Publications & Presentations

Publications

(* indicates undergraduate collaborator)

Hutcheon, T. G. (2022). What is cued by faces in the face-based context-specific proportion manipulation? Attention, Perception, & Psychophysics, 84, 1248 – 1263. (link)

Hutcheon, T. G., Lian*, A, & Richard*, A. (2019). The impact of a technology ban on students’ experience and performance in Introduction to Psychology. Teaching of Psychology, 46, 47-54. (link)

Hutcheon, T. G. (2018). Technology bans and student experience in the college classroom. In W. Altman, L. Stein, & J.E. Westfall (Eds.), Essays from Excellence in Teaching (Vol. 17, pp 40-44). (link)

Hutcheon, T. G., Spieler, D. H., & Eldar*, M. (2017) Properties of context-driven control revealed through the analysis of sequential congruency effects. Acta Psychologica. (link)

Hutcheon, T. G., & Spieler, D. H. (2017). Limits on the generalizability of context driven control. The Quarterly Journal of Experimental Psychology, 70. , 1292 – 1304. (.pdf) (link)

Mayr, U., Spieler, D. H., & Hutcheon, T. G. (2015). When and why do old adults outsource control to the environment? Psychology and Aging, 30, 624-633. (.pdf) (link)

Hutcheon, T. G., & Spieler, D. H. (2014). Contextual influences on the sequential congruency effect. Psychonomic Bulletin & Review, 21, 155-162. (.pdf) (link)

Presentations

(* indicates undergraduate collaborator)

David*, A., Ingwu*, J., Meselsohn*, N., & Hutcheon, T. (2023, March). Pre-crastination in physical and cognitive tasks. Poster presented at the 94th annual meeting of the Eastern Psychological Association, Boston, MA. (Poster)

Fisher, P., Beins, B., Ghirardelli, T., Hutcheon, T. G., & Bodenlos, J. (2022, March). Experiential learning as part of the curriculum. Panel held at the 93rd annual meeting of the Eastern Psychological Association, New York, NY.

Hutcheon, T. G., Caliandro*, M., Tucker*, G., Wang*, M., & Wu*, K. (2022, March). Can race serve as a context in context-driven attentional control? Poster presented at the 93rd annual meeting of the Eastern Psychological Association, New York, NY. (Poster)

Hutcheon, T. G. (2021, May). Context-driven control is not cued by gender. Poster presented at   the 33rd Annual Meeting of the Association for Psychological Science, Virtual Meeting.

Hutcheon, T. G. (2021, April). The impact of social categories on context-driven attention. Talk presented as part of the Bard College Psychology Program Colloquium Series. Annandale-on-Hudson, NY.

Ostbirk*, K., Herrera Garcia*, I., & Hutcheon, T. G. (2021, March). Active Learning Discomfort: The role of classroom professor-student rapport. Poster presented at the 92nd annual meeting of the Eastern Psychological Association. Virtual Meeting. (Poster).

Ostbirk*, K., Herrera Garcia*, I, & Hutcheon, T. G. (2020, October). Social anxiety and active learning discomfort: The impact of classroom comfortability and professor-student rapport. Poster presented at the Bard Summer Research Institute Poster Session. Annandale-on-Hudson, NY.

Hutcheon, T. G., Zion*, I, & Arnold*, J. (2019, November). Context-specific contingency  learning under low but not high memory load.  Poster presented at the 60th annual  meeting of the Psychonomic Society, Montreal, QC, Canada. (Poster)

Kolovoskaia*, D., & Hutcheon, T. G. (2019, April). The impact of working memory load on     stimulus-driven control. Talk presented at the 8th Annual Smolny International Student Conference, St Petersburg State University, St. Petersburg, Russia. [Received Best Student Presentation Award at the Smolny International Student Conference]

Hutcheon, T. G., Augistin* A., Coffey*, B., Griffin*, C., Kolovoskaia*, D., & Zion*, I. (2019, March). Stimulus-driven control in the absence of contingency learning. Poster presented at the 90th annual meeting of the Eastern Psychological Association, New York, NY. (poster)

Hutcheon, T. G., Gibson*, O., Sullivan*, A., & Fitzgerald*, E. (2018, November). Evidence for stimulus-driven control under concurrent memory load.  Poster to be presented at the 59th annual meeting of the Psychonomic Society, New Orleans, LA. (poster)

Hutcheon, T. G. (2018, September). Seeing how you are doing: Providing students with grade visualizations reduces grade-related stress. Presentation to be given at the 20th Annual Mid-Atlantic Conference on the Teaching of Psychology, Largo, MD. (Presentation)

Nielsen*, S., Fitzgerald*, E., Lian*, A., & Hutcheon, T. G. (2017, October). The impact of grade visualization on college students’ academic stress. Poster presented at the 23rd Annual Meeting of the Northeast Conference for Teachers of Psychology, Newton, MA. (poster)

Lian*, A., Nielsen*, S., & Hutcheon, T. G. (2017, September). See figure 1: Examining the relationship between eye fixation patterns on PowerPoint slides and memory performance. Poster Presented at Bard Summer Research Institute Conference, Annandale-on-Hudson, NY. (poster)

Frishberg*, E., Hutcheon, T. G. (2017, May). The effects of autobiographical growth narratives on math performance in women. Poster Presented at the 29th annual meeting of the Association for Psychological Science, Boston, MA. (poster)

Hutcheon, T. G., A., Lian*, & Richard*, A. (2016, November). Applying response time distribution analysis to item-level manipulations: Evidence for stimulus-driven control. Poster Presented at the Psychonomic Society’s 57th Annual Meeting, Boston, MA. (poster)

Hutcheon, T. G., Richard*, A., & Lian*, A. (2016, October). The impact of a technology ban on student’s perceptions and performance in Introduction to Psychology. Poster Presented at the Society for the Teaching of Psychology (STP) 15th Annual Conference on Teaching (ACT), Decatur, GA. (poster)
Winner of the STP Early Career Psychologist Poster Award

Eldar*, M., & Hutcheon, T. G. (2016, April). The readability of serif and sans serif fonts across native and non-native english speakers.  Poster presented at the 5th annual Westchester Undergraduate Research Conference, Dobbs Ferry, NY. (poster)

Lian*, A., Brown* H., Givens*, G., Richard*, A., & Hutcheon, T. G. (2016, April). The effect of a technology ban on professor-student rapport in the college classroom. Poster presented at the 30th Annual Conference on the Teaching of Psychology sponsored by Farmingdale State University, Tarrytown, NY. (poster)

Rodriguez, W.*, Konefal*, R. J., Brown*, H., & Hutcheon, T. G. (2016, April). The effect of a technology ban on student engagement in the college classroom. Poster presented at the 30th annual Conference on the Teaching of Psychology sponsored by Farmingdale State University, Tarrytown, NY. (poster)

Eldar*, M., Bremner*, M., & Hutcheon, T. G. (2015, October). Moving beyond the mean in studies of stimulus-driven control. Poster presented at the 55th annual meeting of the New England Psychological Association, Fitchburg, MA. (poster)

Hutcheon, T. G., Eldar*, M., & Bremner*, M. (2015, May). Investigating the specificity of proactive control in tasks of selective attention. Poster presented at the 27th annual meeting of the Association for Psychological Science, New York, NY. (poster)

Hutcheon, T. G. & Spieler, D. H. (2014, November). Properties of context-driven control revealed through the analysis of conflict adaptation effects. Poster presented at the 55th annual meeting of the Psychonomic Society, Long Beach, CA. (poster)

Conference Proceedings

(* indicates undergraduate collaborator)

Kolovoskaia*, D., & Hutcheon, T. G. (in press). The impact of working memory load on           stimulus-driven control. The Smolny Student Conference Journal. St Petersburg State         University: St. Petersburg, Russia.

Hutcheon, T. G. (2019). Seeing how you are doing: Providing students with grade visualizations  reduces grade-related stress. In H. Scherschel & S. Baker (Ed.). Teaching Tips: A Compendium of Conference Presentations on Teaching, 2018-19. http://www.teachpsych.org/ebooks/teachingtips3

Frishberg*, E., & Hutcheon, T. G (2018). The effects of autobiographical growth narratives on math performance in women. In R. L. Miller and A. Martinez (Eds.). Teaching Tips: A       Compendium of Conference Presentations on Teaching, 2016-17.

Hutcheon, T. G., Richard*, A., & Lian*, A. (2018). The impact of a technology ban on student’s  perceptions and performance in introduction to psychology.  In R. L. Miller and A.  Martinez (Eds.), Teaching Tips: A Compendium of Conference Presentations on Teaching,   2016-17.