The Cognitive Neuroscience of Mind: a Tribute to Michael S. Gazzaniga
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The Epistemology of Evidence in Cognitive Neuroscience1
To appear in In R. Skipper Jr., C. Allen, R. A. Ankeny, C. F. Craver, L. Darden, G. Mikkelson, and R. Richardson (eds.), Philosophy and the Life Sciences: A Reader. Cambridge, MA: MIT Press. The Epistemology of Evidence in Cognitive Neuroscience1 William Bechtel Department of Philosophy and Science Studies University of California, San Diego 1. The Epistemology of Evidence It is no secret that scientists argue. They argue about theories. But even more, they argue about the evidence for theories. Is the evidence itself trustworthy? This is a bit surprising from the perspective of traditional empiricist accounts of scientific methodology according to which the evidence for scientific theories stems from observation, especially observation with the naked eye. These accounts portray the testing of scientific theories as a matter of comparing the predictions of the theory with the data generated by these observations, which are taken to provide an objective link to reality. One lesson philosophers of science have learned in the last 40 years is that even observation with the naked eye is not as epistemically straightforward as was once assumed. What one is able to see depends upon one’s training: a novice looking through a microscope may fail to recognize the neuron and its processes (Hanson, 1958; Kuhn, 1962/1970).2 But a second lesson is only beginning to be appreciated: evidence in science is often not procured through simple observations with the naked eye, but observations mediated by complex instruments and sophisticated research techniques. What is most important, epistemically, about these techniques is that they often radically alter the phenomena under investigation. -
*For All Comprehensive Exam Sections, DO NOT Attempt Answering a Question Unless You Really Know the Answer
*For all comprehensive exam sections, DO NOT attempt answering a question unless you really know the answer. You will be much less likely to pass if you provide information that does not actually address a question (even if the information you provide is technically accurate, and could be used to answer another question). Also, most questions (except Statistics) will require you to cite original sources to support your arguments, but please do not cite a textbook. Cognition and Learning Section This exam is tied most directly to PSY 620 and 621. You are not allowed to attempt this exam until you have passed both of these courses. You will see questions covering such topics as (in no particular order of importance): perception, attention, working memory, episodic versus semantic versus procedural long- term memory, implicit versus explicit memory, automatic versus controlled processing, categorization, social cognition, metacognition, theories of learning and behavior, eyewitness memory, language, decision-making and problem-solving, expertise, and developmental/age issues concerning memory. By far the most important thing to study is an undergraduate textbook in cognitive psychology (e.g., Goldstein; Reisberg; Robinson-Riegler; Sternberg), as well as notes and materials from PSY 620. Below is an example question (no longer used) with a good student response. It will give you an idea of the level of detail needed for a good response, and how to cite original sources to support your statements. You are an eyewitness to a crime in which a man robs a liquor store. He does so in under 5 minutes while pointing a gun at the clerk, is not wearing a mask or anything else to hide his face, and he quickly runs away after the robbery. -
Western Pennsylvania Undergraduate Psychology Conferences
Western Pennsylvania Undergraduate Psychology Conferences 1973 - 2011 Host College - Alliance College 1973 st 1 Annual Keynote Speaker - F. A. Geldard “Sensory Saltation” Presenters: Allegheny College: Kathleen A. Spencer Judith Warner Dennis Blair Dorothy Renich Helen Reed Donald Carlson Jeffrey D. Cross Betty A. Vermeire Robert Drust Mark Ingwer Linda Hochuli Alliance College: Susan L. Hanas Jay Bannister Edinboro State College: Otto Lukert Jim Lochner Donald Herman Kenneth Ersbak Greg Walters Janice Savko Findley College: Raymond J. Smiseck Gannon College: Samuel J. Harakal Byron E. Hillin Indiana Univ. of PA: Jamie Bentley Chris Chorpenning Lou Conte Jim Onoran Frank Knapp Kent State University: Joseph P. Vincenzo Kenton College: David R. Gould Andrew M. Bourland Malone College; Darrell Warner Cynthia Hershberger Manhattan College: Anne Cahill Mansfield State College: Karen Brungard Pace University: Liz Zelinski Anne Majewski Michael Travis Stephen Salbod Pat Dockery Seton Hill College: Martha Simoneau Nancy Martin Carol Jarosz Slippery Rock State Col: E. Schleiden A. Falcioni Host College - Allegheny College Keynote Speaker - Dr. Michael Grazzaniga "One Brain, Two Minds" 1974 nd 2 Annual Presenters Adelphi University: Sheila Epstein Lisa Kimmel 2n d Annual Allegheny College: Beth Gilbert Emily Cleveland Carol Gebhardt Jan Cobb Kathie Spencer David Green Judith Bubacz Dennis Blair April Fallon Harry Frechette Betty Vermeire Cheri Geckler Jack Blackhurst Stacy Williams Peter Hickman Mark Russell Baldwin Wallace: Anthony Petruccelli Chatham College: Pamela Fabish C. Obermesser Maureen McHugh Kathie Olsen Heather Roberb Cleveland State University: Charles Baatz Miron Melon Drexel University: John McNichol Helen Rimkus Edinboro University of Pennsylvania: William Pithers Findley College: Neal Ryder Glassboro State University: Benjamin Weinstein Dori Berstressar Hiram College: C. -
Psychogenic and Organic Amnesia. a Multidimensional Assessment of Clinical, Neuroradiological, Neuropsychological and Psychopathological Features
Behavioural Neurology 18 (2007) 53–64 53 IOS Press Psychogenic and organic amnesia. A multidimensional assessment of clinical, neuroradiological, neuropsychological and psychopathological features Laura Serraa,∗, Lucia Faddaa,b, Ivana Buccionea, Carlo Caltagironea,b and Giovanni A. Carlesimoa,b aFondazione IRCCS Santa Lucia, Roma, Italy bClinica Neurologica, Universita` Tor Vergata, Roma, Italy Abstract. Psychogenic amnesia is a complex disorder characterised by a wide variety of symptoms. Consequently, in a number of cases it is difficult distinguish it from organic memory impairment. The present study reports a new case of global psychogenic amnesia compared with two patients with amnesia underlain by organic brain damage. Our aim was to identify features useful for distinguishing between psychogenic and organic forms of memory impairment. The findings show the usefulness of a multidimensional evaluation of clinical, neuroradiological, neuropsychological and psychopathological aspects, to provide convergent findings useful for differentiating the two forms of memory disorder. Keywords: Amnesia, psychogenic origin, organic origin 1. Introduction ness of the self – and a period of wandering. According to Kopelman [33], there are three main predisposing Psychogenic or dissociative amnesia (DSM-IV- factors for global psychogenic amnesia: i) a history of TR) [1] is a clinical syndrome characterised by a mem- transient, organic amnesia due to epilepsy [52], head ory disorder of nonorganic origin. Following Kopel- injury [4] or alcoholic blackouts [20]; ii) a history of man [31,33], psychogenic amnesia can either be sit- psychiatric disorders such as depressed mood, and iii) uation specific or global. Situation specific amnesia a severe precipitating stress, such as marital or emo- refers to memory loss for a particular incident or part tional discord [23], bereavement [49], financial prob- of an incident and can arise in a variety of circum- lems [23] or war [21,48]. -
Collective Memory from a Psychological Perspective
Review Collective Memory from a Psychological Perspective 1, 2 3 William Hirst, * Jeremy K. Yamashiro, and Alin Coman Social scientists have studied collective memory for almost a century, but psy- Highlights chological analyses have only recently emerged. Although no singular approach Collective memories can involve small communities, such as couples, to the psychological study of collective memory exists, research has largely: (i) families, or neighborhood associa- exploredthe social representations of history, including generational differences; tions, or large communities, such as nations, the world-wide congregation (ii) probed for the underlying cognitive processes leading to the formation of of Catholics, or terrorist groups such collective memories, adopting either a top-down or bottom-up approach; and (iii) as ISIS. They bear on the collective explored how people live in history and transmit personal memories of historical identity of the community. importance acrossgenerations.Here,wediscussthesedifferent approaches and Many studies focus on either the repre- highlight commonalities and connections between them. sentation of extant collective memories or the formation and retention of either extant or new collective memories. Memories Held Across a Community Members of a community often share similar memories: Germans know that their country Those interested in the formation of participated in the mass murder of Jews; Catholics, that Jesus fasted for 40 days; and a family, collective memories can approach ’ that grandfather immigrated from Ireland. Such collective memories can shape a community s the topic in a top-down or bottom- up fashion. ’ identity and its actions. Germany s struggles to come to terms with its troublesome past, for fi instance, de ne to a great extent how Germans see themselves today as Germans [1]. -
Memory Control: Investigating the Consequences and Mechanisms of Directed Forgetting in Working Memory
Memory Control: Investigating the Consequences and Mechanisms of Directed Forgetting in Working Memory by Sara B. Festini A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Psychology) in the University of Michigan 2014 Doctoral Committee: Professor Patricia A. Reuter-Lorenz, Chair Professor John Jonides Associate Professor Cindy A. Lustig Associate Professor Rachael D. Seidler © Sara B. Festini 2014 Dedication To my family. Thank you for all of your love, support, and encouragement! ii Acknowledgments First, I would like to thank my primary advisor, Patti Reuter-Lorenz, for her continued guidance, support, and mentorship throughout my time at the University of Michigan. I am extremely grateful for all of the knowledge and advice she provided, which has made me a better scientist, writer, and thinker. Every experiment in my dissertation benefited from Patti’s wisdom, and I look forward to our continued academic collaboration in years to come. I would also like to thank the members of my committee, John Jonides, Cindy Lustig, and Rachael Seidler, for their valuable feedback on my dissertation. Each committee meeting strengthened my dissertation and opened my eyes to new and important viewpoints. I would like to especially thank John for taking the time to read and provide comments on all of the manuscripts comprising this dissertation. His expertise in cognitive control considerably strengthened the arguments and interpretation of my research, for which I am extremely appreciative. Moreover, I want to thank Rachael Seidler for welcoming me into her lab to conduct additional independent research projects. I greatly valued being exposed to different types of research paradigms and analyses, including the wonderful opportunity to analyze resting state functional connectivity data and to pursue my interest in motor learning. -
Outlook Magazine, Autumn 2018
Washington University School of Medicine Digital Commons@Becker Outlook Magazine Washington University Publications 2018 Outlook Magazine, Autumn 2018 Follow this and additional works at: https://digitalcommons.wustl.edu/outlook Recommended Citation Outlook Magazine, Autumn 2018. Central Administration, Medical Public Affairs. Bernard Becker Medical Library Archives. Washington University School of Medicine, Saint Louis, Missouri. https://digitalcommons.wustl.edu/outlook/188 This Article is brought to you for free and open access by the Washington University Publications at Digital Commons@Becker. It has been accepted for inclusion in Outlook Magazine by an authorized administrator of Digital Commons@Becker. For more information, please contact [email protected]. AUTUMN 2018 Elevating performance BERNARD BECKER MEDICAL LIBRARY BECKER BERNARD outlook.wustl.edu Outlook 3 Atop the Karakoram Mountains, neurologist Marcus Raichle, MD, (center) displays a Mallinckrodt Institute of Radiology banner he created. In 1987, he and other members of a British expedition climbed 18,000 feet above sea level — and then injected radioactive xenon to see how it diffused through their brains. Raichle, 81, has been a central force for decades in the history and science of brain imaging. See page 7. FEATURES MATT MILLER MATT 7 Mysteries explored Pioneering neurologist Marcus Raichle, MD, opened up the human brain to scientific investigation. 14 Growing up transgender The Washington University Transgender Center helps families navigate the complex world of gender identity. COVER Scott Brandon, who sustained a spinal cord injury 16 years ago, said he is 21 Building independence grateful to the Program in Occupational For 100 years, the Program in Occupational Therapy has Therapy for helping him build physical and helped people engage mind and body. -
What Is It Like to Be Confabulating?
What is it like to be Confabulating? Sahba Besharati, Aikaterini Fotopoulou and Michael D. Kopelman Kings College London, Institute of Psychiatry, London UK Different kinds of confabulations may arise in neurological and psychiatric disorders. This chapter first offers conceptual distinctions between spontaneous and momentary (“provoked”) confabulations, as well as between these types of confabulation and other kinds of false memories. The chapter then reviews current explanatory theories, emphasizing that both neurocognitive and motivational factors account for the content of confabulations. We place particular emphasis on a general model of confabulation that considers cognitive dysfunctions in memory and executive functioning in parallel with social and emotional factors. It is argued that all these dimensions need to be taken into account for a phenomenologically rich description of confabulation. The role of the motivated content of confabulation and the subjective experience of the patient are particularly relevant in effective management and rehabilitation strategies. Finally, we discuss a case example in order to illustrate how seemingly meaningless false memories are actually meaningful if placed in the context of the patient’s own perspective and autobiographical memory. Key words: Confabulation; False memory; Motivation; Self; Rehabilitation. 1 Memory is often subject to errors of omission and commission such that recollection includes instances of forgetting, or distorting past experience. The study of pathological forms of exaggerated memory distortion has provided useful insights into the mechanisms of normal reconstructive remembering (Johnson, 1991; Kopelman, 1999; Schacter, Norman & Kotstall, 1998). An extreme form of pathological memory distortion is confabulation. Different variants of confabulation are found to arise in neurological and psychiatric disorders. -
Cognitive Dissonance by Leon Festinger
472 SCIENTIFIC AMERICAN Cognitive Dissonance by Leon Festinger SCIENTIFIC AMERICAN OCTOBER 1962 VOL. 207, NO. 4 PP. 92-102 PUBLISHED BY W. H. FREEMAN AND COMPANY 660 MARKET STREET, SAN FRANCISCO, CALIFORNIA 94104 Copyright.; 1962 by Scientific American, Inc. All rights reserved. Printed in the U.S.A. No part of this offprint may be reproduced by any mechanical, photographic or electronic process, or in the form of a phonographic recording, nor may it be stored in a retrieval system, transmitted or otherwise copied for public or private use without written permission of the publisher. The Author its Distinguished Scientific Contribution Award. LEON FESTINGER is professor of psychology at Stanford University. Fes- Bibliography tinger took his B.S. in psychology at the College of the City of New York in 1939. COGNITIVE CONSEQUENCES OF FORCED He received M.A. and Ph.D. degrees COMPLIANCE. Leon Festinger and from the State University of Iowa, where James M. Carlsmith in The Journal of he specialized in the field of child be- Abnormal and Social Psychology, havior, in 1940 and 1942 respectively. Vol. 58, No. 2, pages 203-210; He remained at Iowa as a research asso- March, 1959. ciate until 1943 - and for the next two PREPARATORY ACTION AND BELIEF IN years served as senior statistician on the THE PROBABLE OCCURRENCE OF Committee on Selection and Training FUTURE EVENTS. Ruby B. Yaryan and of Aircraft Pilots at the University of Leon Festinger in The Journal of Ab- Rochester. From 1945 to 1948 he taught normal and Social Psychology, Vol. at the Massachusetts Institute of Tech- 63, No. -
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 -
Wolk DA, Schacter DL, Berman AR, Holcomb PJ, Daffner KR, Budson
Neuropsychologia 43 (2005) 1662–1672 Patients with mild Alzheimer’s disease attribute conceptual fluency to prior experience David A. Wolk a, b, ∗, Daniel L. Schacter c, Alyssa R. Berman b, Phillip J. Holcomb d, Kirk R. Daffner a, b, Andrew E. Budson b, e a Harvard Medical School, 25 Shattuck Street, Boston, MA 02115, USA b Division of Cognitive and Behavioral Neurology, Department of Neurology, Brigham and Women’s Hospital, 1620 Tremont Street, 221 Longwood Ave., Boston, MA 02115, USA c Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, USA d Department of Psychology, Tufts University, Medford, MA 02155, USA e Geriatric Research Education Clinical Center, Edith Nourse Rogers Memorial Veterans Hospital, 200 Springs Road, Bedford MA 01730, USA Received 26 October 2004; received in revised form 12 January 2005; accepted 13 January 2005 Available online 23 February 2005 Abstract Patients with Alzheimer’s disease (AD) have been found to be relatively dependent on familiarity in their recognition memory judgments. Conceptual fluency has been argued to be an important basis of familiarity. This study investigated the extent to which patients with mild AD use conceptual fluency cues in their recognition decisions. While no evidence of recognition memory was found in the patients with AD, enhanced conceptual fluency was associated with a higher rate of “Old” responses (items endorsed as having been studied) compared to when fluency was not enhanced. The magnitude of this effect was similar for patients with AD and healthy control participants. Additionally, ERP recordings time-locked to test item presentation revealed preserved modulations thought critical to the effect of conceptual fluency on test performance (N400 and late frontal components) in the patients with AD, consistent with the behavioral results. -
Webinar Lecture #5
5/20/20 Foundations for Integrating Hypnosis into Your Therapies for Treating Anxiety, Depression, and Pain with Michael D. Yapko, Ph.D. Webinar Section 5 of 12 Michael D. Yapko, Ph.D. www.yapko.com 1 • Direct regression to a specific time, context • Imagery of special vehicles • Metaphorical and indirect approaches Michael D. Yapko, Ph.D. www.yapko.com 2 • Orient to hypnosis • Induction • Response set regarding memory • Regression strategy; emphasize positive memory • Interaction (remember to ask neutrally) • PHS (integrate a positive learning from the experience) • Closure and disengagement Michael D. Yapko, Ph.D. www.yapko.com 3 1 5/20/20 •Encoding •Storage •Retrieval Distortions can occur at any stage Michael D. Yapko, Ph.D. www.yapko.com 4 “Memory is reconstructive, not reproductive” Michael D. Yapko, Ph.D. www.yapko.com 5 “I have the feeling…but I don’t have the memory” Stage hypnosis: “What’s so funny about your movie?” Michael D. Yapko, Ph.D. www.yapko.com 6 2 5/20/20 That’s why hypnotically obtained testimony is generally excluded from court proceedings In Search of Memory by Eric Kandel Searching for Memory by Daniel Schacter The Seven Sins of Memory by Daniel Schacter The Memory Illusion by Julia Shaw Memory by Bennett Schwartz Michael D. Yapko, Ph.D. www.yapko.com 8 And a whole new generation of therapists is starting to make some of the same mistakes all over again… Michael D. Yapko, Ph.D. www.yapko.com 9 3 5/20/20 See “Divided Memories,” a PBS 4-hour documentary on the subject you’ll find on YouTube Also watch the demonstration of implanting a false memory on YouTube by Dr.