The study of controlled cognitive processes, automaticity, as well as automatic and conscious cognitive aspects of human skill
In addition to behavioral research, my studies focus on several philosophical questions concerning the relationship between computation, information processing, and cognition. These include (a) the classification of physical computational processes, (b) the relationship between information and information processing and cognition, and (c) the nature of computational and representational explanations in cognitive neuroscience. Another area of philosophical inquiry is the nature and limitations of Bayesian explanations in cognitive and brain sciences. Another line of research that engages directly with the behavioral studies examines the interaction between factual (or semantic) knowledge (knowledge-that) and procedural knowledge (knowledge how), as well as the relationship between knowledge and skill.
Our lab primarily investigates the interaction between learning, skill acquisition, and automaticity in behavioral experiments, although we are also open to other areas of research guided by epistemic questions. Some of the questions we study include: (1) Can cognitive control be automated? If so, to what extent? (2) Does training improve cognitive control, as measured by reaction speed and accuracy? (3) Does the performance of automatic cognitive processes, such as reading words and numbers or recognizing faces, improve the performance of other cognitively controlled tasks (e.g., verbal and numerical classification tasks or gender classification of faces)? (4) Does such improvement extend to processing in different domains, or is it limited only to the same domain? (5) Can automatic effects (e.g., implicit bias or the Stroop effect) be suppressed over time, for example, after practicing the same task for several weeks? (6) How do instructions or feedback, whether written or verbal, affect the acquisition of a skill?
By addressing these questions, we hope to deepen our understanding of the complex relationship between computation and cognition as well as the development of human skill and procedural knowledge.