The Visual Analysis of Emotional Actions
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Passing in American Culture
Rollins College Rollins Scholarship Online English Honors in the Major Theses Spring 2016 Passing in American Culture Joy E. Sandon Rollins College, [email protected] Follow this and additional works at: https://scholarship.rollins.edu/honors-in-the-major-english Part of the Feminist, Gender, and Sexuality Studies Commons, and the Race, Ethnicity and Post- Colonial Studies Commons Recommended Citation Sandon, Joy E., "Passing in American Culture" (2016). English. 1. https://scholarship.rollins.edu/honors-in-the-major-english/1 This Thesis is brought to you for free and open access by the Honors in the Major Theses at Rollins Scholarship Online. It has been accepted for inclusion in English by an authorized administrator of Rollins Scholarship Online. For more information, please contact [email protected]. Passing in American Culture: Biracial, Queer, and Disabled Bodies Joy Sandon Submitted to faculty of the Rollins College English Department in partial fulfillment of the requirement for honors in the English major in the Hamilton Holt School Rollins College May 2016 To mom and dad, Thanks for always believing in me even when I was crying at 3am because I thought I couldn’t do it. Without you, I truly couldn’t have. Table of Contents Introduction 1 Chapter One 14 Chapter Two 35 Chapter Three 55 Conclusion 76 Bibliography 80 Sandon 1 Introduction When we think of passing, race is usually the first thing that comes to mind. Whether it’s James Weldon Johnson’s The Autobiography of an Ex-Colored Man, Mark Twain’s Pudd’nhead Wilson, or general thoughts of the Harlem Renaissance, The Civil Rights Era, and contemporary struggles that people of color face, race is typically at the center of perceptions of passing. -
Visual Cortex in Humans 251
Author's personal copy Visual Cortex in Humans 251 Visual Cortex in Humans B A Wandell, S O Dumoulin, and A A Brewer, using fMRI, and we discuss the main features of the Stanford University, Stanford, CA, USA V1 map. We then summarize the positions and proper- ties of ten additional visual field maps. This represents ã 2009 Elsevier Ltd. All rights reserved. our current understanding of human visual field maps, although this remains an active field of investigation, with more maps likely to be discovered. Finally, we Human visua l cortex comprises 4–6 billion neurons that are organ ized into more than a dozen distinct describe theories about the functional purpose and functional areas. These areas include the gray matter organizing principles of these maps. in the occi pital lobe and extend into the temporal and parietal lobes . The locations of these areas in the The Size and Location of Human Visual intact human cortex can be identified by measuring Cortex visual field maps. The neurons within these areas have a variety of different stimulus response proper- The entirety of human cortex occupies a surface area 2 ties. We descr ibe how to measure these visual field on the order of 1000 cm and ranges between 2 and maps, their locations, and their overall organization. 4 mm in thickness. Each cubic millimeter of cortex contains approximately 50 000 neurons so that neo- We then consider how information about patterns, objects, color s, and motion is analyzed and repre- cortex in the two hemispheres contain on the order of sented in these maps. -
Becoming Autistic: How Do Late Diagnosed Autistic People
Becoming Autistic: How do Late Diagnosed Autistic People Assigned Female at Birth Understand, Discuss and Create their Gender Identity through the Discourses of Autism? Emily Violet Maddox Submitted in accordance with the requirements for the degree of Master of Philosophy The University of Leeds School of Sociology and Social Policy September 2019 1 Table of Contents ACKNOWLEDGEMENTS ................................................................................................................................... 5 ABSTRACT ....................................................................................................................................................... 6 ABBREVIATIONS ............................................................................................................................................. 7 CHAPTER ONE ................................................................................................................................................. 8 INTRODUCTION .............................................................................................................................................. 8 1.1 RESEARCH OBJECTIVES ........................................................................................................................................ 8 1.2 TERMINOLOGY ................................................................................................................................................ 14 1.3 OUTLINE OF CHAPTERS .................................................................................................................................... -
The Davida Teller Award Lecture, 2016 Visual Brain Development: A
Journal of Vision (2017) 17(3):26, 1–24 1 The Davida Teller Award Lecture, 2016 Visual Brain Development: A review of ‘‘Dorsal Stream Vulnerability’’—motion, mathematics, amblyopia, actions, and attention # Janette Atkinson University College London, London, UK $ Research in the Visual Development Unit on ‘‘dorsal stream vulnerability’ (DSV) arose from research in two Introduction somewhat different areas. In the first, using cortical milestones for local and global processing from our neurobiological model, we identified cerebral visual Emerging cortical function and infant cortical impairment in infants in the first year of life. In the impairment second, using photo/videorefraction in population refractive screening programs, we showed that infant The work discussed at the beginning of this review spectacle wear could reduce the incidence of strabismus arose out of the first twenty years of my research with and amblyopia, but many preschool children, who had Oliver Braddick and our team in the Visual Develop- been significantly hyperopic earlier, showed visuo-motor ment Unit in Cambridge, particularly John Wattam- and attentional deficits. This led us to compare Bell and Shirley Anker (Atkinson, 2000). We began by developing dorsal and ventral streams, using sensitivity devising new methods, both behavioral (automated to global motion and form as signatures, finding deficits forced-choice preferential looking) and electrophysio- in motion sensitivity relative to form in children with logical (steady-state VEP/VERP—Visual Evoked Po- Williams syndrome, or perinatal brain injury in tential/Visual Event Related Potential) to measure the hemiplegia or preterm birth. Later research showed that normal visual capacities of infants such as acuity and this DSV was common across many disorders, both ‘‘ ’’ contrast sensitivity, over the first years of life (Atkin- genetic and acquired, from autism to amblyopia. -
VISUAL NEUROSCIENCE Spring 2019
PSYC/BIBB/VLST 217 VISUAL NEUROSCIENCE Spring 2019 Spring 2019 Lecture: MWF 9-10a, Leidy Labs 10 Prerequisites: PSCY 1, BIBB 109, VLST 101, or COGS 001 Synopsis: An introduction to the scientific study of vision, with an emphasis on the biological substrate and its relation to behavior. Topics will typically include physiological optics, transduction of light, visual thresholds, color vision, anatomy and physiology of the visual pathways, and the cognitive neuroscience of vision. Instructor: Alan A. Stocker, Ph.D. Office: Goddard Labs Rm 421, 3710 Hamilton Walk Phone: (215) 573 9341 Email: [email protected] Office hour: W 12-1p Teaching Assistant: Lingqi Zhang Email: [email protected] Office hour: T 5-6p, TR 5-6p Office hour location: Goddard Labs Rm 420, 3710 Hamilton Walk Course Website (CANVAS): The course has a dedicated CANVAS site. Lecture slides, homework assignments, and reading assignments/material will be posted there. Also, check the site frequently for posted announcements and Q & As on the discussion board. In general, this is the place to go first if you have any question or are in need of any information regarding the course. Requirements: Homework1-3 posted on canvas Midterm Exam 1 February 15 (in class) Midterm Exam 2 March 29 (in class) Midterm Exam 3 April 26 (in class) Final Exam (cumulative) May 13, 12-2p Policy on homework assignments: Homework assignments are essential for a proper understanding of the material. There will be three homework assignments, meant in part as preparation for each midterm exam. Assignments and due dates will be posted on CANVAS. -
Perception, As You Make It
Perception, As You Make It Behavioral & Brain Sciences commentary on Chaz Firestone & Brian Scholl, “Cognition does not affect perception: Evaluating the evidence for ‘top-down’ effects" David W. Vinson, University of California, Merced, Drew H. Abney, University of California, Merced Dima Amso, Brown University Anthony Chemero, University of Cincinnati James E. Cutting, Cornell University Rick Dale, University of California, Merced Jonathan B. Freeman, New York University Laurie B. Feldman, The University at Albany, SUNY Karl J. Friston, University College London Shaun Gallagher, University of Memphis J. Scott Jordan, Illinois State University Liad Mudrik, Tel Aviv University Sasha Ondobaka, University College London Daniel C. Richardson, University College London Ladan Shams, University of California, Los Angeles Maggie Shiffrar, California State University, Northridge Michael J. Spivey, University of California, Merced Abstract: The main question F&S pose is whether “what and how we see is functionally independent from what and how we think, know, desire, act, etc.” We synthesize a collection of concerns from an interdisciplinary set of co-authors regarding F&S’s assumptions and appeals to intuition, resulting in their treatment of visual perception as context-free. No perceptual task takes place in a contextual vacuum. How do we know that an effect is one of perception qua perception that does not involve other cognitive contributions? Experimental instructions alone involve various cognitive factors that guide task performance (Roepstorff & Frith, 2004). Even a request to detect simple stimulus features requires participants to understand the instructions (“language, memory”), keep track of them (“working memory”), become sensitive to them (“attention”), and pick up the necessary information to become appropriately sensitive (“perception”). -
Principles of Image Representation in Visual Cortex
In: The Visual Neurosciences, L.M. Chalupa, J.S. Werner, Eds. MIT Press, 2003: 1603-1615. Principles of Image Representation in Visual Cortex Bruno A. Olshausen Center for Neuroscience, UC Davis [email protected] 1 Introduction data. Neuroscientists are interested in understand- ing how the cortex extracts certain properties of the The visual cortex is responsible for most of our con- visual environment—surfaces, objects, textures, mo- scious perception of the visual world, yet we remain tion, etc.—from the data stream coming from the largely ignorant of the principles underlying its func- retina. Similarly, engineers are interested in design- tion despite progress on many fronts of neuroscience. ing algorithms capable of extracting structure con- The principal reason for this is not a lack of data, tained in images or sound—for example, to identify but rather the absence of a solid theoretical frame- and label parts within the body from medical imag- work for motivating experiments and interpreting ing data. These problems at their core are one in the findings. The situation may be likened to trying same, and progress in one domain will likely lead to to understand how birds fly without knowledge of new insights in the other. the principles of aerodynamics: no amount of ex- The key difficulty faced by both sides is that the perimentation or measurements made on the bird core principles of pattern analysis are not well un- itself will reveal the secret. The key experiment— derstood. No amount of experimentation or techno- measuring air pressure above and below the wing as logical tinkering alone can overcome this obstacle. -
Masks and Roles in Daily Life Young People and the Management of Emotions1
Masks and Roles in Daily Life Young People and the Management of Emotions1 Massimo Ceruloa a Department of Political Sciences, University of Perugia (IT) Summary. In this paper, I will analyse the outcome of the research I undertook in four Italian cities on young people between 18 and 20 years old. The general hypothesis of this research is that there is a difference between private emotions and the emotions manifested in daily interaction. Young people perform emotional work in order to select the emotions to be manifested according to the social context around them and the people inhabiting it. In this article, I will focus on two main points: a description of the main emotions experienced by young people in their daily life; the influence of places and subjects in the manifestation of emotions. Keywords: emotions, young people, daily life, masks, public places. Correspondence concerning this article should be addressed to Massimo Cerulo, Department of Political Sciences, University of Perugia (IT), Via Elce di sotto, 06123 Perugia (Italy), e-mail: [email protected]. Received: 23.11.2015 – Revision: 10.12.2015 – Accepted: 28.12.2015 Introduction In contemporary society, we are immersed in emotional interaction: we enter in contact with, and relate to, the others through a kaleidoscope of both positive and negative emotions (Nussbaum, 2001). The emotions conveyed by an encounter, entering or staying within a group, associating with a social place rather than another, provide us with insight on our ‘being in the world’, our level of appreciation of that person, of that group, of that context (Turner & Stets, 2005). -
Do We Know What the Early Visual System Does?
The Journal of Neuroscience, November 16, 2005 • 25(46):10577–10597 • 10577 Mini-Symposium Do We Know What the Early Visual System Does? Matteo Carandini,1 Jonathan B. Demb,2 Valerio Mante,1 David J. Tolhurst,3 Yang Dan,4 Bruno A. Olshausen,6 Jack L. Gallant,5,6 and Nicole C. Rust7 1Smith-Kettlewell Eye Research Institute, San Francisco, California 94115, 2Departments of Ophthalmology and Visual Sciences, and Molecular, Cellular, and Developmental Biology, University of Michigan, Ann Arbor, Michigan 48105, 3Department of Physiology, University of Cambridge, Cambridge CB2 1TN, United Kingdom, Departments of 4Molecular and Cellular Biology and 5Psychology and 6Helen Wills Neuroscience Institute and School of Optometry, University of California, Berkeley, Berkeley, California 94720, and 7Center for Neural Science, New York University, New York, New York 10003 We can claim that we know what the visual system does once we can predict neural responses to arbitrary stimuli, including those seen in nature. In the early visual system, models based on one or more linear receptive fields hold promise to achieve this goal as long as the models include nonlinear mechanisms that control responsiveness, based on stimulus context and history, and take into account the nonlinearity of spike generation. These linear and nonlinear mechanisms might be the only essential determinants of the response, or alternatively, there may be additional fundamental determinants yet to be identified. Research is progressing with the goals of defining a single “standard model” for each stage of the visual pathway and testing the predictive power of these models on the responses to movies of natural scenes. -
1 What Do Models of Visual Perception Tell Us About Visual Phenomenology?
What do models of visual perception tell us about visual phenomenology? Rachel N. Denison1, Ned Block2, Jason Samaha3 1 Department of Psychology and Center for Neural Science, New York University 2 Department of Philosophy, New York University 3 Department of Psychology, University of California, Santa Cruz 1 Abstract Computational models of visual processing aim to provide a compact, explanatory account of the complex neural processes that underlie visual perception and behavior. But what, if anything, do current modeling approaches say about how conscious visual experience arises from neural processing? Here, we introduce the reader to four commonly used models for understanding visual computations, neural activity, and behavior: signal detection theory, drift diffusion, probabilistic population codes, and sampling. In an attempt to bridge these modeling approaches with experimental and philosophical work on the neural basis of conscious visual perception, we lay out possible relationships between the components of the models and the contents of phenomenal visual experience. We find no unique relation between model components and phenomenal experience in any model; rather, there are multiple logically possible mappings from models to experience. Going forward, we suggest that there are scientific opportunities to develop models that predict and explain a variety of subjective reports and philosophical opportunities to consider what aspects of phenomenal experience are promising scientific targets. Keywords: vision, perception, consciousness, subjective report, computational model 2 1 Introduction The science of visual perception has a long history of developing quantitative, computational models to explain and predict visual performance on a variety of tasks. These models have typically been developed to account for objective visual performance—like observer’s accuracy, reaction time, or perceptual sensitivity in discriminating different visual stimuli. -
Unspecific Hypervigilance and Spatial Attention in Early Visual Perception
Social Cognitive and Affective Neuroscience Advance Access published May 24, 2013 doi:10.1093/scan/nst044 SCAN (2013) 1 of 7 Timing the fearful brain: unspecific hypervigilance and spatial attention in early visual perception Mathias Weymar,1,2 Andreas Keil,2 and Alfons O. Hamm1 1Department of Biological and Clinical Psychology, University of Greifswald, 17487 Greifswald, Germany and 2Center for the Study of Emotion and Attention (CSEA), University of Florida, Gainesville, FL 32611, USA Numerous studies suggest that anxious individuals are more hypervigilant to threat in their environment than nonanxious individuals. In the present event-related potential (ERP) study, we sought to investigate the extent to which afferent cortical processes, as indexed by the earliest visual component C1, are biased in observers high in fear of specific objects. In a visual search paradigm, ERPs were measured while spider-fearful participants and controls searched for discrepant objects (e.g. spiders, butterflies, flowers) in visual arrays. Results showed enhanced C1 amplitudes in response to spatially directed target stimuli in spider-fearful participants only. Furthermore, enhanced C1 amplitudes were observed in response to all discrepant targets and distractors in spider-fearful compared with non-anxious participants, irrespective of fearful and non-fearful target contents. This pattern of results is in line with theoretical notions of heightened sensory sensitivity (hypervigilance) to external stimuli in high-fearful individuals. Specifically, the findings suggest that fear facilitates afferent cortical processing in the human visual cortex in a non-specific and temporally sustained fashion, when Downloaded from observers search for potential threat cues. Keywords: emotion; hypervigilance; spatial attention; C1; event-related potentials (ERPs) http://scan.oxfordjournals.org/ INTRODUCTION in specific object fear should show sensory facilitation when expecting Voluntary attention to a specific location in the environment results in to confront the feared object. -
VISUAL NEUROSCIENCE Spring 2020
PSYC/BIBB/VLST 217 VISUAL NEUROSCIENCE Spring 2020 Spring 2020 Lecture: MWF 9-10a, Leidy Labs 10 Prerequisites: PSCY 1, BIBB 109, VLST 101, COGS 001, PSYC 149/BIBB 249 Synopsis: An introduction to the scientific study of vision, with an emphasis on the biological substrate and its relation to behavior. Topics will typically include physiological optics, transduction of light, visual thresholds, color vision, anatomy and physiology of the visual pathways, and the cognitive neuroscience of vision. Instructor: Alan A. Stocker, Ph.D. Office: Goddard Labs Rm 421, 3710 Hamilton Walk Phone: (215) 573 9341 Email: [email protected] Office hour: W 12-1p Teaching Assistant: Jiang Mao Email: [email protected] Office hour: T 4-5p, TR 4-5p Office hour location: Goddard Labs Rm 420, 3710 Hamilton Walk Course Website (CANVAS): The course has a dedicated CANVAS site. Lecture slides, homework assignments, and reading assignments/material will be posted there. Also, check the site frequently for posted announcements and Q & As on the discussion board. In general, this is the place to go first if you have any question or are in need of any information regarding the course. Requirements: Homework1-3 posted on canvas Midterm Exam 1 February 21 (in class) Midterm Exam 2 March 27 (in class) Midterm Exam 3 April 24 (in class) Final Exam (cumulative) May 7, 12-2p Policy on homework assignments: Homework assignments are essential for a proper understanding of the material. There will be three homework assignments, meant in part as preparation for each midterm exam. Assignments and due dates will be posted on CANVAS.