Executive control of cognitive processes in task switching.

By J. Rubinstein, David E. Meyer, J. Evans. 2001

1,490 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Statistics and Probability, Cognitive Science & Psychology

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Citations in the corpus

Extreme Clicking for Efficient Object Annotation (2017, background): “More generally, it avoids task-switching which is well-known to increase response time and decrease accuracy [52, 45].”
What Gets Processed in Processing Instruction? A Commentary on Bill VanPatten’s “Processing Instruction: An Update” (2002, methodology): “Importantly, dual-task performance as used by VanPatten (1990) and Wong (2001) is more difficult than single-task performance (the phenomenon Wickens’s model attempts to explain), since even though they may draw on different resource pools, dual tasks require task switching to be coordinated, and su”
The effects of spacing and mixing practice problems (2009, background): “For instance, in a series of experiments by Rubinstein, Meyer, and Evans (2001), learners repeatedly performed two kinds of tasks, such as arithmetic computation or the classification of geometric shapes.”
Task switching: interplay of reconfiguration and interference control. (2010, methodology): “Rubinstein et al. (2001), for example, varied task properties such as familiarity, stimulus discriminability, and rule complexity (e.g., one-dimension vs. two-dimension categorization) and found that only rule complexity resulted in larger switch costs.”
The neural basis of error detection: conflict monitoring and the error-related negativity. (2004, background): “The establishment of a task set is a complex process, and investigation of the mechanisms by which task sets are created, maintained, and switched is the focus of ongoing research (Allport, Styles, & Hsieh, 1994; Braver & Cohen, 2000; Gilbert & Shallice, 2002; Logan & Gordon, 2001; Rogers & Monsell,”
New Ways of Working: Impact on Working Conditions, Work–Family Balance, and Well-Being (2014, background): “Each fragmentation of a task adds to the total time required to complete it (Rubinstein et al. 2001).”
Roots and patterns in Hebrew language development: evidence from written morphological analogies (2006, background): “5th graders (10–11-year-olds) enjoy an enhanced ability to analyze both word components due to the onset of adolescence which brings about the formal operations stage, enhanced memory skills, and the honing of Executive Control abilities (Kluwe & Logan, 2000; Rubinstein, Meyer, & Evans, 2001 ).”