Guy Lacroix, Chair
|Degrees:||Ph.D. (Université de Montreal)|
|Phone:||613-520-2600 x 1541|
|Office:||A311 Loeb Building|
My laboratory explores a variety of topics in cognitive psychology. During the last few years, my students and I have focused on some of the following questions: How do people learn to classify objects? How do they learn functions? Can the reluctance of some people to accept psychology as a science be related to the process of categorization? Why do some artificial stimuli with a high degree of human likeness appear to be eerie? Are handwritten notes more conducive to academic success than typed notes?
Richardson, & Lacroix, G. (Accepted). Which Modality Results in Superior Recall for Students: Handwriting, Typing, or Drawing? Journal of Writing Research.
Richardson, & Lacroix, G. (2021). What Do Students Think When Asked About Psychology as a Science? Teaching of Psychology, 48, 80–89.
Walker, Aswad, M., & Lacroix, G. (2021). The impact of cognitive load on prospective and retrospective time estimates at long durations: An investigation using a visual and memory search paradigm. Memory & Cognition, 50, 837–851.
Schoenherr, & Lacroix, G. L. (2020). Performance Monitoring During Categorization With and Without Prior Knowledge: A Comparison of Confidence Calibration Indices With the Certainty Criterion. Canadian Journal of Experimental Psychology, 74, 302–315.
Brown, M. A., & Lacroix, G. (2017). Underestimation in linear function learning: Anchoring to zero or x-y similarity? Canadian Journal of Experimental Psychology, 71, 274-282.
Cousineau, D., Lacroix, G. L., Giguère, G. & Helie, S. (2013) Learning curves as strong evidence for testing models: The case of EBRW. Journal of Mathematical Psychology, 57, 107-116.
Burleigh, T., Schoenherr, J. R., & Lacroix, G. L. (2013). Does the Uncanny Valley Exist? An Empirical Test of the Relationship between Eeriness and the Human Likeness of Digitally Created Faces. Computers in Human Behavior, 29, 759-771.
Osana, H. P., Lacroix, G. L., Tucker, B. J., Idan, E., & Jabbour, G. W. (2007). The Impact of Reading Inference Eliciting Texts on Syllogistic Reasoning, Journal of Educational Psychology, 99, 888-902.
Lacroix, G. L., Giguère, G., & Larochelle, S. (2005). The origin of exemplar effects in rule-driven categorization. Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 272-288.