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Neural Measures of Visual Attention and Suppression As Biomarkers for ADHD- Associated Inattention
Neural Measures of Visual Attention and Suppression as Biomarkers for ADHD- associated Inattention Rebecca Elizabeth Townley PhD University of York Psychology August 2019 Abstract Abstract Whilst there is a wealth of literature examining neural differences in those with ADHD, few have investigated visual-associated regions. Given extensive evidence demonstrating visual-attention deficits in ADHD, it is possible that inattention problems may be associated with functional abnormalities within the visual system. By measuring neural responses across the visual system during visual-attentional tasks, we aim to explore the relationship between visual processing and ADHD-associated Inattention in the typically developed population. We first explored whether differences in neural responses occurred within the superior colliculus (SC); an area linked to distractibility and attention. Here we found that Inattention traits positively correlated with SC activity, but only when distractors were presented in the right visual field (RVF) and not the left visual field (LVF). Our later work followed up on these findings to investigate separate responses towards task-relevant targets and irrelevant, peripheral distractors. Findings showed that those with High Inattention exhibited increased responses towards distractors compared to targets, while those with Low Inattention showed the opposite effect. Hemifield differences were also observed where those with High Inattention showed increased RVF distractor-related signals compared to those with Low Inattention. No differences were observed for the LVF. Finally, we examined attention and suppression-related neural responses. Our results indicated that, while attentional responses were similar between Inattention groups, those with High Inattention showed weaker suppression responses towards the unattended RVF. No differences were found when suppressing the LVF. -
The Neuropsychological Functioning of Men Residing in a Homeless Shelter
Marquette University e-Publications@Marquette Dissertations, Theses, and Professional Dissertations (1934 -) Projects The Neuropsychological Functioning of Men Residing in a Homeless Shelter Sara Murray Hegerty Marquette University Follow this and additional works at: https://epublications.marquette.edu/dissertations_mu Part of the Psychiatry and Psychology Commons Recommended Citation Hegerty, Sara Murray, "The Neuropsychological Functioning of Men Residing in a Homeless Shelter" (2009). Dissertations (1934 -). 3. https://epublications.marquette.edu/dissertations_mu/3 THE NEUROPSYCHOLOGICAL FUNCTIONING OF MEN RESIDING IN A HOMELESS SHELTER by Sara Murray Hegerty, M.A. A Dissertation submitted to the Faculty of the Graduate School, Marquette University, in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Milwaukee, Wisconsin August 2010 ABSTRACT THE NEUROPSYCHOLOGICAL FUNCTIONING OF MEN RESIDING IN A HOMELESS SHELTER Sara Murray Hegerty, M.A. Marquette University, 2010 The number of homeless individuals in the U.S. has continued to increase, with men comprising the majority of this population. These men are at substantial risk for neuropsychological impairment due to several factors, such as substance misuse, severe mental illness, untreated medical conditions (e.g., diabetes, liver disease, HIV/AIDS), poor nutrition, and the increased likelihood of suffering a traumatic brain injury. Impairments in attention, memory, executive functioning, and other neuropsychological domains can result in poor daily functioning and difficulty engaging in psychological, medical, or educational services. Thus, knowledge of the neuropsychological functioning of homeless men is critical for those who work with this population. Yet data in this area are limited. This study aimed to describe the functioning of men residing in an urban homeless shelter across the domains of attention/concentration, memory, executive functions, language, sensory-motor abilities, general intelligence, and reading ability. -
The Cognitive Neuroscience of Music
THE COGNITIVE NEUROSCIENCE OF MUSIC Isabelle Peretz Robert J. Zatorre Editors OXFORD UNIVERSITY PRESS Zat-fm.qxd 6/5/03 11:16 PM Page i THE COGNITIVE NEUROSCIENCE OF MUSIC This page intentionally left blank THE COGNITIVE NEUROSCIENCE OF MUSIC Edited by ISABELLE PERETZ Départment de Psychologie, Université de Montréal, C.P. 6128, Succ. Centre-Ville, Montréal, Québec, H3C 3J7, Canada and ROBERT J. ZATORRE Montreal Neurological Institute, McGill University, Montreal, Quebec, H3A 2B4, Canada 1 Zat-fm.qxd 6/5/03 11:16 PM Page iv 1 Great Clarendon Street, Oxford Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Bangkok Buenos Aires Cape Town Chennai Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi São Paulo Shanghai Taipei Tokyo Toronto Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York © The New York Academy of Sciences, Chapters 1–7, 9–20, and 22–8, and Oxford University Press, Chapters 8 and 21. Most of the materials in this book originally appeared in The Biological Foundations of Music, published as Volume 930 of the Annals of the New York Academy of Sciences, June 2001 (ISBN 1-57331-306-8). This book is an expanded version of the original Annals volume. The moral rights of the author have been asserted Database right Oxford University Press (maker) First published 2003 All rights reserved. -
10 Inducing and Measuring Emotion and Affect
1 CN 10 CT Inducing and Measuring Emotion and Affect: Tips, Tricks, and Secrets CA Karen S. Quigley, Kristen A. Lindquist and Lisa Feldman Barrett Every person (barring those with a brain disorder) knows what it feels like to be moved by something – to feel energized or defeated, anxious or tranquil. Even without labeling these feelings, or being aware of them in an explicit way, such feelings exist as states of mind or can be observed in certain actions. In the Western views of the human mind that ground scientific psychology, such states are referred to as “emotional” or “affective” (as distinguished from “cognitive” or “perceptual”).1 These two words – “emotion” and “affect” – have caused great confusion in the scientific literature because they are used by some authors to denote two different classes of phenomena, whereas others use these words interchangeably. In English, the word “affect” literally means “to produce a change,” whereas the word “emotion” derives from the French word “to stir up” and the Latin word “to move.” In psychological discourse, “affect” has sometimes been used to refer to free-floating feelings whereas “emotion” has referred to feelings in response to a specific triggering event (e.g., James, 1890). The word “affect” also has been used to refer to feelings that accompany emotions such as anger, sadness, fear, happiness, and so on, which are defined as physical states (e.g., Panksepp, 1998). “Affect” has been used as a general term to mean anything emotional (e.g., Davidson, Scherer, & Goldsmith, 2003), allowing researchers to XML Typescript © Cambridge University Press – Generated by Aptara. -
Why Digit Span Measures Long-Term Associative Learning
Cognition 144 (2015) 1–13 Contents lists available at ScienceDirect Cognition journal homepage: www.elsevier.com/locate/COGNIT Questioning short-term memory and its measurement: Why digit span measures long-term associative learning ⇑ Gary Jones a, , Bill Macken b a Nottingham Trent University, UK b Cardiff University, UK article info abstract Article history: Traditional accounts of verbal short-term memory explain differences in performance for different types Received 23 December 2014 of verbal material by reference to inherent characteristics of the verbal items making up memory Revised 13 July 2015 sequences. The role of previous experience with sequences of different types is ostensibly controlled Accepted 15 July 2015 for either by deliberate exclusion or by presenting multiple trials constructed from different random per- mutations. We cast doubt on this general approach in a detailed analysis of the basis for the robust find- ing that short-term memory for digit sequences is superior to that for other sequences of verbal material. Keywords: Specifically, we show across four experiments that this advantage is not due to inherent characteristics of Digit span digits as verbal items, nor are individual digits within sequences better remembered than other types of Associative learning Short-term memory individual verbal items. Rather, the advantage for digit sequences stems from the increased frequency, Long-term memory compared to other verbal material, with which digits appear in random sequences in natural language, Sequence learning and furthermore, relatively frequent digit sequences support better short-term serial recall than less fre- Computational modelling quent ones. We also provide corpus-based computational support for the argument that performance in a short-term memory setting is a function of basic associative learning processes operating on the linguis- tic experience of the rememberer. -
The Relationship Between Mood and Implicit Learning
UNLV Theses, Dissertations, Professional Papers, and Capstones May 2017 The Relationship Between Mood and Implicit Learning Kathleen Larson University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Cognitive Psychology Commons, and the Experimental Analysis of Behavior Commons Repository Citation Larson, Kathleen, "The Relationship Between Mood and Implicit Learning" (2017). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3003. http://dx.doi.org/10.34917/10985984 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. THE RELATIONSHIP BETWEEN MOOD AND IMPLICIT LEARNING By Kathleen G. Larson Bachelor of Arts – Psychology Indiana University of Pennsylvania 2011 Master of Arts – Psychology University of Nevada, Las Vegas 2014 A dissertation submitted in partial fulfillment of -
Analysis of Machine Learning Algorithms for the Recognition of Basic Emotions: Data Mining of Psychophysiological Sensor Information
Ulm University Medical Center Department of Psychosomatic Medicine and Psychotherapy Director: Prof. Dr. Harald Gündel Section Medical Psychology Analysis of Machine Learning Algorithms for the Recognition of Basic Emotions: Data Mining of Psychophysiological Sensor Information Dissertation submitted to obtain the doctoral degree of Human Biology of the Medical Faculty of Ulm University By Lin Zhang born in Tianjin, P.R. China 2019 Acting Dean: Prof. Dr. Thomas Wirth 1st reviewer: Prof. Dr. Harald C. Traue 2nd reviewer: PD Dr. Friedhelm Schwenker Day of Graduation: May 17, 2019 For all my friends and my family CONTENT ABBREVIATIONS VI LIST OF TABLES VIII LIST OF FIGURES IX CHAPTER 1 INTRODUCTION 1 1.1 Emotion 1 1.1.1. Major types of emotion elicitations in experimental designs 3 1.1.2. Emotion-specific physiological responses 5 1.2 Affective Computing 8 1.3 Machine Learning and pattern recognition 8 1.3.1 Classification methods 10 1.3.2 The performance of a classifier 15 1.3.3 Feature selection methods 18 1.4 The state of research on emotion classification based on psychophysiological signals 19 1.5 Aims of this dissertation 21 CHAPTER 2 MATERIAL AND METHODS 22 2.1 Participants 22 2.2 Measured psychophysiological parameters 23 2.2.1 The Electrodermal activity 24 2.2.2 Electrocardiogram 25 2.2.3 Electromyography 26 2.3 The experimental procedure 28 2.3.1 Film clips for emotion elicitation 28 2.3.2 Setup and the preparation for the experiment 29 2.3.3 The procedure of emotion experiment 31 2.4 The analysis of subjective ratings 31 2.5 The -
New Learning of Music After Bilateral Medial Temporal Lobe Damage: Evidence from an Amnesic Patient
ORIGINAL RESEARCH ARTICLE published: 03 September 2014 HUMAN NEUROSCIENCE doi: 10.3389/fnhum.2014.00694 New learning of music after bilateral medial temporal lobe damage: evidence from an amnesic patient Jussi Valtonen1*, Emma Gregory 2, Barbara Landau 2 and Michael McCloskey 2 1 Institute of Behavioural Sciences, University of Helsinki, Helsinki, Finland 2 Department of Cognitive Science, Johns Hopkins University, Baltimore, MD, USA Edited by: Damage to the hippocampus impairs the ability to acquire new declarative memories, but Isabelle Peretz, Université de not the ability to learn simple motor tasks. An unresolved question is whether hippocampal Montréal, Canada damage affects learning for music performance, which requires motor processes, but in a Reviewed by: cognitively complex context. We studied learning of novel musical pieces by sight-reading Séverine Samson, Université de Lille, France in a newly identified amnesic, LSJ, who was a skilled amateur violist prior to contract- Aline Moussard, Rotman Research ing herpes simplex encephalitis. LSJ has suffered virtually complete destruction of the Institute, Canada hippocampus bilaterally, as well as extensive damage to other medial temporal lobe struc- *Correspondence: tures and the left anterior temporal lobe. Because of LSJ’s rare combination of musical Jussi Valtonen, Institute of Behavioural Sciences, University of training and near-complete hippocampal destruction, her case provides a unique oppor- Helsinki, P.O. Box 9, Helsinki tunity to investigate the role of the hippocampus for complex motor learning processes FI-00014, Finland specifically related to music performance. Three novel pieces of viola music were com- e-mail: jussi.valtonen@helsinki.fi posed and closely matched for factors contributing to a piece’s musical complexity. -
Differentiating Visual from Response Sequencing During Long-Term Skill Learning
Differentiating Visual from Response Sequencing during Long-term Skill Learning Brighid Lynch1, Patrick Beukema2, and Timothy Verstynen1 Abstract ■ The dual-system model of sequence learning posits that dur- order of key presses across training days), Combined (same ing early learning there is an advantage for encoding sequences serial order of cues and responses on all training days), and a in sensory frames; however, it remains unclear whether this ad- Control group (a novel sequence each training day). Across 5 days vantage extends to long-term consolidation. Using the serial RT of training, sequence-specific measures of response speed and task, we set out to distinguish the dynamics of learning sequen- accuracy improved faster in the Visual group than any of the tial orders of visual cues from learning sequential responses. On other three groups, despite no group differences in explicit each day, most participants learned a new mapping between awareness of the sequence. The two groups that were exposed a set of symbolic cues and responses made with one of four to the same visual sequence across days showed a marginal im- fingers, after which they were exposed to trial blocks of either provement in response binding that was not found in the other randomly ordered cues or deterministic ordered cues (12-item groups. These results indicate that there is an advantage, in sequence). Participants were randomly assigned to one of four terms of rate of consolidation across multiple days of training, groups (n = 15 per group): Visual sequences (same sequence for learning sequences of actions in a sensory representational of visual cues across training days), Response sequences (same space, rather than as motoric representations. -
Attention and Structure in Sequence Learning
Journal of Experimental Psychology: Copyright 1990 by the American Psychological Association, Inc. Learning, Memory, and Cognition 0278-7393/90/$00.75 1990, Vol. 16, No. 1, 17-30 Attention and Structure in Sequence Learning Asher Cohen, Richard I. Ivry, and Steven W. Keele University of Oregon In this study we investigated the role of attention, sequence structure, and effector specificity in learning a structured sequence of actions. Experiment 1 demonstrated that simple structured sequences can be learned in the presence of attentional distraction. The learning is unaffected by variation in distractor task difficulty, and subjects appear unaware of the structure. The structured sequence knowledge transfers from finger production to arm production {Experiment 2), sug- gesting that sequence specification resides in an effector-independent system. Experiments 3 and 4 demonstrated that only structures with at least some unique associations (e.g., any association in Structure 15243... or 4 to 3 in Structure 143132...) can be learned under attentional distraction. Structures with all items repeated in different orders in different parts of the structure (e.g., Sequence 132312...) require attention for learning. Such structures may require hierarchic representation, the construction of which takes attention. One of the remarkable capabilities of humans is their ability four keys in response to an asterisk at one of four spatial to learn a variety of novel tasks involving complex motor positions. In one condition, the signals came on in a particular sequences. They learn to play the violin, knit, serve tennis sequence of 10 events, with the same order repeating cyclically balls, and perform a variety of language tasks such as speaking, (hereafter, structured sequence). -
Facial Feedback in Implicit Sequence Learning
International Journal of Psychology & Psychological Therapy, 2013, 13, 2, 145-162 Printed in Spain. All rights reserved. Copyright © 2013 AAC Facial Feedback in Implicit Sequence Learning Christina Bermeitinger, Anna-Maria Machmer, Julia Schramm, Dennis Mertens D. Luisa Wilborn, Larissa Bonin, Heidi Femppel, Friederike Koch University of Hildesheim, Germany ABSTRACT There is continuous debate how closely or loosely emotion is linked to behavior and especially to facial expressions. In strong versions of the so-called facial feedback hypothesis, it is assumed that facial activity can intensify, modulate and initiate emotions. The hypothesis has been largely investigated with various emotions, however, surprise was tested only in a few studies. Additionally, it has been discussed frequently how obtrusively manipulations of facial feedback as well as the dependent measures are. Thus, in the present experiment we analyzed whether unobtrusive facial feedback of surprise versus no-surprise can modulate reactions following deviations in an implicit sequence learning task. Participants had to quickly and accurately press keys which corresponded to one of four letters appearing at the screen. After several blocks in which a standard sequence (consisting of a predefined order of 12 letters) was repeated, standard sequences and deviation sequences (i.e. one element differed from the standard sequence) were intermixed. The results confirmed our hypothesis: Participants of the surprise face condition showed longer reaction times to deviation sequences than to standard sequences. In contrast, participants of the no-surprise face condition did not show this difference in reaction times. Results were discussed with respect to implicit learning as well as to theories on emotion and facial feedback taking the special status of surprise into account. -
Communication Post Acquired Brain Injury
6. Interventions for Cognition and Cognitive- Communication Post Acquired Brain Injury Shawn Marshall MD MSc Penny Welch-West (M.CI.Sc. SLP) Connie Ferri (MSc. SLP) Pavlina Faltynek MSc Shannon Janzen MSc Leanne Togher PhD, Robert Teasell MD erabi.ca Version 13.0 Key Points Drill and practice training may not be effective for the remediation of attention following an ABI. Dual-task training has been shown to improve measures of attention to the extent that the ABI population does not significantly differ from healthy controls, however it is undetermined if the strength of these effects compared to non-dual-task training are greater. Computer-based interventions are no more effective than no intervention in improving measures of attention and concentration post ABI. Repetitive virtual reality tasks which include repetition are effective in improving attention and concentration in ABI populations. Goal management training is effective in assisting those who sustain an ABI learning to manage life goals through improved attention. In general, a variety of non-specific attentional training programs appear to be effective for improving attentional scores following an ABI. The addition of a therapy animal to an attentional training program may enhance concentration gains. Therapies which focus on emotional regulation do not appear to be effective at improving attention post ABI, while mindfulness may improve some areas. In order to determine if attentional training is effective in improving attention post-ABI standardized protocols must be developed to allow between study comparisons. Tasks that involve mathematical skills may be effective at improving attention post ABI. Transcranial direct current stimulation may be effective in remediating attentional deficits when combined with computer assisted training in ABI populations.