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Carr Thomas Carr
Ph.D. Cognitive Developmental Psychology, Peabody College of Education and Human Development 1975
Masters Science Education, Graduate School of Education, University of Chicago 1971
Bachelors Physics, Lake Forest College 1970
Primary Program: Cognition and Cognitive Neuroscience
. Psychology

Research Statement

My research focuses on perceptual recognition, attention, and the executive control of complex skills, including how skills are learned, how they are performed in their mature and well-practiced states, whether they are susceptible to choking under pressure or other kinds of cognitive and motivational stressors, and the neural substrates of these processes using fMRI.  Skill domains have included word recognition and reading, writing, and mathematical computation and problem solving.  Recently I've come to view knowledge acquisition as a skill, and have begun to investigate test-enhanced learning ("the testing effect").  In addition to basic-science investigations, I am interested in the instructional implications of research on skill acquisition, and I collaborate with an aphasiologist on the behavioral, cognitive, and neural impact of aphasia rehabilitation programs.  From 1993 through 1998 I served as Editor of the Journal of Experimental Psychology: Human Perception and Performance, and from 2003 through 2007 as Editor of Perception & Psychophysics (now called Attention, Perception & Psychophysics). From 2005 through 2007 I was on leave from Michigan State, serving as the Frank W. Mayborn Professor of Cognitive Studies at Vanderbilt University. Currently I'm one of the Associate Editors of Cognitive Psychology.

Research Publications    
2014Batsell, R., Carr, T. H., Francis, A. P., & Wieth, M. (invited paper in preparation 2014). Test-enhanced learning: Using practice at remembering to improve learning in the classroom, the curriculum, and the lives of students. To appear inTeaching of Psychology.
2014Carr, T. H. (invited paper in press 2014). On the strengths and weaknesses of reflection as a guide to action: Pressure assails performance in multiple ways. To appear in Phenomenology and the Cognitive Sciences (Special Issue on Unreflective Action and the Choking Effect, Guest Editor M. L. Cappuccio).
2013Dewey, J. A., & Carr, T. H. (2013) Predictable and self-initiated motion is judged to be slower than computer-generated motion. Consciousness and Cognition, 22, 987-995.
2012Dewey, J. A., & Carr, T. H. (2012). Is that what I wanted to do? Cued vocalizations influence the phenomenology of controlling a moving object. Consciousness and Cognition, 21, 507-525.
2011Carr, T. H., & Hinckley, J. J. (2011). Attention: Architecture and process. In R. K. Peach & L. P. Shapiro (Eds.), Cognition and acquired language disorders: An information processing approach (pp 61-93). St. Louis: Elsevier Mosby.
2010Hoerger, M., Quirk, S. W., Lucas, R. E., & Carr, T. H. (2010). Cognitive determinants of affective forecasting errors. Judgment and Decision Making, 5, 365-373.
2010Dewey, J. A., Seiffert, A. E., & Carr, T. H. (2010). Taking credit for success: The phenomenology of control in a goal-directed task. Consciousness and Cognition, 19, 48-62.
2009Francis, A. P., Schmidt, G. L., Carr, T. H., & Clegg, B. A. (2009). Incidental learning of abstract rules for non-dominant word orders. Psychological Research, 73, 60-74.
2008Huang, J., Francis, A. P., & Carr, T. H. (2008). A method for measuring the onset time and duration of articulation and for detecting, assessing, and correcting articulation-induced signal changes during an event-related word reading fMRI study. Brain & Language, 104, 10-23.
2008Beilock, S. L., Bertenthal, B. I., Hoerger, M., & Carr, T. H. (2008). When does haste make waste? Expertise, speed versus accuracy, and the tools of the trade. Journal of Experimental Psychology: Applied, 14, 340-353.