The University Seminars University the 2015 Seminars, Speakers, & Topics of Directory
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Conductor Model of Online Speech Modulation
The Conductor Model of Online Speech Modulation Fred Cummins Department of Computer Science, University College Dublin [email protected] Abstract. Two observations about prosodic modulation are made. Firstly, many prosodic parameters co-vary when speaking style is altered, and a similar set of variables are affected in particular dysarthrias. Second, there is a need to span the gap between the phenomenologically sim- ple space of intentional speech control and the much higher dimensional space of manifest effects. A novel model of speech production, the Con- ductor, is proposed which posits a functional subsystem in speech pro- duction responsible for the sequencing and modulation of relatively in- variant elements. The ways in which the Conductor can modulate these elements are limited, as its domain of variation is hypothesized to be a relatively low-dimensional space. Some known functions of the cortico- striatal circuits are reviewed and are found to be likely candidates for implementation of the Conductor, suggesting that the model may be well grounded in plausible neurophysiology. Other speech production models which consider the role of the basal ganglia are considered, leading to some observations about the inextricable linkage of linguistic and motor elements in speech as actually produced. 1 The Co-Modulation of Some Prosodic Variables It is a remarkable fact that speakers appear to be able to change many aspects of their speech collectively, and others not at all. I focus here on those prosodic variables which are collectively affected by intentional changes to speaking style, and argue that they are governed by a single modulatory process, the ‘Con- ductor’. -
Measuring and Modeling the Trajectory of Visual Spatial Attention
Psychological Review Copyright 2002 by the American Psychological Association, Inc. 2002, Vol. 109, No. 2, 260–305 0033-295X/02/$5.00 DOI: 10.1037//0033-295X.109.2.260 Measuring and Modeling the Trajectory of Visual Spatial Attention Shui-I Shih George Sperling University of Southampton University of California, Irvine In a novel choice attention-gating paradigm, observers monitor a stream of 3 ϫ 3 letter arrays until a tonal cue directs them to report 1 row. Analyses of the particular arrays from which reported letters are chosen and of the joint probabilities of reporting pairs of letters are used to derive a theory of attention dynamics. An attention window opens 0.15 s following a cue to attend to a location, remains open (minimally) 0.2 s, and admits information simultaneously from all the newly attended locations. The window dynamics are independent of the distance moved. The theory accounts for about 90% of the variance from the over 400 data points obtained from each of the observers in the 3 experiments reported here. With minor elaborations, it applies to all the principal paradigms used to study the dynamics of visual spatial attention. We explored a method of measuring the trajectory of spatial strong test of the possibility of equivalent attention trajectories in attention that is analogous to measuring the trajectory of subatomic different experimental paradigms requires that all paradigms be particles in a Glaser bubble chamber (Gray & Isaacs, 1975). In the tested with the same observers and with similar stimulus materials. bubble chamber, a three-dimensional space is filled with a super- Therefore, in addition to the main experiment, which measured heated liquid. -
Cognitive Functions of the Brain: Perception, Attention and Memory
IFM LAB TUTORIAL SERIES # 6, COPYRIGHT c IFM LAB Cognitive Functions of the Brain: Perception, Attention and Memory Jiawei Zhang [email protected] Founder and Director Information Fusion and Mining Laboratory (First Version: May 2019; Revision: May 2019.) Abstract This is a follow-up tutorial article of [17] and [16], in this paper, we will introduce several important cognitive functions of the brain. Brain cognitive functions are the mental processes that allow us to receive, select, store, transform, develop, and recover information that we've received from external stimuli. This process allows us to understand and to relate to the world more effectively. Cognitive functions are brain-based skills we need to carry out any task from the simplest to the most complex. They are related with the mechanisms of how we learn, remember, problem-solve, and pay attention, etc. To be more specific, in this paper, we will talk about the perception, attention and memory functions of the human brain. Several other brain cognitive functions, e.g., arousal, decision making, natural language, motor coordination, planning, problem solving and thinking, will be added to this paper in the later versions, respectively. Many of the materials used in this paper are from wikipedia and several other neuroscience introductory articles, which will be properly cited in this paper. This is the last of the three tutorial articles about the brain. The readers are suggested to read this paper after the previous two tutorial articles on brain structure and functions [17] as well as the brain basic neural units [16]. Keywords: The Brain; Cognitive Function; Consciousness; Attention; Learning; Memory Contents 1 Introduction 2 2 Perception 3 2.1 Detailed Process of Perception . -
Cytoplasmic Polyadenylation Element Binding Protein (CPEB): a Prion-Like Protein As a Regulator of Local Protein Synthesis and Synaptic Plasticity
Luana Fioriti Research Associate Scholar The Italian Academy for Advanced Studies in America at Columbia University Weekly Seminar of the Fellows Program April 11th, 2007 Cytoplasmic polyadenylation element binding protein (CPEB): a prion-like protein as a regulator of local protein synthesis and synaptic plasticity 1.INTRODUCTION With this paper I would like to describe you what is my research project here at Columbia and how I am trying to address the many questions underlying my project by working everyday in the lab. But before doing this I feel somehow obliged to give you an introduction on the basic concepts of neurobiology. Therefore we will start with a brief definition and description of what is a neuron, how neurons interact to form synapse and neural circuits, how synapse activity can be modified and finally how these changes in synaptic activity underlie high cognitive processes such as learning and memory. After providing you this, I hope not too boring introduction, I will go deeper into the molecular aspects of these phenomenon and I will illustrate you the main goal of my research, which is to characterize the role of a particular protein called Cytoplasmic Polyadenylation Element Binding protein with respect to the morphological and physiological changes that occur at the synapse after neuronal stimulation. Memory In psychology, memory is an organism's ability to store, retain, and subsequently recall information. Although traditional studies of memory began in the realms of philosophy, the late nineteenth and early twentieth century put memory within the paradigms of cognitive psychology. In recent decades, it has become one of the principal pillars of a new branch of science called cognitive neuroscience, a marriage between cognitive psychology and neuroscience. -
Verbal Learning Burbank Seminar Rooms Session 2B -Mathematical
Mathematical Psychology Meetings Stern Sail - Stanford Wednesday, August 23; 10-12 aojis, - BfoHadsy Lounges Session la - .'Neural nets Burbank Seminar Room:: Session lb - Verbal learning 1-3 pt-m. - Holiaday Lounge: Session 2s - Measurement and Sealing X Burbank Seminar Rooms Session 2b Mathematical Analysis of - Learning Data 3530-5 P«m. gfolladay Lounges Session 3: Symposium on Geometric Representation - of Psychological Data p«*nu - Reception at the Stanford Faculty Club Sburaday., August 29s 10-12 a^nu - felladay Lounge; Session 4a - Paychophyiiiesi Burbaok Seminar Ro®,n Sesuion Ub Concept learning and Social - Psychology Burbank Seminar Room Kb* 2'. Session Ue "" Choice Behavior 1-3 P»m*» - $3urbank Seminar Rooms Session _?a - Measurement and Scaling XI 1-5 P-n« - Holiaday Lounges Session Sb - Symposium on Models of Memory > Mathematical Psychology Meetings Stanford University August 23 and 29, 1968 PROGRAM Wednesday, August 28 10-12 a.m. Session la : Neural Nets Earl Hunt, University of Washington, A performance model for memory tasks based on a physiological model of retrieval. Robert J. Baron, Clarkson College of Technology, An associative memory system. Floyd Ratliff, Bruce Knight, and Norma Graham, The Rockefeller University, On tuning and amplification by lateral inhibition in a neural network. Naomi Weisstein, Loyola University, A Rashevsky-Landahl neural net for simulation of metacontrast. George Sperling, Bell Telephone Laboratories, Inc., Energy models of binocular vision. 10-12 a.m. Session lb : Verbal Learning John Brelsford, Yale University, A finite Integer analysis of recall and recognition performance. William H. Batchelder, University of Illinois, A mathematical framework for item interrelationships during learning. -
VITA GEORGE SPERLING, UCI Distinguished Professor
VITA GEORGE SPERLING, UCI Distinguished Professor, Department of Cognitive Sciences, Department of Neurobiology and Behavior, and Institute For Mathematical Behavioral Sciences, University of Cali- fornia, Irvine Business address: Dept. of Cognitive Sciences, SSPA3, University of California, Irvine, CA 92697-5100 Tel: 949-824-6879 Fax: -2517 http://aris.ss.uci.edu/HIPLab Email: [email protected] Education: University of Michigan, B.S. Mathematics, 1955. Joint major in mathematics and biophysics. (Fulfilled requirements for summa cum laude.) Award: Gomberg Chemistry Prize and Scholarship, 1953-54. Memberships in collegiate honor societies: Phi Beta Kappa, Phi Eta Sigma, Phi Kappa Phi, Sigma Xi. Columbia University, M.A. Psychology, 1956. Harvard University, Ph.D. Psychology, 1959. Professional Employment: Research Assistant in Biophysics, Brookhaven National Laboratories, Upton, New York, summer, 1955. Research Assistant in Psychology, Harvard University, 1957-59. Member Technical Research Staff, Acoustical and Behavioral Research Center, AT&T Bell Laboratories, Murray Hill, New Jersey: 1958 (summer); full-time, 1959-70; part-time, 1970-86. Instructor in Psychology (part-time), Department of Psychology, Washington Square College, New York University, 1962-63. Visiting Associate Professor, Department of Psychology, Duke University, Spring, 1964. Adjunct Associate Professor, Department of Psychology, Columbia University, 1964-65. Acting Associate Professor, Department of Psychology, University of California, Los Angeles, 1967-68. Fellow of the John Simon Guggenheim Memorial Foundation, 1969-70. Aw ard for a theoretical study of perception and short-term memory. Honorary Research Associate, Department of Psychology, University College, University of London, 1969-70. Professor of Psychology and Neural Sciences, Graduate School of Arts and Science, New York University, 1970-1992. -
17. MEMORY in Psychology, Memory Is an Organism's Ability to Store, Retain, and Recall Information. Traditional Studies of Memor
17. MEMORY In psychology, memory is an organism's ability to store, retain, and recall information. Traditional studies of memory began in the fields of philosophy, including techniques of artificially enhancing the memory. The late nineteenth and early twentieth century put memory within the paradigms of cognitive psychology. In recent decades, it has become one of the principal pillars of a branch of science called cognitive neuroscience, an interdisciplinary link between cognitive psychology and neuroscience. Sensory memory Sensory memory corresponds approximately to the initial 200 - 500 milliseconds after an item is perceived. The ability to look at an item, and remember what it looked like with just a second of observation, or memorization, is an example of sensory memory. With very short presentations, participants often report that they seem to "see" more than they can actually report. The first experiments exploring this form of sensory memory were conducted by George Sperling (1960) using the "partial report paradigm." Subjects were presented with a grid of 12 letters, arranged into three rows of 4. After a brief presentation, subjects were then played either a high, medium or low tone, cuing them which of the rows to report. Based on these partial report experiments, Sperling was able to show that the capacity of sensory memory was approximately 12 items, but that it degraded very quickly (within a few hundred milliseconds). Because this form of memory degrades so quickly, participants would see the display, but be unable to report all of the items (12 in the "whole report" procedure) before they decayed. This type of memory cannot be prolonged via rehearsal. -
Book XIV Art and Psychology
8 88 88 88ycology 8888on.com 8888 Basic Photography in 180 Days Book XIV - Art and Psychology Editor: Ramon F. aeroramon.com Contents 1 Day 1 1 1.1 Visual perception ........................................... 1 1.1.1 Visual system ......................................... 1 1.1.2 Study ............................................. 1 1.1.3 The cognitive and computational approaches ......................... 3 1.1.4 Transduction ......................................... 4 1.1.5 Opponent process ....................................... 4 1.1.6 Artificial visual perception .................................. 4 1.1.7 See also ............................................ 4 1.1.8 Further reading ........................................ 4 1.1.9 References .......................................... 4 1.1.10 External links ......................................... 5 1.2 Depth perception ........................................... 6 1.2.1 Monocular cues ........................................ 6 1.2.2 Binocular cues ........................................ 7 1.2.3 Theories of evolution ..................................... 8 1.2.4 In art ............................................. 8 1.2.5 Disorders affecting depth perception ............................. 9 1.2.6 See also ............................................ 9 1.2.7 References .......................................... 9 1.2.8 Bibliography ......................................... 10 1.2.9 External links ......................................... 10 2 Day 2 11 2.1 Human eye ............................................. -
Memory Structures and Processes 107
Chapter 5 distribute Memory Structuresor and Processes post, Questions to Consider •• Is memory a process, a structure, or a system? •• How many types of memoriescopy, are there? •• Are there differences in the ways we store and retrieve memories based on how old the memories are?not •• What kind of memory helps us focus on a task? •• How Dodoes our memory influence us unintentionally? •• What are the limits of our memory? 105 Copyright ©2019 by SAGE Publications, Inc. This work may not be reproduced or distributed in any form or by any means without express written permission of the publisher. 106 Cognitive Psychology Introduction: The Pervasiveness of Memory Memory is pervasive. It is important for so many things we do in our everyday lives that it is difficult to think of something humans do that doesn’t involve memory. To better understand its importance, imagine trying to do your everyday tasks without memory. When you first wake up in the morning you know whether you need to jump out of bed and hurry to get ready to leave or whether you can lounge in bed for a while because you remember what you have to do that day and what time your first task of the day begins. Without memory, you would not know what you needed to do that day. In fact, you would not know who you are, where you are, or what you are supposed to be doing at any given moment. It would be like waking up disoriented every minute. There are, in fact, individuals who must live their lives without the aid of these kinds of memories. -
Carol A. Fowler's Perspective on Language by Eye
Ecological Psychology ISSN: 1040-7413 (Print) 1532-6969 (Online) Journal homepage: http://www.tandfonline.com/loi/heco20 Carol A. Fowler's Perspective on Language by Eye Donald Shankweiler To cite this article: Donald Shankweiler (2016) Carol A. Fowler's Perspective on Language by Eye, Ecological Psychology, 28:3, 130-137, DOI: 10.1080/10407413.2016.1195182 To link to this article: https://doi.org/10.1080/10407413.2016.1195182 Published online: 02 Aug 2016. Submit your article to this journal Article views: 133 View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=heco20 ECOLOGICAL PSYCHOLOGY 2016, VOL. 28, NO. 3, 130–137 http://dx.doi.org/10.1080/10407413.2016.1195182 Carol A. Fowler’s Perspective on Language by Eye 1931 Donald Shankweilera,b aDepartment of Psychology, University of Connecticut; bHaskins Laboratories ABSTRACT This article considers highlights of Carol Fowler’s development as a scientist against the background of major developments in the fields of ecological psychology, speech research, and the psychology of language. Beginning from her graduate student years, the focus is on those aspects of Fowler’s research that pertain most directly to the relations between speech and reading. Graduate studies in the psychology of perception and language Carol Fowler, who as an undergraduate had begun the study of psychology and language at Brown University, moved to the University of Connecticut for graduate work arriving in 1971. She says she chose the University of Connecticut because while at Brown, at the suggestion of oneofherprofessors,shehadreadandadmiredanarticle,“Perception of the Speech Code” (A.M.Libermanetal.,1967), by University of Connecticut Professor Alvin M. -
Language and Social Behavior
Language and Social Behavior Robert M. Krauss and Chi-Yue Chiu Columbia University and The University of Hong-Kong Acknowledgments: We have benefitted from discussions with Kay Deaux, Susan Fussell, Julian Hochberg, Ying-yi Hong, and Lois Putnam. Yihsiu Chen, E. Tory Higgins, Robert Remez, Gün Semin, and the Handbook's editors read and commented on an earlier version of this chapter. The advice, comments and suggestions we have received are gratefully acknowledged, but the authors retain responsibility for such errors, misapprehensions and misinterpretations as remain. We also acknowledge support during the period this chapter was written from National Science Foundation grant SBR-93-10586, and from the University Research Council of the University of Hong Kong (Grant #HKU 162/95H). Note: This is a pre-editing copy of a chapter that appears in In D. Gilbert, S. Fiske & G. Lindsey (Eds.), Handbook of social psychology (4h ed.), Vol. 2. (pp. 41-88). Boston: McGraw-Hill. Language and Social Behavior Language and Social Behavior Language pervades social life. It is the principal vehicle for the transmission of cultural knowledge, and the primary means by which we gain access to the contents of others' minds. Language is implicated in most of the phenomena that lie at the core of social psychology: attitude change, social perception, personal identity, social interaction, intergroup bias and stereotyping, attribution, and so on. Moreover, for social psychologists, language typically is the medium by which subjects' responses are elicited, and in which they respond: in social psychological research, more often than not, language plays a role in both stimulus and response. -
Lifetime of Human Visual Sensory Memory: Properties and Neural Substrate
University of Pennsylvania ScholarlyCommons IRCS Technical Reports Series Institute for Research in Cognitive Science January 1999 Lifetime of Human Visual Sensory Memory: Properties and Neural Substrate Wei Yang University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/ircs_reports Yang, Wei, "Lifetime of Human Visual Sensory Memory: Properties and Neural Substrate" (1999). IRCS Technical Reports Series. 42. https://repository.upenn.edu/ircs_reports/42 University of Pennsylvania Institute for Research in Cognitive Science Technical Report No. IRCS-99-03. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/ircs_reports/42 For more information, please contact [email protected]. Lifetime of Human Visual Sensory Memory: Properties and Neural Substrate Abstract The classic partial-report procedure was modified to optimize the condition to measure the transient decay of visual sensory memory (VSM, also known as iconic memory). A model was developed to isolate the VSM and visual working memory (VWM) underlying the partial-report performance. The decay of VSM in each subject was well characterized by a single exponential function, thus a lifetime could be defined for VSM decay in individual subjects. It was found that intensive practice with partialreport task prolonged VSM lifetime. This practice effect shows an unexpected adaptive property of VSM and reveals VSM lifetime as a specific dimension for perceptual learning. Of the stimulus parameters, a change of the mean luminance of the stimuli from that of the background shortened the VSM lifetime. Such a "luminance effect" is consistent with the temporal properties of the spatial frequency channels in the visual pathway, most likely revealing the differences in the time course of the decay of the memory traces in these channels.