Toward an instance theory of automatization.

By Gordon D. Logan. 1988

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Citations in the corpus

A dual-stage two-phase model of selective attention. (2010, methodology): “…data are dual-route models (e.g., De Jong, Liang, & Lauber, 1994; Hommel, 1998; Kornblum, Hasbroucq, & Osman, 1990; Ridderinkhof, 1997), which were originally developed to describe automatic versus controlled processing (cf. Logan, 1988; W. Schneider & Shiffrin, 1977; Shiffrin & Schneider, 1977).”
The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning (2012, background): “Two principal processes underlying fluency gains are knowledge compilation (e.g., Anderson & Lebiere, 1998) and memory strengthening (e.g., Logan, 1988).”
Naming-Speed Processes, Timing, and Reading (2000, background): “Beyond the scope of this article are critical discussions about the nature of automaticity (see Logan, 1988; Stanovich, 1990; Wolf, 1991 ) and about comparisons between alphanumeric (letters and numbers) stimuli that achieve more automatic-like rates than colors or objects across all populations…”
The Complex Nature of Reading Fluency: A Multidimensional View (2008, background): “For a process to be automatic, it must be fast, effortless, autonomous, and able to be completed without conscious control or attention (Laberge & Samuels, 1974; Logan, 1988, 1997; Posner & Snyder, 1975).”
Implicit self-concept and moral action (2009, background): “, 1997), and that pure examples of complete automaticity and of full control are equally rare (e.g., Bargh, 1994; Gawronski & Bodenhausen, 2007; Logan, 1988; Moors & De Houwer, 2006).”
Hierarchical Control of Cognitive Processes (2011, unknown): “Nevertheless, the case for hierarchical control is weaker than it ought to be, with much of cognitive psychology focused on simple tasks that can be explained readily in terms of the stimulus–response associations that the behaviorists favored (Logan, 1988; Shiffrin & Schneider, 1977).”
Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience (2018, background): “Reading and writing are particularly pertinent examples of an overlearned behaviour arrived at through extensive practice (cf. Logan, 1988).”
Social and Psychological Bases of Ideology and System Justification (2009, background): “Evidence for the automatization of cognitive processes points to practice and elaboration as key influences (Logan, 1988; Nosek, 2005).”
Negative Priming as a Memory Phenomenon (2007, background): “Logan’s instance theory of automatization (Logan, 1988) assumes that, as a consequence of attention, every encounter with a stimulus (i.”
I, me, mine: Automatic attentional capture by self-related stimuli (2012, background): “The automatization of self-related attentional processes could support information organization and integration at higher levels of processing by facilitating storage and retrieval of information (Logan, 1988).”
Bilingual working memory span is affected by language skill (2002, background): “In a similar vein Logan (1988) proposed that automatisation involves building a knowledge base that allows the fast retrieval of stored instances.”
Simple Substrates for Complex Cognition (2008, background): “Indeed, we briefly discuss two notions of compilation below, also providing a link with popular notions of automatization (Anderson, 1982; Anderson and Lebiere, 1998; Anderson et al., 2004; Crossman, 1959; Fitts, 1964; Logan, 1988; Newell, 1990; Newell and Rosenbloom, 1981; Taatgen et al., 2008).”
Social Problem Solving: Theory and Assessment. (2004, background): “Instead, some or all test responses could simply be products of " automatic processing, " or the direct, single-step retrieval of previously learned coping responses from memory (see Burns & D'Zurilla, 1999; Logan, 1988).”