DOCSLIB.ORG

Towards Cognitive Brain-Computer Interfaces: Real-Time Monitoring of Visual Processing and Control Using Electroencephalography

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Towards cognitive brain-computer interfaces : real-time monitoring of visual processing and control using electroencephalography Antoine Gaume To cite this version: Antoine Gaume. Towards cognitive brain-computer interfaces : real-time monitoring of visual process- ing and control using electroencephalography. Cognitive Sciences. Université Pierre et Marie Curie - Paris VI, 2016. English. NNT : 2016PA066137. tel-01397304 HAL Id: tel-01397304 https://tel.archives-ouvertes.fr/tel-01397304 Submitted on 15 Nov 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. i THÈSE DE DOCTORAT DE L’UNIVERSITÉ PIERRE ET MARIE CURIE Spécialité SCIENCES DE L’INGÉNIEUR École doctorale Informatique, Télécommunications et Électronique (Paris) Présentée par Antoine GAUME Pour l’obtention du grade de DOCTEUR DE L’UNIVERSITÉ PIERRE ET MARIE CURIE Sujet de la thèse : TOWARDS COGNITIVE BRAIN-COMPUTER INTERFACES: REAL-TIME MONITORING OF VISUAL PROCESSING AND CONTROL USING ELECTROENCEPHALOGRAPHY Soutenue le 10 juin 2016, devant un jury composé de : Mme. Pascale PIOLINO, Professeur, Université Paris Descartes, Rapporteur M. Jordi SOLÉ-CASALS, Maître de conférences, Universitat de Vic, Rapporteur M. Patrick GALLINARI, Professeur, Université Pierre et Marie Curie, Examinateur Mme. Marion TROUSSELARD, Médecin et Chercheur, IRBA, Examinateur M. Gérard DREYFUS, Professeur émérite, ESPCI ParisTech, Directeur de thèse M. François-Benoît VIALATTE, Maître de conférences, ESPCI ParisTech, Directeur de thèse Abstract Brain-computer interfaces (BCIs) offer alternative communication pathways between the brain and its environment. They can be used to replace a defective biological func- tion or to provide the user with new ways of interaction. Output BCIs, which are based on the reading of biological data, require the measurement of control signals as stable as possible in time and in the population. Identification and calibration of such signals are crucial steps in the conception of a BCI. The first part of this study focuses on BCIs using visual evoked potentials (VEPs) as control signals. A model is proposed to predict steady-state VEPs individually, i.e. to predict the response of a given subject’s brain to periodic visual stimulations. This model uses a linear summation of transient VEPs and an amplitude correction for quantitative prediction of the shape and spatial organization of the brain response to repeated stimulations. The simulated signals are then used as a basis of comparison for real-time decoding of electroencephalographic signals in a BCI. In the second part of this study, a paradigm is proposed for the development of cognitive BCIs, i.e. for the real-time measuring of high-level brain functions. The origi- nality of the paradigm lies in the fact that correlates of cognition are measured contin- uously, instead of being observed on discrete events. An experiment with the purpose of discriminating between several levels of sustained visual attention is proposed, with the ambition of real-time measurement for the development of neurofeedback sys- tems. 3 4 Résumé Les interfaces cerveau-machine (ICM) ouvrent des voies de communication alterna- tives entre le cerveau et son environnement. Elles peuvent être utilisées pour sup- planter une fonction biologique défaillante ou pour permettre de nouveaux modes d’interaction à l’utilisateur. Les ICM de sortie, dont le fonctionnement se base sur la lecture de données biologiques, nécessitent la mesure de signaux de contrôle stables dans le temps et dans la population. La recherche de tels signaux et leur calibration sont des étapes clefs dans la conception d’une ICM. Cette étude s’intéresse en premier lieu aux ICM utilisant les potentiels évoqués visuels comme signaux de contrôle. Un modèle est proposé pour la prédiction indi- viduelle de ces potentiels en régime permanent, c’est-à-dire lorsqu’ils sont issus d’une stimulation périodique. Ce modèle utilise une sommation linéaire corrigée en ampli- tude de la réponse à des stimulations visuelles discrètes pour prédire quantitativement la nature et la localisation spatiale de la réponse à des stimulations répétées. Les sig- naux modélisés sont ensuite utilisés en temps réel comme base de comparaison pour décoder les signaux électroencéphalographiques d’une ICM. Dans une deuxième partie, un paradigme est proposé pour le développement d’ICM cognitives, c’est-à-dire permettant la mesure de fonctions cérébrales de haut niveau. L’originalité du paradigme réside dans la volonté de mesurer la cognition en continu plutôt que son influence sur des événements discrets. Une expérience visant à discrim- iner différents états d’attention visuelle soutenue est proposée, avec l’ambition d’une mesure en temps réel pour le développement de systèmes de neurofeedback. 5 6 Acknowledgements First of all, I would like to express my sincere gratitude to my Ph.D. advisers, Dr. François- Benoît Vialatte and Prof. Gérard Dreyfus. Thank you for your unwavering support throughout my Ph.D. and for your trust, motivation, patience and knowledge. I also want to thank all the members of my Ph.D. committee for their interest in my research, and especially Dr. Jordi Solé-Casals and Prof. Pascale Piolino for their careful reading of my dissertation. Besides my advisers and committee, I would like to thank all the past and present members of the brain-computer interfaces team for the stimulating discussions, the fun we had and the wonderful cultural wealth you brought into the lab. In addition, I would like to give my special thanks to Dr. Pierre Roussel, who always kept his door open, and spent a lot of his time helping me any time I would step into his office. Even though this dissertation only deals with the research part of my Ph.D., I want to mention how grateful I am to Jérôme Coup, Yann Brunel and Benoit Corn for trusting me with the responsibility to teach their class at the Lycée Henri 4. It was a lot of work but a lot of fun and confirmed I could not pursue an academic career without teaching. Furthermore, I would like to thank my teachers at the Conservatoire wholeheart- edly. Thank you Florence Katz, Agnès Watson, Jae-Youn Park-Geiser and Emmanuèle Dubost-Bicalho for welcoming me into your classes and giving me the opportunity to learn a little bit of music while working on my Ph.D. These years were truly amazing. Last but not least, I would like to thank my family and friends for all their love and encouragement. For my parents who raised me to be curious about everything and supported me in all my pursuits. For my sister who helped me find the common ground between science and art. For my friends and among them especially my flat- mates Glen, Coco, Clem, Pierre, Gaïa, Thomas and Clara, who had to endure my tem- per in the harsh times of my Ph.D. Thank you. 7 8 TABLE OF CONTENTS Table of Contents Preamble 3 Abstract...........................................3 Résumé...........................................5 Acknowledgements....................................7 Table of Contents.....................................9 List of Figures....................................... 11 List of Tables........................................ 13 Acronyms......................................... 15 1 Introduction 19 1.1 What are we trying to do?............................. 20 1.2 Thesis overview................................... 21 1.3 List of publications................................. 21 2 Brain-Computer Interfaces: Connecting Brains with Machines 23 2.1 What is a brain-computer interface (BCI) ?................... 24 2.2 How does it work ?................................. 27 2.3 Examples of EEG-based BCIs........................... 39 2.4 Constraints...................................... 43 3 Methods of the Neural Interface Engineer 47 3.1 The nature of EEG signals............................. 48 3.2 Time-domain analysis............................... 49 3.3 Frequency-domain analysis............................ 51 3.4 Filtering EEG signals................................ 56 3.5 Machine Learning.................................. 61 4 Models and Networks of Attention 65 4.1 A history of attention modelling......................... 66 4.2 Integrative model of attention and executive control............. 74 4.3 Vocabulary of attention.............................. 79 4.4 Anatomy of attentional networks......................... 81 4.5 Some neurophysiological effects of attention.................. 86 9 TABLE OF CONTENTS 5 Modelling of steady-state activity from transient potentials 93 5.1 Introduction..................................... 93 5.2 Transient and steady-state visual evoked potentials.............. 94 5.3 Materials and methods............................... 95 5.4 Results........................................ 101 5.5 Discussion...................................... 109 6 Application of SSVEP Modelling to Brain-Computer Interfaces 111 6.1 Introduction..................................... 111 6.2 Materials and methods............................... 112 6.3 Results.......................................
Recommended publications
  • Problem Solving and Learning

    Problem Solving and Learning

    Science Watch Problem Solving and Learning John R. Anderson Newell and Simon (1972) provided a framework for un- computer simulation of human thought and was basically derstanding problem solving that can provide the needed unconnected to research in animal and human learning. bridge between learning and performance. Their analysis Research on human learning and research on prob- of means-ends problem solving can be viewed as a general lem solving are finally meeting in the current research characterization of the structure of human cognition. on the acquisition of cognitive skills (Anderson, 1981; However, this framework needs to be elaborated with a Chi, Glaser, & Farr, 1988; Van Lehn, 1989). Given nearly strength concept to account for variability in problem- a century of mutual neglect, the concepts from the two solving behavior and improvement in problem-solving skill fields are ill prepared to relate to each other. I will argue with practice. The ACT* theory (Anderson, 1983) is such in this article that research on human problem solving an elaborated theory that can account for many of the would have been more profitable had it attempted to in- results about the acquisition of problem-solving skills. Its corporate ideas from learning theory. Even more so, re- central concept is the production rule, which plays an search on learning would have borne more fruit had analogous role to the stimulus-response bond in earlier Thorndike not cast out problem solving. learning theories. The theory has provided a basis for con- This article will review the basic conception of prob- structing intelligent computer-based tutoring systems for lem solving that is the legacy of the Newell and Simon the instruction of academic problem-solving skills.
  • Theory of Problem Solving

    Theory of Problem Solving

    Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 174 ( 2015 ) 2798 – 2805 INTE 2014 Theory of problem solving Jiří Dostál* Palacký University, Žižkovo náměstí 5, 77140 Olomouc bSecond affiliation, Address, City and Postcode, Country Abstract The article reacts on the works of the leading theorists in the fields of psychology focusing on the theory of problem solving. It contains an analysis of already published knowledge, compares it and evaluates it critically in order to create a basis that is corresponding to the current state of cognition. In its introductory part, it pursues a term problem and its definition. Furthermore, it pursues the problematic situations and circumstances that accompany the particular problem and appear during its solving. The main part of this article is an analysis of the problem solving process itself. It specifies related terms in detail, e.g. the ability to perceive the problem, the perceptibility of the problem, the willingness to solve the problem, the awareness of existence of the problem or strategies of problem solving. Published knowledge is applicable not only in fields of psychology, but also in fields of pedagogy, or education. © 20152014 The The Authors. Authors. Published Published by byElsevier Elsevier Ltd. LtdThis. is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-rePeer-reviewview under under responsibility responsibility of theof theSakarya Sakarya University University. Keywords: problem, problem solving, definition, psychology, education. 1. Problem and its definition The human beings are in their lives every day confronted with the situations that are for them contradictory, containing obstructions that have to be overcome in order to achieve the aim, or the human beings experience various difficulties.
  • The Distinctive Role of Executive Functions in Implicit Emotion Regulation

    The Distinctive Role of Executive Functions in Implicit Emotion Regulation

    Acta Psychologica 173 (2017) 13–20 Contents lists available at ScienceDirect Acta Psychologica journal homepage: www.elsevier.com/locate/actpsy The distinctive role of executive functions in implicit emotion regulation Marco Sperduti a,b,⁎,1, Dominique Makowski a,b,1, Margherita Arcangeli c, Prany Wantzen a,b, Tiziana Zalla c, Stéphane Lemaire d, Jérôme Dokic c, Jérôme Pelletier c,e, Pascale Piolino a,b,f a Memory and Cognition Lab, Institute of Psychology, Sorbonne Paris Cité, Paris, France b INSERM UMR S894, Center for Psychiatry and Neurosciences, Paris, France c Institut Jean Nicod (CNRS-EHESS-ENS), Département d'Etudes Cognitives, Ecole Normale Supérieure, PSL Research University, Paris, France d Université de Rennes 1, Rennes, France e Ecole des Hautes Etudes en Sciences Sociales (EHESS), Paris, France f Institut Universitaire de France (IUF), France article info abstract Article history: Several theoretical models stress the role of executive functions in emotion regulation (ER). However, most of the Received 31 March 2016 previous studies on ER employed explicit regulatory strategies that could have engaged executive functions, be- Received in revised form 24 November 2016 yond regulatory processes per se. Recently, there has been renewed interest in implicit forms of ER, believed to be Accepted 4 December 2016 closer to daily-life requirements. While various studies have shown that implicit and explicit ER engage partially Available online xxxx overlapping neurocognitive processes, the contribution of different executive functions in implicit ER has not been investigated. In the present study, we presented participants with negatively valenced pictures of varying Keywords: fi Emotion regulation emotional intensity preceded by short texts describing them as either ctional or real.
  • Redalyc.EPISTEMOLOGICAL PERSPECTIVES in THE

    Redalyc.EPISTEMOLOGICAL PERSPECTIVES in THE

    Acta Colombiana de Psicología ISSN: 0123-9155 [email protected] Universidad Católica de Colombia Colombia Armengol de la Miyar, Carmen G.; Moes, Elisabeth J. EPISTEMOLOGICAL PERSPECTIVES IN THE SCIENTIFIC STUDY AND EVALUATION OF EXECUTIVE FUNCTION Acta Colombiana de Psicología, vol. 17, núm. 2, 2014, pp. 69-79 Universidad Católica de Colombia Bogotá, Colombia Available in: http://www.redalyc.org/articulo.oa?id=79832492008 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Acta.colomb.psicol. 17 (2): 69-79, 2014 http://www.dx.doi.org/10.14718/ACP.2014.17.2.8 EPISTEMOLOGICAL PERSPECTIVES IN THE SCIENTIFIC STUDY AND EVALUATION OF EXECUTIVE FUNCTION Dr. Carmen G. Armengol de la Miyar1*, Dr. Elisabeth J. Moes2** 1Counseling and Applied Psychology Department, Bouve College of Health Sciences, Northeastern University, Boston, Massachusetts, U.S.A. 2Department of Psychology, College of Arts and Sciences, Suffolk University, Boston, Massachusetts, U.S.A. Recibido, abril 25/2014 Referencia: Armengol de la Miyar, C.G. & Moes, E.J. Concepto de evaluación, mayo 12/2014 (2014). Epistemological perspectives in the scientific Aceptado, mayo 28/2014 study and clinical evaluation of executive function. Acta Colombiana de Psicología, 17 (2), pp. 69-79. DOI:10.14718/ ACP.2014.17.2.8 Abstract In this article, epistemological perspectives that have shaped and affected the scientific quest for understanding what neuropsychologists term “executive functions” are reviewed. Executive functions refer to the control functions of cognition and behavior.
  • 15 EXECUTIVE FUNCTIONS Rochette Et Al., 2007)

    15 EXECUTIVE FUNCTIONS Rochette Et Al., 2007)

    functional deficits lead to restrictions in home, work, and but overlapping disciplines, including neurorehabilitation, community activities, even if by clinical assessment the cognitive psychology, and cognitive neuroscience (Elliot, deficits are considered "mild" (Pohjasvaara et al., 2002; 2003). Rather than exhaustively review the decades of 15 EXECUTIVE FUNCTIONS Rochette et al., 2007). The cognitive deficits associated research pertinent to executive functions, including the with stroke vary in type and severity from individual to large bodies of research carried out on working memory individual, based on site and lesion(s) location, but Zinn, and attention, we decided to use this chapter as an oppor­ SUSAN M. FITZPATRICK and CAROLYN M. BAUM Bosworth, Hoenig, and Swartzwelder (2007) found that tunity to explore how the concept "executive function" is nearly 50% of individuals show deficits in executive func­ used by different disciplines, in what ways the uses of the tion. We suspect this number underestimates the true inci­ concept are similar or difrerent, and the opportunities dence of high-level cognitive difficulties. and challenges to be met when integrating findings from The Cognitive Rehabilitation Research Group (CRRG) across the disciplines to yield a coherent understanding at at Washington University in St. Louis maintains a large the neural, cognitive, and behavioral/performance levels, database of information regarding stroke patients admit­ so that research findings can be used to inform clinical ted to Barnes-Jewish Hospital. As of December 2009, the practice aimed at ameliorating executive dysfunction. It is CRRG research team had classified 9000 patients hospi­ our goal to identify the language and knowledge gaps that talized for stroke.
  • Cognitive Psychology

    Cognitive Psychology

    COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology
  • Cognitive Style & the Problem-Solving Process: an Experiment

    Cognitive Style & the Problem-Solving Process: an Experiment

    i'C'-! I '. / APR 'ci 74 ^ai \ WORKING PAPER ALFRED P. SLOAN SCHOOL OF MANAGEMENT COGNITIVE STYLE & THE PROBLEM-SOLVING PROCESS: AN EXPERIMENT Peter G.W. Keen March 1974 700-74 MASSACHUSETTS INSTITUTE OF TECHNOLOGY 50 MEMORIAL DRIVE CAMBRIDGE, MASSACHUSETTS 02139 MASS. INST. TECH. 5lPR 25 74 d:v/ey uBRm COGNITIVE STYLE & THE PROBLEM-SOLVING PROCESS: AN EXPERIMENT Peter G.W. Keen March 1974 700-74 This is a preliminary version and comments are invited. Not to be quoted without the author's permission. The author would like to emphasize the influence and contribution of Professor James McKenney to this paper. Dewey CONTENTS Page 1. Introduction 1 2. Styles of Problem-Solving 4 3. Identifying and Measuring Cognitive Style 12 4. The Cafeteria Experiment 17 5. Conclusion - The Implications of Cognitive Style 44 Notes and References Bibliography Appendix A: Sample Questions from the Cognitive Style Test Battery Appendix B: The Cafeteria Problem Set 0720914 335HY OBI ARdR 7? 13 BB f040 This paper describes an experiment conducted as part of a wider study of cog- nitive style. The underlying paradigm is briefly outlined together with the method- olgy used to classify individuals style. The results of a series of experiments ex- amining the implications of cognitive style are summarized; these focus on career preferences and personality factors. The body of the paper describes an experiment using a distinctive, small sample of student subjects, which examines in detail the processes of problem-solving. The experiment focuses on the relation between cognitive style and: a) problem-choice and performance b) strategies of problem-solving c) characteristics of verbalization and structure of argument Some generalizations (and speculations) are drawn from the experiments concerning aspects of management practice where differences in cognitive style seem especially important: a) communication and mutual understanding b) the design of work teams c) the design and use of decision aids, especially computer-based models.
  • Mind Maps in Service of the Mental Brain Activity

    Mind Maps in Service of the Mental Brain Activity

    PERIODICUM BIOLOGORUM UDC 57:61 VOL. 116, No 2, 213–217, 2014 CODEN PDBIAD ISSN 0031-5362 Forum Mind maps in service of the mental brain activity Summary ŽELJKA JOSIPOVIĆ JELIĆ 1 VIDA DEMARIN 3 Tony Buzan is the creator of the mind maps who based his mnemonic IVANA ŠOLJAN 2 techniques of brain mapping on the terms of awareness and wide brain 1Center for Medical Expertise functionality as well as on the ability of memorizing, reading and creativ- HR-10000 Zagreb, Tvrtkova 5 ity. He conceived the idea that regular practice improves brain functions but Croatia he also introduced radiant thinking and mental literacy. One of the last 2Zagreba~ka banka enormous neuroscience ventures is to clarify the brain complexity and mind HR-10000 Zagreb, Juri{i}eva 22 and to get a complete insight into the mental brain activity. ! e history of Croatia human thought and brain processes dates back in the antiquity and is marked by di" erent ways of looking on the duality of mental and physical 3Medical Director, Medical Centre Aviva HR-10000, Zagreb, Nemetova 2 processes. ! e interaction of mental and physical processes and functioning Croatia of individual results in behavior of the body being carved in the state of mind, and vice versa. Both stable mind - body relation and integrated func- tions of behavior and thinking are necessary for a healthy physiological func- Correspondence: tioning of a human being. @eljka Josipovi} Jeli} Specialist neuropsychiatrist ! e meaning and nature of concience and mind preoccupies as all. In Center for Medical Expertise the decade of brain (1990-2000) and the century of brain (2000-1000) HR-10000 Zagreb, Tvrtkova 5, Croatia numerous discussions were lead and new scienti# c directions formed (cogni- E-mail: zeljka.josipovic-jelic @si.t-com.hr tive science, chemistry of feelings, evolutionary psychology, neurobiology, neurology of consciousness, neurophysiology of memory, philosophy of science and mind etc.) in order to understand and scientifcally clarify the mysteries of mind.
  • On the Evolutionary Origins of Executive Functions Brain And

    On the Evolutionary Origins of Executive Functions Brain And

    Brain and Cognition 68 (2008) 92–99 Contents lists available at ScienceDirect Brain and Cognition journal homepage: www.elsevier.com/locate/b&c On the evolutionary origins of executive functions Alfredo Ardila * Department of Communication Sciences and Disorders, Florida International University, 10900 SW 13 Street, HLS 139, Miami, FL 33199, USA article info abstract Article history: In this paper it is proposed that the prefrontal lobe participates in two closely related but different exec- Accepted 3 March 2008 utive function abilities: (1) ‘‘metacognitive executive functions”: problem solving, planning, concept for- Available online 7 April 2008 mation, strategy development and implementation, controlling attention, working memory, and the like; that is, executive functions as they are usually understood in contemporary neuroscience; and (2) ‘‘emo- Keywords: tional/motivational executive functions”: coordinating cognition and emotion/motivation (that is, fulfill- Executive functions ing biological needs according to some existing conditions). The first one depends on the dorsolateral Metacognition prefrontal areas, whereas the second one is associated with orbitofrontal and medial frontal areas. Cur- Language evolution rent tests of executive functions basically tap the first ability (metacognitive). Solving everyday problems (functional application of executive functions), however, mostly requires the second ability (emotional/ motivational); therefore, these tests have limited ecological validity. Contrary to the traditional points of view, recent evidence suggests that the human prefrontal lobe is similar to other primates and hominids. Other primates and hominids may possess the second (emotional executive functions) prefrontal ability, -but not the first (metacognitive executive functions) one. It is argued that metacognitive executive func- tions are significantly dependent on culture and cultural instruments.
  • Profiling a Mind Map User: a Descriptive Appraisal

    Profiling a Mind Map User: a Descriptive Appraisal

    Journal of Instructional Pedagogies Profiling a mind map user: a descriptive appraisal Joanne M. Tucker Shippensburg University of Pennsylvania Gary R. Armstrong Shippensburg University of Pennsylvania Victor J. Massad Kutztown University of Pennsylvania Abstract Whether created manually or through the use of software, a non -linear information organization framework known as mind mapping offers an alternative method for capturing thoughts, ideas and information to lin ear thinking modes, such as outlining. Mind mapping is used in education, government and business as a creative method that is useful in training, brainstorming, organizing and problem solving. This paper examines mind mapping techniques, advantages and di sadvantages of hand -drawn maps and using mind mapping software. Several mind-mapping software applications are compared on a number of product dimensions. Survey results provide a descriptive profile of mind map users in education, government and business sectors. Keywords: mind mapping, mind mapping software, mind map user profile Profiling a mind map user, Page 1 Journal of Instructional Pedagogies Introduction to Mind Maps The mind mapping technique, along with the term “mind map,” originated with popular psychology author Tony Buzan (1970), who developed the technique as a way of helping people to learn more effectively. His work is partly based on the pioneering brain research of the 50’s as well as left/right brain work by Roger Wolcott Sperry (1968) which was later refined by Robert Ornstein (1977). The bod y of this research indicates that the human brain responds best to key words, images, colors, and direct association. Buzan refined these ideas into a simple set of rules that can be followed to create a maze of information known as a mind map.
  • Selective Attention, Arousal, and the Theory of Signal Detection Paula A

    Selective Attention, Arousal, and the Theory of Signal Detection Paula A

    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1974 Selective attention, arousal, and the theory of signal detection Paula A. Goolkasian Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Experimental Analysis of Behavior Commons, and the Psychiatry and Psychology Commons Recommended Citation Goolkasian, Paula A., "Selective attention, arousal, and the theory of signal detection " (1974). Retrospective Theses and Dissertations. 6340. https://lib.dr.iastate.edu/rtd/6340 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image.
  • Neurological Emergencies.” Postgraduate Medical Journal

    Neurological Emergencies.” Postgraduate Medical Journal

    “Should be read by those who decide initial management of neurological emergencies.” Postgraduate Medical Journal Since its birth as a series of articles in the Journal of Neurology, Neurosurgery and Psychiatry this book has moved into four editions, attesting to its lasting quality as an authoritative introduction to the major neurological emergencies. It is not just a basic reference for physicians, neurologists, neurosurgeons and psychiatrists in training. It has also become a standard text for emergency departments, with its N comprehensive yet concise discussions of immediate management. The conditions eurological covered are: ■ Medical coma ■ Cerebral infection ■ Traumatic brain injury ■ Acute spinal cord compression ■ Acute stroke ■ Acute neuromuscular respiratory ■ Delirium paralysis Neurological ■ Acute behaviour disturbances ■ Acute visual loss E ■ Tonic-clonic status epilepticus ■ Criteria for diagnosing brain mergencies ■ Raised intracranial pressure stem death Emergencies ■ Subarachnoid haemorrhage This edition has brought the book right up to date with emphasis on the evidence base for management, including reference to the relevant systematic reviews. With Fourth Edition the use of helpful summary boxes, this information – contributed by internationally respected leaders in their specialties – is quick to access in the clinical situation. Related titles from BMJ Books F The Epidemiology of Neurological Disorders ourth Edition Hughes Management of Neurological Disorders Neurological Investigations Edited by RAC Hughes Neurology and Medicine Stroke Units: an evidence based approach Neurology & Clinical Neurophysiology www.bmjbooks.com Neurological Emergencies Fourth edition Neurological Emergencies Fourth edition Edited by RAC Hughes Head, Department of Clinical Neurosciences, Guy’s, King’s and St Thomas’ School of Medicine, London, UK © BMJ Publishing Group 2003 BMJ Books is an imprint of the BMJ Publishing Group All rights reserved.