Abstract: . . .  ratcliff.22@osu.edu Ratcliff, R. & Smith, P. L. (2004). A comparison of sequential sampling models for two-choice reaction time. Psychological Review , 111 , 333-367. Smith, P. L.., Ratcliff, R. (2004). The Psychology and Neurobiology of Simple Decisions. Trends in Neuroscience, 27 , 161- 168. HARVEY G. SHULMAN: Associate Professor; Ph.D., University of Michigan, 1969 – Interests: Memory; Attention; Biological bases of cognitive processes; Human performance and human factors; Psychophysiological indicators of memory; Attention and cognition; Memory and emotion; Divided attention. Email: shulman.1@osu.edu Ainsworth-Darnell, K., Shulman, H. G. & Boland, J. E. (1998). Dissociating Brain Responses to Syntactic Anomalies: Evidence from Event-related Potentials. Journal of Memory and Language, 38 , 112- 130. Huber, S. J., Shulman, H. G., Paulson, G. W. & Shuttleworth, E. C. (1989). Dose Dependent Memory Impairment in Parkinson’s Disease. Neurology, 39 , 438- 440. JAMES T. TODD: Professor; Ph.D., University of Connecticut, 1977 – Interests: Visual perception and cognition; Perceptual- motor coordination; Computational modeling of sensory processes; Computer graphics. Lab: www2.psy.ohio-state.edu/visionlab/ Email: todd.44@osu.edu Bingham, G. P., Crowell, J. A. & Todd, J. T. (2004). Distortions of distance and shape are not produced by a single continuous transformation of reach space. Perception & Psychophysics, 66(1) , 152-169. Todd, J. T. (2004). The visual perception of 3D shape. TRENDS in Cognitive . . .
. . .  content area of interest. Quantitative skills are broadly defined and can include any of the topics covered in the quantitative program in the Psychology department or in other departments (e.g., mathematics, Page 4 computer science, statistics, linguistics, physics, and so on). Cognitive Development Several of the cognitive area faculty are jointly appointed in the developmental area. Students can enroll in the cognitive program with their primary research focus in cognitive development, including development of language, numerosity, categorization, memory, and development of concepts. The major guiding principle in the Cognitive Area graduate training program is to involve students in the tasks that are performed professionally by cognitive/ experimental psychologists – theoretical analysis, research design, data analysis, scholarly writing, teaching, editorial reviewing, and oral presentation of research. These experiences are provided starting from the beginning of the first year of graduate work. The course of training is designed to enable students to complete the Candidacy Examination before the start of their fourth year of graduate work. 1. Statistics Sequence 2. At least two courses from each of the following topic areas: Perception and Psychophysics; Human Performance; Learning, Memory, and Cognition: Foundations; High-level Cognitive Processes 4. Three courses outside of the Cognitive Area. A few examples are courses in Psychobiology, Developmental, and Quantitative Psychology . . .
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