Publications

posters

Refereed Publications

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Accepted

  • Weissman, D. H., Grant, L. D., Koch, I., & Hazeltine, E. (accepted). Partial repetition costs index a mixture of binding and signaling. Attention Perception & Psychophysics
  • Schacherer, J. & Hazeltine, E. (accepted). Response-repetition costs reflect changes to the representation of an action. Psychonomic Bulletin & Review.
  • Hosch, A., Oleson, J., Harris, J. L. Goeltz, M. T., Neumann, T., LeBeau, B., Hazeltine, E., & Petersen, I. T. (accepted). Studying children's growth in self-regulation using changing measures to account for heterotypic continuity: A Bayesian approach to developmental scaling. Developmental Science.
  • Lee, W.-T., Hazeltine, E., Jiang, J. (accepted). Interference and integration in hierarchical task learning. Journal of Experimental Psychology: General.
  • Dykstra, T., Smith, D. M., Schumacher, E. H., & Hazeltine, E. (accepted). Measuring task structure with transitional response times: Task representations are more than task sets. Psychonomic Bulletin & Review.

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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