Benjamin Schultz



Benjamin Schultz was previously a post-doctoral fellow working with Caroline Palmer from November 2012 to June 2014 and Isabelle Peretz from July 2014 to July 2015. 

He received a Bachelor of Arts (2006) and Bachelor of Health Sciences (2008) in Psychology from the University of Adelaide, a PhD (2013) in Auditory Psychology from the MARCS Institute, University of Western Sydney (Prof. Catherine J. Stevens), and a PhD (2013) in Cognitive Psychology from the Université de Lyon 2 (Prof. Barbara Tillmann). His primary research interests include how people learn rhythmic sequences, entrain and move to the beat, and coordinate their speech and actions with others. In particular, he is interested in how people adapt the acoustic properties and the timing of sound productions in response to those of others in speech and music. Benjamin’s current project with Sonja Kotz is to examine the mechanisms that underlie acoustic cueing in persons with Parkinson’s Disease and other motor-related deficits and to improve speech production.


  • Implicit and statistical learning
  • Rhythm and timing
  • Auditory-motor integration
  • Learning in healthy aging
  • Music therapy and motor rehabilitation



  • Behavioural
  • EEG
  • EMG



Doctor of Philosophy (Psychology; cotutelle)                                    2009 – 2012
(Supervisors: Catherine Stevens, Barbara Tillmann,
& Peter Keller)
University of Western Sydney

Doctor of Philosophy (Cognitive Psychology; cotutelle)                 2010 – 2012
(Supervisors: Barbara Tillmann, Catherine Stevens,
& Peter Keller)
Université Lumière Lyon 2

Bachelor of Health Sciences (Hons) – Psychology                                      2008
First Class Honours (Supervisor: Anna Ma-Wyatt)
University of Adelaide

Bachelor of Arts (Psychology major)                                                  2004 – 2006
University of Adelaide


Postdoctoral Scholar Award                                                                    2013 – 2014
Canadian Research Council

Australian Postgraduate Award                                                            2009 – 2012
Australian Federal Government

University of Western Sydney Top Up Award                                  2009 – 2012


Schultz, B. G. & Palmer, C. (2019). The roles of musical expertise and sensory feedback in beat keeping and joint action. Psychological Research.

Schultz, B. G. (2018). The Schultz MIDI Benchmarking Toolbox for MIDI interfaces, percussion pads, and sound cards. Behavior research methods, 1-31.

Carrara-Augustenborg, C. & Schultz, B. G. (2017). The implicit learning of metrical and non-metrical rhythms in blind and sighted adults. Psychological Research, 1-17.

Bolt, N. K., Poncelet, E., Schultz., B. G., & Loehr, J. D. (2016). Mutual coordination strengthens the sense of joint agency in cooperative joint action. Consciousness & Cognition, 46, 173-187.

Kuypers, K. P., Theunissen, E. L., van Wel, J. H., Perna, E. B. D. S. F., Linssen, A., Sambeth, A., Schultz, B. G., & Ramaekers, J. G. (2016). Verbal memory impairment in polydrug ecstasy users: A clinical perspective. PloS one,11(2), e0149438.

Schultz, B. G. & van Vugt, F. (2015). Tap Arduino: An Arduino microcontroller for low-latency auditory feedback in sensorimotor synchronization experiments. Behavior Research Methods, 1-17.

Schultz, B. G., O’Brien, I., Phillips, N., McFarland, D., Titone, D., & Palmer, C. (in press). Speech rates converge in scripted turn-taking conversations. Applied Psycholinguistics.

Mills, P. F., Schultz, B. G., & Keller, P. E. (2015). The relationship between temporal anticipation and adaptation during sensorimotor synchronisation. Timing and Time Perception.

Schultz, B. G., Stevens, C. J., Keller, P., & Tillmann, B. (2013). A sequence identification measurement model to investigate the implicit learning of metrical temporal patterns. PLoS One, 8, e75163.

Schultz, B. G., Stevens, C. J., Keller, P., & Tillmann, B. (2013). The implicit learning of metrical and nonmetrical temporal patterns. The Quarterly Journal of Experimental Psychology, 66, 360-380.