Gordon D. Logan

• 1975: Ph.D. in Experimental Psychology, McGill University
• 1972: M.Sc. in Experimental Psychology, University of Alberta
• 1969: B.A. in Psychology, University of Alberta

• Attention
• Executive Control
• Automaticity and Skill Acquisition
• Mental Arithmetic
• Spatial Cognition
• Attention Deficits in Hyperactive Children

• Patrick Bissett (Graduate Student)
• Matt Crump (Postdoctoral Fellow)
• Julie Delheimer (Research Assistant)
• Xianyun Liu (Postdoctoral Fellow)
• Elwyn Martin (Postdoctoral Fellow)
• Karen Mortier (Postdoctoral Fellow)

• Kate Arrington (Postdoctoral Fellow, 2002-2005; now an Assistant Professor at Lehigh University)
• Xingshan Li (Postdoctoral Fellow, 2007-2009; now at the Chinese Academy of Sciences)
• Darryl Schneider (Graduate Student, 2003-2008; now a Postdoctoral Fellow at Carnegie Mellon University)
• Frederick Verbruggen (Postdoctoral Fellow, 2006-2008; now a Postdoctoral Fellow at Ghent University)

• Crump, M. J. C., & Logan, G. D. (in press). Hierarchical control and skilled typing: Evidence for word level control over the execution of individual keystrokes. Journal of Experimental Psychology: Learning, Memory, and Cognition.
  
  
• Crump, M. J. C., & Logan, G. D. (in press). Episodic contributions to sequential control: Learning from a typist’s touch. Journal of Experimental Psychology: Human Perception and Performance.
  
  
• Logan, G. D., & Crump, M. J. C. (in press). The left hand doesn’t know what the right hand is doing: The disruptive effects of attention to the hands in skilled typewriting. Psychological Science.
  
  

• [PDF] Verbruggen, F., & Logan, G. D. (2009). Automaticity of cognitive control: Goal priming in response-inhibition paradigms. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1381-1388.
  
  
• [PDF] Verbruggen, F., & Logan, G. D. (2009). Models of response inhibition in the stop-signal and stop-change paradigms. Neuroscience & Biobehavioral Reviews, 33, 647-661.
  
  
• [PDF] Ornstein, T. J., Levin, H. S., Chen, S., Hanten, G., Ewing-Cobbs, L., Dennis, M., Barnes, M., Max, J. E., Chapman, S., Logan, G. D., & Schachar, R. (2009). Performance monitoring in children following traumatic brain injury. Journal of Child Psychology and Psychiatry, 50, 506-513.
  
  
• [PDF] Verbruggen, F., & Logan, G. D. (2009). Proactive adjustments of response strategies in the stop-signal paradigm. Journal of Experimental Psychology: Human Perception and Performance, 35, 835-854.
  
  
• [PDF] Schneider, D. W., & Logan, G. D. (2009). Selecting a response in task switching: Testing a model of compound cue retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 122-136.
  
  

• [PDF] Verbruggen, F., & Logan, G. D. (2008). Response inhibition in the stop-signal paradigm. Trends in Cognitive Sciences, 12, 418-424.
  
  
• [PDF] Verbruggen, F., & Logan, G. D. (2008). Automatic and controlled response inhibition: Associative learning in the go/no-go and stop-signal paradigms. Journal of Experimental Psychology: General, 137, 649-672.
  
  
• [PDF] Li, X., & Logan, G. D. (2008). Object-based attention in Chinese readers of Chinese words: Beyond Gestalt principles. Psychonomic Bulletin & Review, 15, 945-949.
  
  
• [PDF] Verbruggen, F., & Logan, G. D. (2008). Aftereffects of goal shifting and response inhibition: A comparison of the stop-change and dual-task paradigms. Quarterly Journal of Experimental Psychology, 61, 1151-1159.
  
  
• [PDF] Verbruggen, F., & Logan, G. D. (2008). Long-term aftereffects of response inhibition: Memory retrieval task goals and cognitive control. Journal of Experimental Psychology: Human Perception and Performance, 34, 1229-1235.
  
  
• [PDF] Verbruggen, F., Logan, G. D., & Stevens, M. A. (2008). STOP-IT: Windows executable software for the stop-signal paradigm. Behavior Research Methods, 40, 479-483.
  
  
• [PDF] Verbruggen, F., Schneider, D. W., & Logan, G. D. (2008). How to stop and change a response: The role of goal activation in multitasking. Journal of Experimental Psychology: Human Perception and Performance, 34, 1212-1228.
  
  
• [PDF] Verbruggen, F., Logan, G. D., Liefooghe, B., & Vandierendonck, A. (2008). Aftereffects of response inhibition: Repetition priming or between-trial control adjustments? Journal of Experimental Psychology: Human Perception and Performance, 34, 413-426.
  
  

• [PDF] Schneider, D. W., & Logan, G. D. (2007). Retrieving information from a hierarchical plan. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 1076-1091.
  
  
• Aron, A.R., Duston, S., Eagle, D.M., Logan, G. D., Stinear, C. M., & Stuphorn, V. (2007). Converging evidence for a fronto-basal-ganglia system for inhibitory control of action and cognition. Journal of Neuroscience, 27, 11860-11864.
  
  
• [PDF] Boucher, L., Stuphorn, V., Logan, G. D., Schall, J. D., & Palmeri, T. J. (2007). Stopping eye and hand movements: Are the processes independent? Perception & Psychophysics, 69, 785-801.
  
  
• [PDF] Camalier, C. R., Gotler, A., Murthy, A., Thompson, K. G., Logan, G. D., Palmeri, T. J., & Schall, J. D. (2007). Dynamics of saccade target selection: Race model analyses of double step and search step saccade production in human and macaque. Vision Research, 47, 2187-2211.
  
  
• [PDF] Logan, G. D., Schneider, D. W., & Bundesen, C. (2007). Still clever after all these years: Searching for the homunculus in explicitly cued task switching. Journal of Experimental Psychology: Human Perception and Performance, 33, 978-994.
  
  
• [PDF] Logan, G. D. (2007).What it costs to implement a plan: Plan-level and task-level contributions to switch costs. Memory & Cognition, 35, 591-602.
  
  
• [PDF] Arrington, C. M., Logan, G. D., & Schneider, D. W. (2007). Separating cue encoding from target processing in the explicit task-cuing procedure: Are there "true" task switch effects? Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 484-502.
  
  
• [PDF] Boucher, L., Palmeri, T. J., Logan, G. D., & Schall, J. D. (2007). Inhibitory control in mind and brain: An interactive race model of countermanding saccades. Psychological Review, 114, 376-397.
  
  
• [PDF] Schneider, D. W., & Logan, G. D. (2007). Defining task-set reconfiguration: The case of reference point switching. Psychonomic Bulletin & Review, 14, 118-125.
  
  
• [PDF] Schachar, R., Logan, G. D., Chen, S., Ickowiz, A., & Barr, C. (2007). Restraint and cancellation: Multiple inhibition deficits in attention deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 35, 229-238.
  
  
• [PDF] Schneider, D. W., & Logan, G. D. (2007). Task switching versus cue switching: Using transition cuing to disentangle sequential effects in task-switching performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 370-378.
  
  
• [PDF] Emeric, E. E., Brown, J. W., Boucher, L., Carpenter, R. H. S., Hanes, D. P., Harris, R., Logan, G. D., Mashru, R. N., Paré, M., Pouget, P., Stuphorn, V., Taylor, T. L., & Schall, J. D. (2007). Influence of history on countermanding saccade performance in humans and macaque monkeys. Vision Research, 47, 35-49.
  
  

• [PDF] Xiong, M. J., Logan, G. D., & Franks, J. J. (2006). Testing the semantic differential as a model of task processes with the implicit attitudes test. Memory & Cognition, 34, 1452-1463.
  
  
• [PDF] Logan, G. D., & Schneider, D. W. (2006). Priming or executive control? Associative priming of cue encoding increases "switch costs" in the explicit task-cuing procedure. Memory & Cognition, 34, 1250-1259.
  
  
• [PDF] Schneider, D. W., & Logan, G. D. (2006). Hierarchical control of cognitive processes: Switching tasks in sequences. Journal of Experimental Psychology: General, 135, 623-640.
  
  
• [PDF] Watter, S., & Logan, G. D. (2006). Parallel response selection processes in dual-task situations. Perception & Psychophysics, 68, 254-277.
  
  
• [PDF] Schneider, D. W., & Logan, G. D. (2006). Priming cue encoding by manipulating transition frequency in explicitly cued task switching. Psychonomic Bulletin & Review, 13, 145-151.
  
  
• [PDF] Logan, G. D. (2006). Out with the old, in with the new: More valid measures of switch cost and retrieval time in the task span procedure. Psychonomic Bulletin & Review, 13, 139-144.
  
  
• [PDF] Logan, G. D., & Schneider, D. W. (2006). Interpreting instructional cues in task switching procedures: The role of mediator retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 347-363.
  
  

• [PDF] Logan, G. D. (2005). The time it takes to switch attention. Psychonomic Bulletin & Review, 12, 647-653.
  
  
• [PDF] Schneider, D. W., & Logan, G. D. (2005). Modeling task switching without switching tasks: A short-term priming account of explicitly cued performance. Journal of Experimental Psychology: General, 134, 343-367.
  
  
• [PDF] Arrington, C. M., & Logan, G. D. (2005). Voluntary task switching: Chasing the elusive homunculus. Journal of Experimental Psychology: Learning, Memory and Cognition, 31, 683-702.
  
  
• [PDF] Choplin, J. M. & Logan, G. D. (2005). A memory-based account of automatic numerosity processing. Memory & Cognition, 33, 17-28.
  
  

• [PDF] Logan, G. D., & Bundesen, C. (2004). Very clever homunculus: Compound stimulus strategies for the explicit task-cuing procedure. Psychonomic Bulletin & Review, 11, 832-840.
  
  
• [PDF] Arrington, C. M., & Logan, G. D. (2004). Episodic and semantic components of the compound stimulus strategy in the explicit task cuing procedure. Memory & Cognition, 32, 965-976.
  
  
• [PDF] Arrington, C. M., & Logan, G. D. (2004). The cost of a voluntary task switch. Psychological Science, 15, 610-615.
  
  
• [PDF] Logan, G. D. (2004). Working memory, task switching, and executive control in the task span procedure. Journal of Experimental Psychology: General, 133, 218-236.
  
  
• [PDF] Schachar, R. J., Chen, S., Logan, G. D., Ornstein, T. J., Crosbie, J., Ickowicz, A., & Pakulak, A. (2004). Evidence for an error monitoring deficit in attention deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 32, 285-293.
  
  

• [PDF] Xiong, M. J., Franks, J. J., & Logan, G. D.(2003). Repetition priming mediated by task similarity in semantic classification. Memory & Cognition, 31, 1009-1020.
  
  
• [PDF] Logan, G. D., & Zbrodoff, N. J. (2003). Subitizing and similarity: Toward a pattern-matching theory of enumeration. Psychonomic Bulletin & Review, 10, 676-682.
  
  
• [PDF] Logan, G. D. (2003). Simon-type effects: Chronometric evidence for keypress schemata in typewriting. Journal of Experimental Psychology: Human Perception and Performance, 29,741-757.
  
  
• [PDF] Logan, G. D., & Bundesen, C. (2003). Clever homunculus: Is there an endogenous act of control in the explicit task-cuing procedure? Journal of Experimental Psychology: Human Perception and Performance, 29, 575-599.
  
  
• [PDF] Dimitrov, M., Nakic, M., Elpern-Waxman, J., Granetz, J., O’Grady, J., Phipps, M., Milne, E., Logan, G. D., Hasher, L., & Grafman, J. (2003). Inhibitory attentional control in patients with frontal lobe damage. Brain and Cognition, 52, 258-270.
  
  
• [PDF] Logan, G. D. (2003). Executive control of thought and action: In search of the wild homunculus. Current Directions in Psychological Science, 12, 45-48.
  
  
• [PDF] Band, G. P. H., van der Molen, M. W., & Logan, G. D. (2003). Horse-race model simulations studies of the stop signal procedure. Acta Psychologica, 112, 105-142.
  
  
• [PDF] Bedard, A-C., Ickowicz, A., Logan, G. D., Hogg-Johnson, S., Schachar, R.J., & Tannock, R. (2003). Selective inhibition in children with attention-deficit/hyperactivity disorder off and on stimulant medication. Journal of Abnormal Child Psychology, 31, 315-327.
  
  

• Van den Wildenberg, W. P. M., van der Molen, M. W., & Logan, G. D. (2002). Reduced response readiness delays stop signal inhibition. Acta Psychologica, 111, 155-169.
  
  
• Logan, G. D. (2002). An instance theory of attention and memory. Psychological Review, 109, 376-400.
  
  
• Bedard, A. C., Nichols, S., Barbosa, J. A., Schachar, R., Logan, G. D., & Tannock, R. (2002). The development of selective inhibitory control across the lifespan. Developmental Neuropsychology, 21, 93-111.
  
  

• Carlson, L. A., & Logan, G. D. (2001). Using spatial terms to select an object. Memory & Cognition, 29, 883-892.
  
  
• Solanto, M. V., Abikoff, H., Sonuga-Barke, E., Schachar, R., Logan, G. D., Wigal, T., Hechtman, L., Hinshaw, S., & Turkel, E. (2001). The ecological validity of delay aversion and response inhibition as measures of impulsivity in AD/HD: A supplement to the NIMH Multimodal Treatment Study of AD/HD. Journal of Abnormal Child Psychology, 29, 215-218.
  
  
• Logan, G. D., & Delheimer, J. A. (2001). Parallel memory retrieval in dual-task situations: II. Episodic memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 27, 668-685.
  
  
• Logan, G. D., & Gordon, R. D. (2001). Executive control of visual attention in dual-task situations. Psychological Review, 108, 393-434.
  
  

• Collier, G., & Logan, G. (2000). Modality differences in short term memory for rhythms. Memory & Cognition, 28, 529-538.
  
  
• Logan, G. D., & Schulkind, M. D. (2000). Parallel memory retrieval in dual-task situations: I. Semantic memory. Journal of Experimental Psychology: Human Perception and Performance, 26, 1072-1090.
  
  
• Schachar, R., Mota, V. L., Logan, G. D., Tannock, R., & Klim, P. (2000). Confirmation of an inhibitory deficit in attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 28, 227-235.
  
  
• Logan, G. D., & Irwin, D. E. (2000). Don't look! Don't touch! Inhibitory control of eye and hand movements. Psychonomic Bulletin & Review, 7, 107-112.
  
  
• Zbrodoff, N. J., & Logan, G. D. (2000). When it hurts to be misled: Stroop-type interference in a simple arithmetic production task. Memory & Cognition, 28, 1-7.
  
  

• Compton, B. J., & Logan, G. D. (1999). Judgments of perceptual groups: Reliability and sensitivity to stimulus transformation. Perception and Psychophysics, 61, 1320-1335.
  
  
• Logan, G. D., Taylor, S. E., & Etherton, J. L. (1999). Attention and automaticity: Toward a theoretical integration. Psychological Research, 62, 165-181.
  
  
• Ridderinkhof, K. R., Band, G. P. H., & Logan, G. D. (1999). A study of adaptive behavior: Effects of age and irrelevant information on the ability to inhibit one's actions. Acta Psychologica, 101, 315-337.
  
  
• Zbrodoff, N. J., & Logan, G. D. (1999). Selection for cognition: A reply to the commentaries. Visual Cognition, 6, 101-109.
  
  
• Logan, G. D., & Zbrodoff, N. J. (1999). Selection for cognition: Cognitive constraints on visual spatial attention. Visual Cognition, 6, 55-81.
  
  
• Williams, B. R., Ponesse, J. S., Schachar, R. J., Logan, G. D., & Tannock, R. (1999). Development of inhibitory control across the life span. Developmental Psychology, 35, 205-213.
  
  

• Logan, G. D. (1998). What is learned during automatization? II: Obligatory encoding of location information. Journal of Experimental Psychology: Human Perception and Performance, 24, 1720-1736.
  
  
• Hillstrom, A. P., & Logan, G. D. (1998). Decomposing visual search: Evidence for multiple item-specific skills. Journal of Experimental Psychology: Human Perception and Performance, 24, 1385-1398.
  
  
• Poldrack, R. A., & Logan, G. D. (1998). What is the mechanism for fluency in successive recognition? Acta Psychologica, 98, 167-181.
  
  
• Logan, G. D., & Zbrodoff, N. J. (1998). Stroop type interference: Congruity effects in color naming with typewritten responses. Journal of Experimental Psychology: Human Perception and Performance, 24, 978-992.
  
  
• Oosterlaan, J., Logan, G. D., & Sergeant, J. A. (1998). Response inhibition in ADHD, CD, comorbid ADHD+CD, anxious and normal children: A meta-analysis of studies with the stop task. Journal of Child Psychology and Psychiatry, 39, 411-425.
  
  

• Carlson-Radvansky, L. A., & Logan, G. D. (1997). The influence of reference frame selection on spatial template construction. Journal of Memory and Language, 37, 411-437.
  
  
• Hillstrom, A. P., & Logan, G. D. (1997). Process dissociation, cognitive architecture, and response time: Comments on Lindsay and Jacoby (1994). Journal of Experimental Psychology: Human Perception and Performance, 23, 1561-1578.
  
  
• Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading and Writing Quarterly, 13, 123-146.
  
  
• Boronat, C. B., & Logan, G. D. (1997). The role of attention in automatization: Does attention operate at encoding, or retrieval, or both? Memory & Cognition, 25, 36-46.
  
  
• Poldrack, R. A., & Logan, G. D. (1997). Fluency and response speed in recognition judgments. Memory & Cognition, 25, 1-10.
  
  
• Logan, G. D., Schachar, R. J., & Tannock, R. (1997). Impulsivity and inhibitory control. Psychological Science, 8, 60-64.
  
  

• Logan, G. D. (1996). The CODE theory of visual attention: An integration of space-based and object-based attention. Psychological Review, 103, 603-649.
  
  
• Otten, L. J., Sudevan, P., Logan, G. D., & Coles, M. G. H. (1996). Magnitude versus parity in numerical judgments: Event-related potentials implicate response conflict as the source of interference. Acta Psychologica, 94, 21-40.
  
  
• Logan, G. D., Taylor, S. E., & Etherton, J. L. (1996). Attention in the acquisition and expression of automaticity. Journal of Experimental Psychology: Learning, Memory and Cognition, 22, 620-638.
  
  
• Logan, G. D. & Compton, B. J. (1996). Distance and distraction effects in the apprehension of spatial relations. Journal of Experimental Psychology: Human Perception and Performance, 22, 159-172.
  
  

• Logan, G. D. (1995). The Weibull distribution, the power law, and the instance theory of automaticity. Psychological Review, 102, 751-756.
  
  
• Schachar, R., Tannock, R., Marriott, M., & Logan, G. (1995). Control of response processes in attention deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 23, 411-437.
  
  
• De Jong, R., Coles, M. G. H., & Logan, G. D. (1995). Strategies and mechanisms in nonselective and selective inhibitory motor control. Journal of Experimental Psychology: Human Perception and Performance, 21, 498-511.
  
  
• Logan, G. D. (1995). Linguistic and conceptual control of visual spatial attention. Cognitive Psychology, 28, 103-174.
  
  
• Tannock, R., Schachar, R. & Logan, G. D. (1995). Methylphenidate and cognitive flexibility: Dissociated dose effects on behavior and cognition in hyperactive children. Journal of Abnormal Child Psychology, 23, 235-266.
  
  

• Kramer, A. F., Humphrey, D. G., Larish, J. F., Logan, G. D. & Strayer, D. L. (1994). Aging and inhibition: Beyond a unitary view of inhibitory processing in attention. Psychology and Aging, 9, 491-512.
  
  
• Logan, G. D. (1994). Spatial attention and the apprehension of spatial relations. Journal of Experimental Psychology: Human Perception and Performance, 20, 1015-1036.
  
  
• Logan, G. D. & Etherton, J. L. (1994). What is learned in automatization? The role of attention in constructing an instance. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 1022-1050.
  
  

• Schachar, R. J., Tannock, R., & Logan, G. D. (1993). Inhibitory control, impulsiveness, and attention deficit hyperactivity disorder. Clinical Psychology Review, 13, 721-739.
  
  
• Tannock, R., Schachar, R. J. & Logan, G. D. (1993). Does methylphenidate induce overfocusing in hyperactive children? Journal of Clinical Child Psychology, 22, 28-41.
  
  
• Grant, S. C. & Logan, G. D. (1993). The loss of repetition priming and automaticity over time as a function of degree of initial learning. Memory & Cognition, 21, 611-618.
  
  
• Lassaline, M. L. & Logan, G. D. (1993). Memory-based automaticity in the discrimination of visual numerosity. Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 561-581.
  
  
• Compton, B. J. & Logan, G. D. (1993). Evaluating a computational model of perceptual grouping by proximity. Perception and Psychophysics, 53, 403-421.
  
  

• Logan, G. D. (1992). Shapes of reaction time distributions and shapes of learning curves: A test of the instance theory of automaticity. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 883-914.
  
  
• Logan, G. D. (1992). Attention and preattention in theories of automaticity. American Journal of Psychology, 105, 317-339.
  
  

• Logan, G. D. & Stadler, M. A. (1991). Mechanisms of performance improvement in consistent-mapping memory search: Automaticity or strategy shift? Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 478-496.
  
  
• Compton, B.J. & Logan, G.D. (1991). The transition from algorithm to retrieval in memory based theories of automaticity. Memory & Cognition, 19, 151-158.
  
  
• Klapp, S. T., Boches, C. A., Trabert, M. L., & Logan, G. D. (1991). Automatizing alphabet arithmetic: II. Are there practice effects after automaticity is attained? Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 196-209.
  
  
• Logan, G. D. & Klapp, S. T. (1991). Automatizing alphabet arithmetic: I. Is extended practice necessary to produce automaticity? Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 179-195.
  
  

• Schachar, R. J. & Logan, G. D. (1990). Are hyperactive children deficient in attentional capacity? Journal of Abnormal Child Psychology, 18, 493-513.
  
  
• Schachar, R. J. & Logan, G. D. (1990). Impulsivity and inhibitory control in normal development and childhood psychopathology. Developmental Psychology, 26, 710-720.
  
  
• de Jong, R., Coles, M. G. H., Logan, G. D. & Gratton, G. (1990). Searching for the point of no return: The control of response processes in speeded choice reaction performance. Journal of Experimental Psychology: Human Perception and Performance, 16, 164-182.
  
  
• 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.
  
  
• Logan, G. D. (1990). Repetition priming and automaticity: Common underlying mechanisms? Cognitive Psychology, 22, 1-35.
  
  

• Stadler, M. A. & Logan, G. D. (1989). Is there a search in fixed-set memory search? Memory & Cognition, 17, 723-728.
  
  
• Tannock, R., Schachar, R. J., Carr, R. P. & Logan, G. D. (1989). Dose response effects of methylphenidate on academic performance and overt behavior in hyperactive children. Pediatrics, 84, 648-657.
  
  
• Tannock, R., Schachar, R. J., Carr, R. P., Chajczyk, D. & Logan, G. D. (1989). Effects of methylphenidate on inhibitory control in hyperactive children. Journal of Abnormal Child Psychology, 17, 473-491.
  
  
• Chee, P., Logan, G. D., Schachar, R. J., Lindsay, P. H. & Wachsmuth, R. (1989). Effects of event rate and display time on sustained attention in hyperactive, normal, and control children. Journal of Abnormal Child Psychology, 17, 371-391.
  
  

• Logan, G. D. (1988). Automaticity, resources and memory: Theoretical controversies and practical implications. Human Factors, 30, 583-598.
  
  
• Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95, 492-527.
  
  
• Schachar, R., Logan, G. D., Wachsmuth, R. & Chajczyk, D. (1988). Attaining and maintaining preparation: A comparison of attention in hyperactive, normal, and disturbed control children. Journal of Abnormal Child Psychology, 16, 361-378.
  
  

• Logan, G. D. & Burkell, J. (1986). Dependence and independence in responding to double stimulation: A comparison of stop, change, and dual-task paradigms. Journal of Experimental Psychology: Human Perception and Performance, 12, 549-563.
  
  
• Zbrodoff, N. J. & Logan, G. D. (1986). On the autonomy of mental processes: A case study of arithmetic. Journal of Experimental Psychology: General, 115, 118-130.
  
  

• Logan, G. D. (1985). On the ability to inhibit simple thoughts and actions: II. Stop-signal studies of repetition priming. Journal of Experimental Psychology: Learning, Memory and Cognition, 11, 675-691.
  
  
• Logan, G. D. (1985). Executive control of thought and action. Acta Psychologica, 60, 193-210.
  
  
• Logan, G. D. (1985). Skill and automaticity: Relations, implications, and future directions. Canadian Journal of Psychology, 39, 367-386.
  
  

• Logan, G. D., Cowan, W. B. & Davis, K. A. (1984). On the ability to inhibit responses in simple and choice reaction time tasks: A model and a method. Journal of Experimental Psychology: Human Perception and Performance, 10, 276-291.
  
  
• Logan, G. D. & Cowan, W. B. (1984). On the ability to inhibit thought and action: A theory of an act of control. Psychological Review, 91, 295-327.
  
  

• Logan, G. D., Zbrodoff, N. J. & Fostey, A. R. (1983). Costs and benefits of strategy construction in a speeded discrimination task. Memory & Cognition, 11, 485-493.
  
  
• Logan, G. D. (1983). On the ability to inhibit simple thoughts and actions: I. Stop signal studies of decision and memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 9, 585-606.
  
  

• Logan, G. D. (1982). On the ability to inhibit complex actions: A stop-signal study of typewriting. Journal of Experimental Psychology: Human Perception and Performance, 8, 778-792.
  
  
• Logan, G. D. & Zbrodoff, N. J. (1982). Constraints on strategy construction in a speeded discrimination task. Journal of Experimental Psychology: Human Perception and Performance, 8, 502-520.
  
  

• Young, J. M., Palef, S. R. & Logan, G. D. (1980). The role of mental rotation in letter processing in children and adults. Canadian Journal of Psychology, 34, 265-269.
  
  
• Logan, G. D. (1980). Short-term memory demands of reaction time tasks that differ in complexity. Journal of Experimental Psychology: Human Perception and Performance, 6, 375-389.
  
  
• Logan, G. D. (1980). Attention and automaticity in Stroop and priming tasks: Theory and data. Cognitive Psychology, 12, 523-553.
  
  

• Logan, G. D. & Zbrodoff, N. J. (1979). When it helps to be misled: Facilitative effects of increasing the frequency of conflicting stimuli in a Stroop-like task. Memory & Cognition, 7, 166-174.
  
  
• Logan, G. D. (1979). On the use of a concurrent memory load to measure attention and automaticity. Journal of Experimental Psychology: Human Perception and Performance, 5, 189-207.
  
  

• Logan, G. D. (1978). Attention demands of visual search. Memory & Cognition, 6, 446-453.
  
  
• Logan, G. D. (1978). Attention in character classification: Evidence for the automaticity of component stages. Journal of Experimental Psychology: General, 107, 32-63.
  
  

• Logan, G. D. Withey, M. J., & Cowan, W. B. (1977). Cue search and comparison processes in visual search for letters. Canadian Journal of Psychology, 31, 113-121.
  
  

• Logan, G. D. (1976). Converging evidence for automatic perceptual processing in visual search. Canadian Journal of Psychology, 30, 193-200.
  
  

• Logan, G. D. (1975). On the independence of naming and locating masked targets in visual search. Canadian Journal of Psychology, 29, 51-58.
  
  
• Logan, G. D. (1975). On the relation between identifying and locating masked targets in visual search. Quarterly Journal of Experimental Psychology, 27, 451-457.
  
  

• [PDF] Schneider, D. W., & Logan, G. D. (2009). Task switching. In L. R. Squire (Ed.), Encyclopedia of neuroscience (Vol. 9, pp. 869-874). Oxford: Academic Press.
  
  
• Logan, G. D. (2008). The role of memory in the control of action. In E. Moresella, J. A. Bargh, & P. M. Gollwitzer (Eds.). The psychology of action, Volume 2: Mechanisms of human action. Oxford University Press.
  
  
• Carlson, L. A., & Logan, G. D. (2005). Attention and spatial language. In L. Itti, G. Rees, & J. Tsotsos (Eds.), Neurobiology of attention. (pp 330-336). San Diego, CA: Elsevier.
  
  
• Zbrodoff, N. J., & Logan, G. D. (2005). What everyone finds: The problem size effect. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition. (pp. 331-345). New York: Psychology Press.
  
  
• Logan, G. D. (2004). Attention, automaticity, and executive control. In A. F. Healy (Ed.), Experimental cognitive psychology and its applications: Festschrift in honor of Lyle Bourne, Walter Kintsch, and Thomas Landauer. (pp. 129-139). Washington, D.C.: American Psychological Association Press.
  
  
• Logan, G. D. (2004). Cumulative progress in formal theories of attention. Annual Review of Psychology, 55, 207-234.
  
  
• Logan, G. D. (2002). Parallel and serial processes. In H. Pashler & J. Wixted (Eds.), Stevens’ Handbook of Experimental Psychology (3rd ed.), Vol. 4: Methodology in experimental psychology. (pp. 271-300). New York, NY: John Wiley & Sons.
  
  
• Logan, G. D., & Zbrodoff, N. J. (2002). Response features in the coordination of perception and action. In W. Prinz & B. Hommel (Eds.), Attention and Performance XIX. (pp. 628-644). New York: Oxford University Press.
  
  
• ogan, G. D., Schachar, R. J., & Tannock, R. (2000). Executive control problems in childhood psychopathology: Stop-signal studies of attention deficit disorder. In S. Monsell & J. Driver (Eds.), Attention and Performance XVIII. (pp. 653-677). Cambridge MA: MIT Press.
  
  
• Logan, G. D. (2000). Information-processing models. In A. E. Kazdin (Ed.), Encyclopedia of Psychology. New York: American Psychological Association and Oxford University Press.
  
  
• Logan, G. D., & Compton, B. J. (1998). Attention and automaticity. In R. Wright (Ed.), Visual attention. (pp. 108-131). New York: Oxford University Press.
  
  
• Logan, G. D., & Bundesen, C. (1996). Spatial effects in the partial report paradigm: A challenge for theories of visual-spatial attention. In D. L. Medin (Ed.), The psychology of learning and motivation. Vol. 35, (pp. 243-282). San Diego, CA: Academic Press.
  
  
• Logan, G. D. & Sadler, D. D. (1996). A computational analysis of the apprehension of spatial relations. In P. Bloom, M. Peterson, M. Garrett, & L. Nadel (Eds.), Language and space. Cambridge, MA: M.I.T. Press.
  
  
• Logan, G. D. (1996). Top-down control of reference frame alignment in directing attention from cue to target. In A. Kramer, M. G. H. Coles, & G. D. Logan, (Eds.), Converging operations in the study of visual attention. (pp. 415-437). Washington, D.C.: American Psychological Association.
  
  
• Logan, G. D., Coles, M. G. H., & Kramer, A. F. (1996). Converging operations in the study of visual selective attention: Introduction. In A. F. Kramer, M. G. H. Coles, & G. D. Logan (Eds.), Converging operations in the study of visual selective attention. (pp. xv-xxv). Washington, D.C.: American Psychological Association.
  
  
• Kramer, A. F., Coles, M. G. H., & Logan, G. D. (Eds.), (1996). Converging operations in the study of visual selective attention. Washington, D.C.: American Psychological Association.
  
  
• Logan, G. D. (1994). On the ability to inhibit thought and action: A users' guide to the stop signal paradigm. In D. Dagenbach & T. H. Carr (Eds), Inhibitory processes in attention, memory, and language. (pp. 189-239). San Diego: Academic Press.
  
  
• Logan, G. D. (1992). Attention and memory. In L. Squire (Ed.), The encyclopedia of learning and memory. New York: Macmillan.
  
  
• Logan, G. D. (1991). Automaticity and memory. In W. Hockley & S. Lewandowsky (Eds.), Relating theory and data: Essays on human memory in honor of Bennet B. Murdock. Hillsdale, NJ: Erlbaum.
  
  
• Logan, G. D. (1989). Automaticity and cognitive control. In J.S. Uleman & J. A. Bargh (Eds.), Unintended thought: Limits of awareness, intention, and control. New York: Guilford.
  
  
• Logan, G. D. (1983). Time, information, and the various spans of typewriting. In W. E. Cooper (Ed.), Cognitive aspects of skilled typewriting. New York: Springer-Verlag.
  
  
• Logan, G. D. (1981). Attention, automaticity, and the ability to stop a speeded choice response. In J. Long & A. D. Baddeley (Eds.), Attention and Performance IX. Hillsdale, NJ: Erlbaum.
  
  

• Logan, G. D. (1997). The automaticity of academic life: Unconscious applications of an implicit theory. In R. S. Wyer (Ed.), Advances in Social Cognition, 10, 157-179. Mahwah, NJ: Erlbaum.
  
  
• Logan, G. D. (1996). Islands in the stream of consciousness: A review of Attention and Performance XV. Contemporary Psychology, 41, 35-37.
  
  
• Logan, G. D. (1990). Social cognition gets specific. In R. Wyer & T. Srull (Eds.), Advances in Social Cognition, 3, 141-151.
  
  
• Logan, G. D. & Barber, C. Y. (1985). On the ability to inhibit complex arithmetic. Bulletin of the Psychonomic Society, 23, 371-373.
  
  
• Logan, G. D., Zbrodoff, N. J. & Williamson, J. (1984). Strategies in the color-word Stroop task. Bulletin of the Psychonomic Society, 22, 135-138.
  
  
• Logan, G. D. (1976). Selective visual processing with tilt and color cues. Bulletin of the Psychonomic Society, 8, 463-465.
  
  

• 2007: Vanderbilt View (January 2008 issue), Nashville [Picture]
• 2006: Ph.D. Summer School, Bernried, Germany [Picture - ninth from the right]
• 2005: Society of Experimental Psychologists, Tampa, FL, USA [Picture - fifth from the right]
• 2005: Conference on the Place of Inhibitory Processes in Cognition, Arlington, TX, USA [Picture - third from the left]
• 2005: International Conference on Attentional Control, National Chung-Cheng University, Taiwan (1) [Picture - fifth from the left]
• 2005: International Conference on Attentional Control, National Chung-Cheng University, Taiwan (2) [Picture - second from the left]
• 2004: Leiden, The Netherlands [Picture - fifth from the left]
• 2004: Ohlstadt, Germany (1) [Picture]
• 2004: Ohlstadt, Germany (2) [Picture - second from the left]
• 2003: Society of Experimental Psychologists, St. Louis, MO, USA [Picture - middle of fourth row]
• 2003: EPOS Workshop, Amsterdam [Picture - wearing brown jacket]
• 2003: Munich Symposium on Visual Search, Germany (1) [Picture]
• 2003: Munich Symposium on Visual Search, Germany (2) [Picture - first row standing, third from right]
• 2002: International Symposium on Executive Functions in Konstanz, Germany [Picture - last row, first from the right]
• 2002: Stroopfest, Nashville, TN, USA [Picture - second from the right]
• 2001: KNAW, Amsterdam [Picture - front row, tenth from the left]
• 2001: BASICS, Banff, AB, Canada [Picture - back row, fourth from the left]
• 2000: Attention & Performance 19, Germany [Picture - front row, seventh from the left]
• 1998: Society of Experimental Psychologists, Laguna Beach, CA, USA [Picture - first on the left]
• 1998: Attention & Performance 18, United Kingdom [Picture - second row, seventh from the left]
• 1990: Attention & Performance 14, Ann Arbor, MI, USA [Picture - front row, third from the right]
• 1980: Attention & Performance 9, Great Britain [Picture - front row, fourth seated from the left]
• 1968: Downtown in Edmonton, AB, Canada [Picture - second from the left]