James Schmidt

Full Professor

Université de Bourgogne

France

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James Schmidt is a Full Professor at Université de Bourgogne in France. His research focuses on cognitive processes related to music and language, as evidenced by his recent publications exploring topics such as absolute pitch, contingency learning, and incidental learning in music reading. Professor Schmidt's work contributes to a deeper understanding of how various cognitive elements interact in both auditory and visual contexts.

Articles (15)

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2025

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2020

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2020

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2020

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2020

Collaborators (3)

Klaus Rothermund

Full professor

Friedrich Schiller University Jena

GERMANY

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Bénédicte Poulin-Charronnat

Université Bourgogne Europe

FRANCE

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Iva Šaban

University of Milano-Bicocca

ITALY

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James Schmidt

Research Interests

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About

Articles (15)

Is Absolute Pitch Learnable? Implicit and Explicit Absolute Pitch

Long-term Contingency Learning Depends on Contingency Awareness

Audio-visual Stroop matching task with first- and second-language color words and color associates

Proactive response preparation contributes to contingency learning: novel evidence from force-sensitive keyboards

Incidentally Acquiring Pitch-label Associations With a Musical Contingency Learning Task

Is conflict adaptation adaptive? An introduction to conflict monitoring theory and the ecological problems it faces

Incidental learning in music reading: The music contingency learning task

Automatizing Sight Reading: Contingency Proportion and Task Relevance in the Music Contingency Learning Procedure

Interlinguistic conflict: Word–word Stroop with first and second language colour words

CSVDataMerge: A Simple and Free Program for Concatenating Experimental Data Files

Incidental Learning of Simple Stimulus-Response Associations: A Review of Colour-Word Contingency Learning Research,Apprentissage incident des associations simples de stimulus-réponse: revue de la recherche avec la tâche d’apprentissage de contingences couleur-mot

Erasing the Homunculus as an Ongoing Mission: A Reply to the Commentaries

Contingency learning as binding? Testing an exemplar view of the colour-word contingency learning effect

Learning habits: Does overtraining lead to resistance to new learning?

Stroop-like effects of derived stimulus–stimulus relations.

Collaborators (3)

Klaus Rothermund

Bénédicte Poulin-Charronnat

Iva Šaban

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