual-task costs. Psychological Research, 75, 466-475.
• Huestegge, L. & Hazeltine, E. (2011). Crossmodal action: modality matters. Psychological Research, 75, 445-451.
• Schumacher, E. H., Schwarb, H., Lightman, E., & Hazeltine, E. (2011). Investigating the modality specificity of response selection using a temporal flanker task. Psychological Research, 75, 499-512.
• Hazeltine, E., Lightman, E., Schwarb, H., & Schumacher, E. H. (2011). The boundaries of sequential modulations: Evidence for set-level control. Journal of Experimental Psychology: Human Perception and Performance, 37, 1898-1914.
• Akcay, C. & Hazeltine, E. (2011). Domain-specific conflict adaptation without feature repetitions. Psychonomic Bulletin & Review, 18, 505-511.
• Ravizza, S. M., Hazeltine, E., Ruiz, S., & Zhu, D. C. (2011). Left TPJ activity in verbal working memory:  Implications for storage- and sensory-specific models of short term memory. NeuroImage, 56, 1836-1846.
• Hazeltine, E., Akcay, C., & Mordkoff, J. T. (2011). Keeping Simon simple: Examining the relationship between sequential modulations and feature repetitions with two stimuli, two locations and two responses. Acta Psychologica, 136, 245-252.
• Mordkoff, J. T., & Hazeltine, E. (2011). Parallel patterns of spatial compatibility and spatial congruence… As long as you don’t look too closely. Acta Psychologica, 136, 253-258.

2010

• Ma, L., Wang, B., Narayana, S., Hazeltine, E., Chen, X., Robin, D. A., Fox, P. T. & Xiong, J. (2010). Changes in regional activity are accompanied with changes in inter-regional connectivity during four weeks of motor learning.  Brain Research, 1318, 64-76.

2009

• Bischoff-Grethe, A., Hazeltine, E., Bergen, L., Ivry, R. B., & Grafton, S. T. (2009). The influence of feedback valence in associative learning.  NeuroImage, 44, 243-251.

2008

• Akcay, C. & Hazeltine, E. (2008). Conflict adaptation depends on task structure. Journal of Experimental Psychology: Human Perception and Performance, 34, 958-973.
• Esterman, M., Prinzmetal, W., DeGutis, J., Landau, A., Hazeltine, E., Verstynen, T., & Robertson, L. (2008). Voluntary and involuntary attention affect face discrimination differently.  Neuropsychologia, 46, 1032-1040.
• Hazeltine, E., Weinstein, A, & Ivry, R. B. (2008). Parallel response selection after callosotomy. Journal of Cognitive Neuroscience, 20, 526-540.

2007

• Hazeltine, E., Aparicio, P., Weinstein, A., & Ivry, R. B. (2007). Configural response learning: the acquisition of a nonpredictive motor skill. Journal of Experimental Psychology: Human Perception and Performance, 33, 1451-1467.
• Albert, N., Weigelt, M., Hazeltine, E., Ivry, R. B. (2007). Target selection during bimanual reaching to direct cues is unaffected by the perceptual similarity of the targets. Journal of Experimental Psychology: Human Perception and Performance, 33, 1107-1116.
• Akcay, C. & Hazeltine, E. (2007). Conflict monitoring and feature overlap: Two sources of sequential modulations. Psychonomic Bulletin & Review, 14, 742-748.

2006

• Hazeltine, E., Ruthruff, E., & Remington, R. W. (2006).  The role of input and output modality pairings in dual-task performance: Evidence for content-dependent central interference. Cognitive Psychology, 52, 291-345.
• Diedrichsen, J., Grafton, S. T., Albert, N., Hazeltine, E., & Ivry, R. B. (2006). Goal-selection and movement-related conflict during bimanual reaching movements. Cerebral Cortex, 16, 1726-1738.
• Hazeltine, E. & Ruthruff, E. (2006). Modality pairing effects and the response selection bottleneck. Psychological Research, 70, 504-513.
• Ruthruff, E., Hazeltine, E., & Remington, R. (2006). Residual Dual-Task Cost after Practice:  What Does it Mean? Psychological Research, 70, 494-503.

2005

• Hazeltine, E. (2005). Response-response compatibility during bimanual movements: Evidence for the conceptual coding of action. Psychonomic Bulletin & Review, 12, 682-688.

2004

• Ivry, R. B., Diedrichsen, J., Spencer, R., Hazeltine, E., & Semjen, A. (2004). A Cognitive Neuroscience Perspective on Bimanual Coordination and Interference. In Interlimb Coordination, S. Swinnen & J. Duysens, (Eds.)
• Spencer, R. M. C., Hazeltine, E., Semjen, A., & Ivry, R. B. (2004) Goal-based representation in repetitive bimanual movements, International Journal of Sports Psychology, 2, 239-234.
• Diedrichsen, J., Ivry, R. B. , Hazeltine, E., Kennerley, S., & Cohen, A. (2004). Bimanual interference associated with the selection of target locations. Journal of Experimental Psychology: Human Perception and Performance, 29, 64-77.

2003

• Hazeltine, E., Bunge, S. A., Scanlon, M. D., & Gabrieli, J. D. E. (2003). Material-dependent and material-independent selection processes in the frontal lobes: an event-related fMRI investigation of response selection.  Neuropsychologia, 41, 1208-1217.
• Diedrichsen, J., Hazeltine, E., Nurss, W., & Ivry, R. B. (2003). The role of the corpus callosum in the coupling of bimanual isometric force pulses. Journal of Neurophysiology, 90, 2409-2418.
• Hazeltine, E., Diedrichsen, J., Kennerley, S., & Ivry, R. B. (2003). Bimanual cross-talk during reaching movements is primarily related to response selection, not the specification of motor parameters. Psychological Research, 67, 56-70.
• Keele, S. W., Ivry, R. B., Mayr, U., Hazeltine, E., & Heuer, H. (2003). The cognitive and neural architecture of sequence representation. Psychological Review, 110, 316-339.
• Ruthruff, E., Pashler, H. E., & Hazeltine, E. (2003). Dual-task interference with equal task emphasis: Graded capacity-sharing or central postponement? Perception & Psychophysics, 65, 801-816.

2002

• Bunge, S. A., Hazeltine, E., Scanlon, M. D., Rosen, A. C., & Gabrieli, J. D. E. (2002). Dissociable contributions of prefrontal and parietal cortices to response selection. NeuroImage, 17, 1562-1571.
• Grafton, S.T., Hazeltine, E., and Ivry, R.B. (2002).  Motor sequence learning with the non-dominant hand: A PET functional imaging study.  Experimental Brain Research, 146, 369-378.
• Hazeltine, E. (2002). The representational nature of sequence learning: Evidence for goal-based codes. In W. Prinz & B. Hommel (Eds.), Attention and Performance (Vol. XIX, pp. 673-689). Oxford: University Press.
• Hazeltine, E., Teague, D., & Ivry, R. B. (2002). Simultaneous dual-task performance reveals parallel response selection after practice. Journal of Experimental Psychology: Human Perception and Performance, 28(3), 527-545.
• Kennerley, S., Diedrichsen, J., Hazeltine, E., Semjen, A., & Ivry, R. B. (2002). Callosotomy patients exhibit temporal uncoupling during continuous bimanual movements. Nature Neuroscience, 5, 376-381.

2001

• Diedrichsen, J., Hazeltine, E., Kennerley, S. & Ivry, R. B. (2001).  Absence of bimanual interference during directly-cued actions. Psychological Science, 12, 493-498.
• Hazeltine, E. (2001).  Ipsilateral sensorimotor regions and motor sequence learning. Trends in Cognitive Sciences, 5, 281-282.
• Vuilleumier, P., Sagiv, N., Hazeltine, E., Poldrack, R. A., Swick, D., Rafal, R. D. & Gabrieli, J. D. E. (2001). Neural fate of seen and unseen faces in visuospatial neglect: a combined event-related functional MRI and event-related potential study. Proceedings of the National Academy of Sciences, 98, 3495-3500.

2000

• Ivry, R. B. & Hazeltine, E. (2000). Task switching in a callosotomy patient and normal participants: Evidence for response-related sources of interference.  In Attention and Performance XVIII,  S. Monsell and J. Driver (Eds.), p. 401-423.
• Hazeltine, E., Poldrack, R., & Gabrieli, J. D. E.  (2000). Neural activation during response competition. Journal of Cognitive Neuroscience, 12, Supplement 2, 118-129.
• Zacks, J. M., Mires, J., Tversky, B., & Hazeltine, E. (2000). Mental spatial transformations of objects and perspective. Spatial Cognition & Computation, 2(4), 315-332.

1999

• Ivry, R. B. & Hazeltine, E. (1999). Subcortical locus of temporal coupling in the bimanual movements of a callosotomy patient. In Human Movement Science, 18, 345-375.

1998

• Grafton, S. T., Hazeltine, E., Ivry, R.B. (1998). Abstract and effector-specific representations of motor sequences identified with PET. Journal of Neuroscience, 18, 9420-9428.

1997

• Hazeltine, E., Helmuth, L.L., Ivry, R.B. (1997). Neural mechanisms of timing.  Trends in Cognitive Science, 1, 163-169.
• Hazeltine, E., Grafton, S.T., and Ivry, R. (1997).  Attention and stimulus characteristics determine the locus of motor sequence learning:  A PET study.  Brain, 120, 123-140.        
• Hazeltine, E., Prinzmetal, W.P., and Elliot, K. (1997). If it’s not there, where is it?: Locating illusory conjunctions.  Journal of Experimental Psychology: Human Perception and Performance, 23, 263-277.

1995

• Grafton, S., Hazeltine, E., and Ivry, R. (1995).  Functional mapping of sequence learning in normal humans.  Journal of Cognitive Neuroscience, 7, 497-510.
• Ivry, R. and Hazeltine, R.E. (1995).  The perception and production of temporal intervals across a range of durations: Evidence for a common timing mechanism.  Journal of Experimental Psychology: Human Perception and Performance, 21, pp. 1-12.

 

Other Publications

• Hazeltine, E., & Schumacher, E. H. (2016). Understanding Central Processes: The Case against Simple Stimulus-Response Associations and for Complex Task Representation. In B. H. Ross (Ed.), Psychology of Learning and Motivation, Vol. 64 (pp. 195–245).
• Buss, A., Wifall, T., & Hazeltine, E. (2015). A dynamic field theory of executive function. In G. Schöner & J. P. Spencer (Eds.), Dynamic Thinking—A Primer on Dynamic Field Theory (pp. 327-352). New York, NY: Oxford University Press.
• Derakhshan, I., Diedrichsen, J., Hazeltine, E., & Ivry, R. B. (2004). Hugo Liepmann revisited, this time with numbers. Journal of Neurophysiololgy, 91(6), 2934-2935.
• Ivry, R. B., Diedrichsen, J., Spencer, R. M., Hazeltine, E., & Semjen, A. (2004). A cognitive neuroscience perspective on bimanual coordination and interference. In S. Swinnen & J. Duysens (Eds.), Interlimb Coordination (pp. 259-295). Boston: Kluwer Academic Publishing.
• Hazeltine, E., & Ivry, R. B. (2002). Can we teach the cerebellum new tricks? Science, 296, 1979-1980.
• Hazeltine, E., & Ivry, R. B. (2002). Neural structures that support implicit sequence learning. In Attention and Implicit Sequence Learning (pp. 71-107), L. Jimenez (Ed.) Amsterdam: John Benjamins.
• Hazeltine, E., & Ivry, R. (2002). Motor Skill. Encyclopedia of the Human Brain, V. Ramachandran (Ed.) San Diego: Academic Press/Elsevier Science.
• Hazeltine, E. (2002). Focusing on the big picture with fMRI: Consciousness and temporal flux. Journal of Cognitive Neuroscience, 14(6).
• Diedrichsen, J., Hazeltine, E., Ivry, R., Kennerley, S., & Spencer, B. (2002). Comparing continuous and discrete movements with fMRI. Annals of the New York Academy of Sciences, 978(1), 509-510.
• Diedrichsen, J., Hazeltine, E. (2001). Unifying by binding: will binding really bind?: A commentary on Hommel, Müsseler, Aschersleben, and Prinz.  Behavioural and Brain Sciences, 24, 884-885.
• Ivry, R. and Hazeltine, R.E. (1992).  Models of timing-with-a-timer. In F. Macar, V. Pouthas, and W. Freidman (Eds.)  Time, Action, and Cognition. (pp. 183-189).  Kluwer Publishers.

 

Selected Posters

• Halvorson, K. & Hazeltine, E. (2014). “Dramatic reductions in dual-task costs when tasks can be kept separate.”  Presented at 55^th Annual Meeting of the Psychonomic Society, Long Beach, California.
• Freedberg, M., Maddox, W. T. & Hazeltine, E. (2014). “Comparing the effectiveness of Positive and Negative Feedback on Information-Integration Categorical Learning.”  Presented at 55^th Annual Meeting of the Psychonomic Society, Long Beach, California.
• Roembke, T. C., Freedberg, M., McMurray, B. & Hazeltine, E. (2014). “Variability in Irrelevant Elements Helps Learning in Motor Analog for Reading Similarity in Irrelevant Elements Helps Learning in Motor Analog for Reading.”  Presented at 55^th Annual Meeting of the Psychonomic Society, Long Beach, California.
• Wifall, T., Buss, A. T., Spencer, J. P. & Hazeltine, E. (2013). “What makes stimulus-response codes similar? Reaching into response selection using mouse trajectories.”  Presented at 54^th Annual Meeting of the Psychonomic Society, Toronto, Canada.
• Freedberg, M., Lee, J., Schacherer, J. & Hazeltine, E. (2013). “Reward bolsters implicit learning.”  Presented at 54^th Annual Meeting of the Psychonomic Society, Toronto, Canada.
• Ravizza, S. & Hazeltine, E. (2013). "The benefits of stimulus-driven attention for working memory encoding." Presented at the 19^th Annual Meeting of the Cognitive Neuroscience Society, San Francisco, CA.
• Buss, A., Wifall, T., Spencer, J. P. & Hazeltine, E. (2012). “The interaction of inhibition, working-memory, and task-switching in a suite of executive function tasks.”  Presented at 53^nd Annual Meeting of the Psychonomic Society, Minneapolis, MN.
• Halvorson, K. & Hazeltine, E. (2012). “Eliminating dual-task costs depends on the relationship between tasks.”  Presented at 53^nd Annual Meeting of the Psychonomic Society, Minneapolis, MN.
• Lee, J., Hazeltine, E., & Mordkoff, J. T. (2012). “The effects of proportion congruent on the magnitude of Stroop interference: Controlling for the display frequency confound.”  Presented at 53^nd Annual Meeting of the Psychonomic Society, Minneapolis, MN.
• Wifall, T. & Hazeltine, E. (2012). “Moving bottleneck? Assessing the dual-task costs across a range of task pairings.”  Presented at 53^nd Annual Meeting of the Psychonomic Society, Minneapolis, MN.
• Buss, A. T., Wifall, T., Schöner, G., Hazeltine, E. & Spencer, J. P. (2011). “Integrating mind and body in a response-selection task: From neural decisions to mouse trajectories…and back again.”  Presented at 52^nd Annual Meeting of the Psychonomic Society, Seattle, WA.
• Halvorson, K. & Hazeltine, E. (2011). “Feedback rather than performance influences perceptual judgments.”  Presented at 52^nd Annual Meeting of the Psychonomic Society, Seattle, WA.
• Wifall, T. & Hazeltine, E. (2011). “How does task structure affect Hick/Hyman Law?.”  Presented at 52^nd Annual Meeting of the Psychonomic Society, Seattle, WA.
• Buss, A. T., Spencer, J. P., Wifall, T. & Hazeltine, E. (2010). “A dynamic neural field model of the hemodynamics associated with response selection and dual-task performance.”  Presented at 51^st Annual Meeting of the Psychonomic Society, St. Louis, MO.
• Halvorson, K., Truelove, T., & Hazeltine, E. (2010). “Conceptualization of task boundaries facilitates implicit learning in the SRT task.”  Presented at 51^st Annual Meeting of the Psychonomic Society, St. Louis, MO.
• Wifall, T., Buss, A. T., Spencer, J. P. & Hazeltine, E. (2010). “Metric details matter: stimulus and response similarity affect response selection.”  Presented at 51^st Annual Meeting of the Psychonomic Society, St. Louis, MO.
• Buss, A. T., Wifall, T., Hazeltine, E. & Spencer, J. P. (2009). “A dynamic neural field model of response selection using a dual-task paradigm.”  Presented at 50^th Annual Meeting of the Psychonomic Society, Boston, MA.
• Halvorson, K., Ebner, H., & Hazeltine, E. (2009). “Eliminating the PRP effect through ideomotor compatibility and instructional manipulations.”  Presented at 50^th Annual Meeting of the Psychonomic Society, Boston, MA.
• Wifall, T. & Hazeltine, E. (2009). “Modality overlap and dual-task costs.”  Presented at 50^th Annual Meeting of the Psychonomic Society, Boston, MA.
• Halvorson, K.,Hazeltine, E., Akçay, Ç., & Ivry, R. B. (2008). “Many types of cognitive load increase the flanker effect.”  Presented at 49^th Annual Meeting of the Psychonomic Society, Chicago, IL.
• Wifall, T., Hazeltine, E. & Ruthruff, E. (2009). “Does response selection use working memory”  Presented at 49^th Annual Meeting of the Psychonomic Society, Chicago, IL.
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