Michael A. Erickson, Ph.D. Assistant Professor Department of Psychology University of California Riverside, California 92521

michael.erickson@ucr.edu Tel.: 909-787-3298 Fax.: 909-787-3985

Index

Biographical Information

Work Experience

Assistant Professor, Department of Psychology, University of California, Riverside, 1 July 2002 - present.

Postdoctoral Research Associate, Department of Psychology, Carnegie Mellon University and the Center for the Neural Basis of Cognition, James L. McClelland (supervisor), 1 July 1999 - 30 June 2002.

Research Associate, Department of Psychology, Carnegie Mellon University Lynne M. Reder (supervisor), 1997 - 1999.

Education

PhDs in Cognitive Science and in Cognitive Psychology, Indiana University, Bloomington, 1999.

B.S. in Cognitive Science, Summa Cum Laude, with Departmental Honors, University of California, San Diego, 1993.

Other education

San Francisco State University, 1986 - 1987.

DeAnza Junior College, Cupertino, CA, 1985 - 1986.

Brigham Young University, Provo, UT,1985.

Wilcox High School, Santa Clara, CA, 1982 - 1985.

Peterson Junior High School, Sunnyvale, CA, 1981 - 1982.

Peterson High School, Sunnyvale, CA, 1980 - 1981.

Curtis Junior High School, Santa Clara, CA, 1979 - 1980.

Briarwood Elementary School, Santa Clara, CA, 1979.

Laurelwood Elementary School, Santa Clara, CA, 1978.

Raynor Elementary School, Sunnyvale, CA, 1972 - 1978.

Miscellanea

Lumiar (in Lisbon)

Povoa de Santa Iria

Mem Martins

Alges

Santiago do Cacem

Costa da Caparica

Torres Vedras

Selected Publications:

• Erickson, M. A. & Kruschke, J. K. (2002). Multiple Representations in Inductive Category Learning: Evidence of Stimulus- and Task-Dependent Representation. Manuscript submtted for publication.
  Abstract

• Erickson, M. A. & Kruschke, J. K. (2002). Rule-based Extrapolation in Perceptual Categorization. Psychonomic Bulletin and Review, 9,160-168.
  Abstract

• Reder, L. M., Donavos, D. K., & Erickson, M. A. (2002). Perceptual match effects in direct tests of memory: The role of contextual fan. Memory and Cognition, 30, 312-323.

• Reder, L. M., Angstadt, P., Cary, M., & Erickson, M. A., Ayers, M. S. (2002). A reexamination of stimulus-frequency effects in recognition: Two mirrors for low- and high-frequency pseudowords. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 138-152.

• Erickson, M. A. & Reder, L. M. (1998). The influence of repeated presentations and intervening trials on negative priming. In M. A. Gernsbacher & S. J. Derry (Eds.), Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, (p. 327-332). Mahwah, NJ: Erlbaum.
  Abstract and access to PostScript

• Erickson, M. A. & Kruschke, J. K. (1998). Rules and exemplars in category learning. Journal of Experimental Psychology: General, 127, 107-140.
  Abstract and access to PostScript

• Erickson, M. A. & Kruschke, J. K. (1996a). Learning of categories composed of rules and exceptions. Poster presented at the Eighteenth Annual Conference of the Cognitive Science Society.
  Abstract and access to Postscript of poster

• Kruschke, J. K. & Erickson, M. A. (1995b). Six principles for models of category learning. Talk presented at the 36th Annual Meeting of The Psychonomic Society, 10 November 1995, Los Angeles, CA.
  Abstract and access to PostScript

• Kruschke, J. K. & Erickson, M. A. (1995a). Five principles for models of category learning.
  Abstract and access to PostScript

• Kruschke, J. K. & Erickson, M. A.(1994). Learning of rules that have high-frequency exceptions: New empirical data and a hybrid connectionist model. In: Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society, pp.514-519. Hillsdale, NJ: Erlbaum.
  Abstract and access to PostScript.

But I have observed over the years that there is a tendency for even the best scientific psychologists to lose sight of large issues in their devotion to particular methodologies, their pursuit of the null hypothesis, and their rigorous efforts to reduce anything that seems interesting to something else that is not. An occasional reminder of the larger reasons why we flash those stimuli and measure those reaction times is sometimes useful. -- George A. Miller, Psychological Science, Jan. 1990.

The juvenile seasquirt wanders through the sea searching for a suitable rock or coral to cling to and make its home for life. For this task it has a rudimentary nervous system. When it finds its spot and takes root, it doesn't need its brain anymore so it eats it. It's rather like getting tenure. -- Daniel C. Dennett, in Consciousness Explained