1 Experience-grounded conceptualsemantic representations and their modulation by linguistic context Marco Tettamanti San Raffaele Scientific Institute, Milan, Italy Firenze, MODELACT 2015, June 11
2 CONCEPTUAL KNOWLEDGE Represented by amodal and arbitrary symbols Complete independence Independent but associated Partial dependence Complete dependence Binder JR & Desai RH (2011) Grounded in content-specific distributed representations
3 PARTIALLY GROUNDED The reactivation of the neural nodes contributing to distributed semantic networks varies in a flexible manner, depending on the type of concept retrieval required by the task, by the focus on specific sensorymotor features, and by the linguistic context in which it occurs (Hoenig et al., 2008; Ghio and Tettamanti, 2010; van Dam et al., 2012; Kiefer & Pulvermueller, 2012).
4 Action Motion Color Shape Sound Patterson K. et al. Nat. Rev. Neurosci. 8: (2007).
5 Action-related concepts Abstract concepts?
6 I grasp the apple LdPCG LSMG LIFG-PT LpITG I do not grasp the apple
7 Concepts in semantic memory Concepts in semantic memory
8 Concepts in semantic memory Dominant channel of experience for a given object. PERCEPTUAL Information about perceptual features Memory of visual, auditory, olfactory, gustatory properties of objects is stored in the same sensory systems activated when experiencing that information.
9 Concepts in semantic memory FUNCTIONAL ACTION-RELATED Abstract properties about object function and context of use Visuo-motor information about the use and manipulation of objects WHAT FOR? HOW? The use of an object and the way it is manipulated are reflected in the neuropsychological distinction between semantic dementia and apraxia.
10 Concepts in semantic memory FUNCTION > ACTION Areas associated with semantic dementia and contextual features of objects ACTION > FUNCTION Parieto-premotor system for action control Canessa N, Borgo F, Cappa SF, Perani D, Falini A, Buccino G, Tettamanti M, Shallice T. The Different Neural Correlates of Action and Functional Knowledge in Semantic Memory: An fmri Study. Cerebral Cortex 18(4): (2008).
11 Concepts in semantic memory Dominant channel of experience for a given object. Direct evidence?
12 Concepts in semantic memory INVENTED OBJECTS/TOOLS Increased fronto-parieto-temporal activations for trained vs untrained tools Early frontal motor and late occipito-parietal effects for pantomimed actions vs. pointing T=Trained NT=Not Trained Weisberg J. et al. Cereb. Cortex 17: (2007). Kiefer M. et al. J. Cogn. Neurosci. 19: (2007).
13 Concepts in semantic memory MANIPULATION vs VISUAL EXPERIENCE Manipulation training objects Visual training objects No-Training objects Pictures of objects Scrambled object images
14 Concepts in semantic memory Task Post > Pre Training Post Training specific effects V N M Bellebaum C, Tettamanti M, Marchetta E, Della Rosa P, Rizzo G, Daum I, Cappa SF. Neural representations of unfamiliar objects are modulated by sensorimotor experience. Cortex 49(4): (2013).
15 Concepts in semantic memory OBSERVATION vs VISUAL EXPERIENCE Rüther NN, Tettamanti M, Cappa SF, Bellebaum C. Observed Manipulation Enhances Left FrontoParietal Activations in the Processing of Unfamiliar Tools. PLoS ONE 9(6): e99401 (2014).
16 Concepts in semantic memory DCM FUNCTIONAL INTEGRATION Winning model LIFG LIFG LIPL LMTG LPPC LPPC LIPL LMTG LIPL LIFG 2nd Best model LMTG LPPC M V Bellebaum C, Tettamanti M, Marchetta E, Della Rosa P, Rizzo G, Daum I, Cappa SF. Neural representations of unfamiliar objects are modulated by sensorimotor experience. Cortex 49(4): (2013).
17 Semantic knowledge and language Semantic knowledge and language
18 Semantic knowledge and language ACTION-RELATED SENTENCES Task: passively listening to auditorily presented sentences 4s AFFERRO UN ADDENTO UNA MELA COLTELLO LECCO IL GELATO SPEZZO IL PANE... Mouth 20 s CALCIO IL PALLONE... Hand Abstract RICORDO IL FATTO VALUTO GLI ERRORI... INFILO GLI ZOCCOLI Leg Abstract MASTICO IL PANE... SOFFIO SUL FUOCO Mouth Abstract TEMO LA PROVA CONFONDO I RICORDI IMMAGINO LA COLLERA Abstract DESIDERO LA GIOIA... ADORO L OZIO APPREZZO LE DOTI...
19 0 L-A SFS IFS H-A Signal change (%) The left IFC (BA 44/45) was activated irrespective of body part 0.1 M-A H-A L-A SF x=-44 y=2 z=24 * IPS ITS M-A H-A * 0.2 CS STS 0.1 x=-28 y=-4 z=48 PoCS 0.2 M-A L-A Signal change (%) 0.3 x=-26 y=4 z=64 * PrCS Signal change (%) Semantic knowledge and language M-A H-A L-A Body-part specific activations in premotor area (BA 6) Tettamanti M, Buccino G, Saccuman MC, Gallese V, Danna M, Scifo P, Fazio F, Rizzolatti G, Cappa SF, Perani D. Listening to action-related sentences activates fronto-parietal motor circuits. J. Cogn. Neurosci. 17(2): (2005).
20 Semantic knowledge and language CONCRETE vs ABSTRACT Raichle ME, TICS 14(4): (2010). LdPCG P=0.99 P=1.00 LSMG P=1.00 P=1.00 P=0.95 P=1.00 LRpCC P=1.00 LIFG-PT LSTG LSTG LIFG-PB LpITG LpMTG P=1.00 P=1.00 P=0.97 LaITG Action > Abstract Abstract > Action P=1.00 Ghio M. & Tettamanti M. Semantic domain-specific functional integration for action-related vs. abstract concepts. Brain and Language 112 (3): (2010).
21 Semantic knowledge and language ABSTRACT & EMOTIONS 1446 English words Abstract words are less imageable, less familiar, acquired later, but they are more emotional than concrete words.
22 Semantic knowledge and language 60 abstract words 60 concrete words A& C A> C Vigliocco G, Kousta ST, Della Rosa PAD, Vinson DP, Tettamanti M, Devlin JT, Cappa SF. The neural representation of abstract words: the role of emotion. Cereb. Cortex 24(7): (2014).
23 Semantic knowledge and language A DEMOLITION TEST FOR GROUNDED THEORY... Fine-grained semantic categorization: 3 abstract and 3 concrete semantic domains. Robust stimulus set: at least 35 sentences per semantic domain. Sentence stimuli, to mitigate lexical-semantic ambiguities. Third-person singular form, to emphasize narrative linguistic comprehension and test stronger grounded cognition accounts. No passive listening but rather non-interfering overt motor response to keep control over subjects' performance. Semantic-domain specific functional localizer scans.
24 Semantic knowledge and language Abstract domain Concrete domain 35 Mental states-related sentences (Ms) e.g., Lei ricorda il passato (She remembers the past) 35 Mouth-related sentences (Mo) e.g., Lei schiocca la lingua (She clicks the tongue) 35 Emotion-related sentences (Em) e.g., Lei prova il disgusto (She feels disgust) 35 Hand-related sentences (Ha) e.g., Lei ricama il fazzoletto (She embroiders the handkerchief) 35 Mathematics-related sentences (Ma) e.g., Lei calcola la somma (She determines the sum) 35 Leg-related sentences (Le) e.g., Lei calcia il pallone (She kicks the ball) All sentences consisted of four words and had the same structure: 3rd person feminine singular + verb simple present tense + object complement Matched psycholinguistic variables Ms Em Ma Mo Ha Le N. of syllables χ 2 = N. of letters p = Noun frequency p = Verb frequency p = Nouns and verbs frequency p = 0.110
25 Semantic knowledge and language PSYCHOLINGUISTIC RATINGS Correspondence analysis of Concreteness ratings Ghio M, Vaghi MMS, Tettamanti M. Fine-grained semantic categorization across the abstract and concrete domains. PLoS ONE 8(6): e67090 (2013).
26 Semantic knowledge and language 1-BACK CROSS-MODAL TASK WITH OVERT RESPONSE Lei rievoca il ricordo Lei rievoca il ricordo 500 ms 500 ms + + Lei calcia il pallone Lei calcia il pallone 500 ms 500 ms + + Lei apre la porta 500 ms Lei suona il campanello 500 ms?? 2000 ms 2000 ms Lei apre la porta Lei sente il campanello CLOSE ONCE CLOSE TWICE Lei calma la rabbia 500 ms + Lei calma la rabbia 500 ms +
27 Semantic knowledge and language SEMANTIC-DOMAIN SPECIFIC FUNCTIONAL LOCALIZERS Mental-state localizer Emotion localizer REST * 2 =? REST REST 24 s 170 s Mouth localizer REST Mathematics localizer Move your tongue Hand localizer REST Leg localizer Move your right hand REST Move your right foot
28 Semantic knowledge and language Mental-state localizer Emotion localizer Mathematics localizer Action localizers FWE 0.05
29 Semantic knowledge and language Main effect of Concreteness n = 36 Abstract > Concrete Concrete > Abstract FWE 0.05 FWE 0.05 No predicted semantic domain effects. Ms Em Ma FWE 0.05 Mo L amygdala (SF) x = -20, y = -4, z = -16 * * * S.V.C. FWE 0.05 Ha Le
30 Semantic knowledge and language MULTIVARIATE PATTERN ANALYSIS Main effect of Concreteness Whole brain SVM classification Mean accuracy: 94.4 % (against chance level: 50 %) Sensitivity map Chi-square: 56.89, P = 2.7 e-12 Monte-Carlo permutation test: P =
31 Semantic knowledge and language 6 semantic domains Whole brain joint meta linear SVM classification Mean accuracy: 41.7 % (against chance level: 16.6 %) Chi-square: , P = 2.7 e-19 Bayesian class separation: [Ms] [Em] [Ma] [Mo] [Ha] [Le] Category-specific sensitivity conjunction: conjunction of the 5 sensitivity maps between each category and each of the other 5 categories. Ghio M, Vaghi MMS, Perani D, Tettamanti M. Submitted.
32 Semantic knowledge and language EXPERIENCE & LANGUAGE SCREWDRIVER Direct evidence?
33 Semantic knowledge and language EXPERIENCE ENHANCES COMPREHENSION Beilock S.L. et al. PNAS 105(36): (2008).
34 Semantic knowledge and language TRAINING ACTION = TRAINING CONCEPT? Piegare ( to fold ) Manipolare ( to handle ) Agganciare ( to hook ) Allacciare ( to fasten ) Infilare ( to thread ) Annodare ( to tie ) Digitare ( to key in ) Ricamare ( to embroider ) Rammendare ( to darn ) Cucire ( to sue )
35 Semantic knowledge and language PRE-TRAINING Minnesota Manual Dexterity Test ms The individual threads + The individual scratches match nonmatch The individual draws match nonmatch TARGET match nonmatch NONTARGET RT RT RT TRAINING 30 min x 5 days x 3 weeks POST-TRAINING Minnesota Manual Dexterity Test + + The individual threads + The individual scratches match nonmatch The individual draws match nonmatch TARGET match nonmatch NONTARGET RT RT RT
36 Semantic knowledge and language Means (n = 19) PreTraining Score PostTraining Score Paired t-student Minnesota MDT 65 7 ± ± 7 4 P = Origami 24 9 ± ± 2 4 P < Coin 0.7 ± ± 2.5 P < Knots 35 6 ± ± 4 0 P = Tastiera 10.1 ± ± 0.5 P = Ricamo 7.2 ± ± 2.1 P < Main effect of Verbs: P = Main effect of Training: P = Verbs x Training: P = TargetPost - NonTargetPost: P = Locatelli M, Gatti R, Tettamanti M. Training of manual actions improves language understanding of semantically related action sentences. Front. Cogn. Sci. 3(547): 1-10 (2012).
37 Modulatory effects of negation Modulatory effects of negation
38 Modulatory effects of negation SENTENTIAL NEGATION Priming effects are reduced for negated vs. non-negated nouns, suggesting that negation affects the semantic activation level of the negated propositions (MacDonald & Just, 1989). I grasp the apple Abstract sentences as a control I do not grasp the apple
39 Modulatory effects of negation CONCRETENESS X POLARITY
41 Modulatory effects of negation CONCRETENESS X POLARITY I grasp the apple I (do not) remember the past LdPCG LSMG LIFG-PT LpITG I do not grasp the apple Tettamanti M, Manenti R, Della Rosa PA, Falini A, Perani D, Cappa SF, Moro A. Negation in the brain: modulating action representations. NeuroImage 43(2): (2008).
42 Modulatory effects of negation INDEPENDENT VERIFICATIONS GRASP! vs DON'T GRASP! Tomasino B. et al., Neuroscience 169: (2010). Liuzza M.T. et al., PloS ONE 6(2): e16855 (2011).
43 Modulatory effects of negation MOTOR CORRESPONDENCE THEORY I grasp the apple I do not grasp the apple I grasp Reaction times I grasp I do not grasp
44 Modulatory effects of negation KINEMATIC ANALYSIS affirmative negative abstract proximal distal I wish I grasp I pinch I do not wish I do not grasp I do not pinch Exp 1 Experiment 1: (reach & grasp) n=18 Experiment 2: (grasp) n=24 Exp 2
45 Modulatory effects of negation Experiment 2 Experiment 1 * P = n.s. n.s. n.s. P = Concreteness x Polarity P = P = Concreteness x Polarity P = Bartoli E, Tettamanti A, Farronato P, Caporizzo A, Gatti R, Moro A, Perani D, Tettamanti M. Sentential negation improves concurrent motor performance. J. Neurophysiol. 109(7): (2013).
46 To sum up
47 Semantic memory for an object is encoded through the dominant channel of experience with concurrent inhibition of the non-dominant grounded systems. When processing domain-specific linguistic utterances, depending on the depth of lexical-semantic access and on the level of semantic experience, the corresponding grounded systems may be functionally integrated with perisylvian language regions. In the case of negative sentences, the interactions between perisylvian language regions and grounded systems are reduced, leaving neural resources more free for concurrent motor performance.
Curriculum Vitae Personal information First name & Surname Academic degree Date of birth Place of birth Nationality Civil status ORCID Current position Departments Institution Address Telephone Email Skype
CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE Mirror Neurons and the Evolution of Embodied Language Leonardo Fogassi 1,2 and Pier Francesco Ferrari 1,3 1 Dipartimento di Neuroscienze, Università di Parma,
Chapter 9 Language Review: Where have we been? Stimulation reaches our sensory receptors Attention determines which stimuli undergo pattern recognition Information is transferred into LTM for later use
Lecture 7 Methods of Scientific Observation and Analysis in Behavioral Psychology and Neuropsychology 1.Obtaining Knowledge 1. Correlation 2. Causation 2.Hypothesis Generation & Measures 3.Looking into
M A R I N A B E D N Y Johns Hopkins University Department of Psychological and Brain Sciences 3400 N. Charles Street, Ames Hall Baltimore, MD 21218 firstname.lastname@example.org ACADEMIC POSITIONS Fall 2013 to present
Effects of HA Amplification on the Neural Representation of Auditory and Visual Memory Kristina C. Backer, Ph.D. 19 September 2016 33 rd World Congress of Audiology Acknowledgments Kelly Tremblay, Ph.D.,
Name Address Telephone Fax E-mail EDUCATION Harvard University - Psychology Ph.D. Program Cambridge, MA: 2003 Ph.D. in Psychology - Cognition, Brain, and Behavior M.A. in Psychology - Cognition, Brain,
Copyright 2011 ASCR Publishing House. All rights reserved. ISSN: 1224-8398 Volume XV, No. 4 (December), 505-534 EFFECTS OF SENSORI-MOTOR LEARNING ON MELODY PROCESSING ACROSS DEVELOPMENT Elizabeth M. WAKEFIELD
1 Memory Storage 2 Is Your Brain a Library? What kinds of things are in your memory? Perceptual memories. Motor memories. Semantic memories. Epodic memories. What s the difference between them? How are
1 Concept Formation Robert L. Goldstone Thomas T. Hills Samuel B. Day Indiana University Correspondence Address: Robert Goldstone Department of Psychology Indiana University Bloomington, IN. 47408 Other
International Review of Sport and Exercise Psychology Vol. 1, No. 1, March 2008, 1930 Beyond the playing field: sport psychology meets embodied cognition Sian L. Beilock* Department of Psychology, University
Chapter 7 Outline I. Studying Cognitive Development: Six Approaches Behaviorist approach: Studies the basic mechanics of learning. Psychometric approach: Seeks to measure the quantitative differences in
The Effects of Verb Network Strengthening Treatment (VNeST) on Sentence Production in Individuals with Aphasia Some persons with aphasia exhibit a selective verb deficit (e.g., Berndt, Mitchum, Haendiges
1 Graduate Course/Seminar Introduction This colloquium will focus on recent advances in the investigation of brain mechanisms of language. It is designed for students and young researchers of all scientific
The Cognitive Neuroscience of Semantic Memory Eiling Yee 1, Evangelia G. Chrysikou 2, and Sharon L. Thompson-Schill 3 1 Basque Center on Cognition, Brain and Language, San Sebastian, Spain; 2 University
Infancy: Cognitive Development Chapter 6 Child Psychology Make sure you understand these concepts : Piaget s Stage Theory Schemas: assimilation & accommodation Developments in Sensorimotor Stage Sub-stages
Functional magnetic resonance imaging as a tool to study the brain organization supporting hearing and communication. Ingrid Johnsrude Queen s University, Kingston, Canada Linköping University, Linköping,
ERIKA M. NYHUS Brown University, Cognitive, Linguistic, and Psychological Sciences, Providence, RI 02912 720-352- 3411 Erika_Nyhus@brown.edu CURRENT POSITION Brown University, Providence, RI Postdoctoral
2012 Psychology GA 1: Written examination 1 GENERAL COMMENTS This examination was the final Unit 3 June examination for the VCE Psychology Study Design. From 2013, a single examination covering both Units
COGNITIVE PSYCHOLOGY ROBERT J. STERNBERG Yale University HARCOURT BRACE COLLEGE PUBLISHERS Fort Worth Philadelphia San Diego New York Orlando Austin San Antonio Toronto Montreal London Sydney Tokyo Contents
How do we perceive our environment? Complex stimuli are broken into individual features, relayed to the CNS, then reassembled as our perception Sensation and Perception Terminology Stimulus: physical agent
COGNITIVE THEORY General Issues on Cognitive Theory Linguistic theories have often assumed that language is learned separately from cognitive skills and operates according to principles that differ from
Glossary of commonly used Occupational Therapy terms Adaptive Response: An action that is appropriate and successful in meeting some environmental demand. Adaptive responses demonstrate adequate sensory
Psychology - pathways & 1000 Level modules School of Psychology Head of School Degree Programmes Single Honours Degree: Joint Honours Degrees: Dr V. J. Brown Psychology Neuroscience (see Biomedical Sciences)
The Power of Listening Auditory-Motor Interactions in Musical Training AMIR LAHAV, a,b ADAM BOULANGER, c GOTTFRIED SCHLAUG, b AND ELLIOT SALTZMAN a,d a The Music, Mind and Motion Lab, Sargent College of
Cognitive Neuroscience Exploring Brain/Behavior relations Neuroscience Psychology Cognitive Neuroscience Computational Sciences / Artificial intelligence Franz Joseph Gall & J. C. Spurzheim localization
Assessing Cognitive Abilities in Young Children Gloria Maccow, Ph.D. Assessment Training Consultant Objectives Describe cognitive factors that account for differential classroom performance; Describe basic
Interpretive Report of WMS IV Testing Examinee and Testing Information Examinee Name Date of Report 7/1/2009 Examinee ID 12345 Years of Education 11 Date of Birth 3/24/1988 Home Language English Gender
6.S196 / PPAT: Principles and Practice of Assistive Technology Today: Information Processing Model of the Human User (II) [C&H Ch. 3] Wednesday, 3 October 2012 Prof. Seth Teller Today Information processing
MICHAEL S. PRATTE CURRICULUM VITAE Department of Psychology 301 Wilson Hall Vanderbilt University Nashville, TN 37240 Phone: (573) 864-2531 Email: email@example.com www.psy.vanderbilt.edu/tonglab/web/mike_pratte
PhD Opportunities The Department of Psychology at Royal Holloway, University of London invites applications for PhD studentship for the academic year 2014-15. The Department of Psychology was ranked 7th
Behavior Rating Inventory of Executive Function BRIEF Interpretive Report Developed by Peter K. Isquith, PhD, Gerard A. Gioia, PhD, and PAR Staff Client Information Client Name : Sample Client Client ID
Human Cognition An important foundation for the design of interfaces is a basic theory of human cognition The information processing paradigm (in its most simple form). Human Information Processing The
March 2015 Piercarlo Mauri Curriculum Vitae Personal Details: Date of birth: 23/12/1983 Place of birth: Tradate (VA) - Italy Nationality: Italian Phone: +39 0303501595 E-mail: firstname.lastname@example.org
Aspects of Normal Language COMD 326, Intro. 1 Communication - exchanging information and ideas -encoding -transmitting (communication modes) -decoding COMD 326, Intro. 2 transmitting (communication modes)
Agent Simulation of Hull s Drive Theory Nick Schmansky Department of Cognitive and Neural Systems Boston University March 7, 4 Abstract A computer simulation was conducted of an agent attempting to survive
Overview Neuropsychological Assessment in Stroke Brandon Ally, PhD Department of Neurology What is Neuropsychology Stroke Specific Neuropsychology Neuropsychological Domains Case Study What is Neuropsychology?
BRAIN RESEARCH 1217 (2008) 157 170 available at www.sciencedirect.com www.elsevier.com/locate/brainres Research Report Experience-based priming of body parts: A study of action imitation Helge Gillmeister
Depression and Affective Neuroscience Margaret R. Zellner, Ph.D., L.P. copies of presentations available at mzellner.com email@example.com The National Psychological Association for Psychoanalysis
The DLM Assessment System: Planning for 2014-15 Implementation November 13 & 14, 2014 Today s Topics 1. Overview of the DLM system and year end testing model 2. 2014-2015 from the teacher s perspective
Review for Exam 2 1) When Roy first received a new toy, he played with it all the time. The longer he had it, the less he played with it. This change in Roy's behavior is an example of A) priming. B) habituation.
Normal toddler, school age and adolescent neurocognitive development and measurements in these age groups Gahan J. Pandina, PhD Janssen Research & Development April 17, 2015 Presented at FDA, Center for
Where Bottom-up Meets Top-down: Neuronal Interactions during Perception and Imagery Andrea Mechelli 1, Cathy J. Price 1, Karl J. Friston 1 and Alumit Ishai 2 1 Wellcome Department of Imaging Neuroscience,
Learning to Recognize Talkers from Natural, Sinewave, and Reversed Speech Samples Presented by: Pankaj Rajan Graduate Student, Department of Computer Sciences. Texas A&M University, College Station Agenda
Piaget s Theory The first cognitive theory, developed by Jean Piaget beginning about 1920. Piaget observed and described children at different ages. His theory is very broad, from birth through adolescence,
LANGUAGE Language Language The use of an organized means of combining i words in order to communicate Makes it possible for us to communicate with those around us and to think about things and processes
Language, Motion and Emotion Special Course on Language Technology Autumn 2013 Session 1 16th of September 2013 Timo Honkela, Department of Information and Computer Science Seminar themes The general underlying
18 Meaning in the Palm of Your Hand KATHRYN B. WHEELER AND BENJAMIN K. BERGEN 1 Introduction An utterance like Mom! Joshua poked me in the face! draws from the hundreds, if not thousands, of English words
CURRICULUM VITAE Edward Wesley Wlotko firstname.lastname@example.org 405 N. Mathews Avenue Urbana, IL 61801 Education 2004 2009!!!! University of Illinois at Urbana-Champaign!!!!! Department of Psychology, Brain
Learning Styles and Memory Sandra E. Davis Auburn University Abstract The purpose of this article is to examine the relationship between learning styles and memory. Two learning styles were addressed in
Concreteness ratings for 40 thousand generally known English word lemmas Marc Brysbaert 1, Amy Beth Warriner 2, Victor Kuperman 2 1 Ghent University, Belgium 2 McMaster University, Canada Keywords: concreteness,
An Introduction to ERP Studies of Attention Logan Trujillo, Ph.D. Post-Doctoral Fellow University of Texas at Austin Cognitive Science Course, Fall 2008 What is Attention? Everyone knows what attention
Appendix 4 Simulation software for neuronal network models D.1 Introduction This Appendix describes the Matlab software that has been made available with Cerebral Cortex: Principles of Operation (Rolls
Brain and Language 89 (2004) 385 392 www.elsevier.com/locate/b&l Embodied meaning in a neural theory of language Jerome Feldman * and Srinivas Narayanan International Computer Science Institute, University
ENCYCLOPEDIA OF COGNITIVE SCIENCE 2000 Macmillan Reference Ltd Information Theory information, entropy, communication, coding, bit, learning Ghahramani, Zoubin Zoubin Ghahramani University College London
MANAGING QUEUE STABILITY USING ART2 IN ACTIVE QUEUE MANAGEMENT FOR CONGESTION CONTROL G. Maria Priscilla 1 and C. P. Sumathi 2 1 S.N.R. Sons College (Autonomous), Coimbatore, India 2 SDNB Vaishnav College
Piaget s Theory The first cognitive theory, developed by Jean Piaget beginning about 1920. Piaget observed and described children at different ages. His theory is very broad, from birth adolescence, and
Riga Technical University Faculty of Computer Science and Information Technology Department of Systems Theory and Design FUNDAMENTALS OF ARTIFICIAL INTELLIGENCE Lecture 7 KNOWLEDGE REPRESENTATION AND NETWORKED
Topics for Today! Text transformation Word occurrence statistics Tokenizing Stopping and stemming Phrases Document structure Link analysis Information extraction Internationalization Phrases! Many queries
Curriculum Vitae Alison M. Trude December 2014 Dept. of Psychology University of Chicago 5848 S. University Ave. Chicago, IL 60637 Email: email@example.com Website: https://sites.google.com/site/alisontrude/
COURSE DESCRIPTIONS 2014-2015 Course Definitions, Designators and Format Courses approved at the time of publication are listed in this bulletin. Not all courses are offered every term. Refer to the online
Neuroplasticity in neurodegenerative diseases and stroke Vida Demarin, MD, PhD Fellow of the Croatian Academy of Sciences and Arts, FAAN, FAHA, FESO Neuroplasticity Biological integral adaptive mechanism
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
TESOL Journal 181 Recalling Foreign Vocabulary Words among Learners of ESL Carlo Magno De La Salle University, Manila TESOL Journal Vol. 6, pp. 181-186 2012 http://www.tesoljournal.com Abstract The present
What the nose knows Processing of odors in the brain and their influence on eating behavior Sanne Boesveldt Sensory Science and Eating Behavior, Division of Human Nutrition Food, Flavor and Olfaction Flavor
Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.
Inferring mental states from imaging data: OpenFMRI, NeuroVault, and Cognitive Atlas Chris Gorgolewski* Max Planck Institute for Human Cognitive and Brain Sciences *AKA Not Russ Poldrack Outline 1. How
School of Psychology Important Degree Information: B.Sc./M.A. Honours The general requirements are 480 credits over a period of normally 4 years (and not more than 5 years) or part-time equivalent; the
Undergraduate Curriculum Psychology Major : (1) Total credits: - Multiple majors: minimum of 6 credits - Single major: minimum of 48 credits - Teacher training program: minimum of 50 credits (2) Required
MINDS: Mental Information processing and Neuropsychological Diagnostic System Automated administration and scoring of psychological tests and questionnaires Reports of test results in text and grafical
Technical Report Overview The Clinical Evaluation of Language Fundamentals Fourth Edition (CELF 4) is an individually administered test for determining if a student (ages 5 through 21 years) has a language
Manuscript submitted to: Volume 2, Issue 2, 66-70. AIMS Neuroscience DOI: 10.3934/Neuroscience.2015.2.66 Received date 5 May 2015, Accepted date 8 June 2015, Published date 10 June 2015 Commentary Insular
Software Engineering of NLP-based Computer-assisted Coding Applications 1 Software Engineering of NLP-based Computer-assisted Coding Applications by Mark Morsch, MS; Carol Stoyla, BS, CLA; Ronald Sheffer,
Colorado State University 1 Department of Psychology Office in Behavioral Sciences Building, Room 201 (970) 491-3799 colostate.edu/depts/psychology (http://www.colostate.edu/depts/ Psychology) Professor
Course Descriptions B55 MKT 670 Seminar in Marketing Management This course is an advanced seminar of doctoral level standing. The course is aimed at students pursuing a degree in business, economics or
Mind-Brain Problem and Consciousness Jay Gould 6/15/09 Two Fundamental Positions Regarding the Mind-Brain Problem Dualism The human brain and mind are separate. Known formally as Cartesian Dualism after
Long-term Memory: Explicit & Implicit memory Read these non-famous names l Valerie Marsh l Sebastian Weisdorf l Linda Whalen l Adrian Marr l Lucca Richards l Daniel Tucker l Harold Evans l Kylie Shea l
Technical report Eleanor Semel and Elisabeth H Wiig Overview The Clinical Evaluation of Language Fundamentals Fourth Edition UK (CELF 4 UK ) is an individually administered test for determining if a child
AUDITORY LEXICAL ACCESS Laura Gwilliams Neural Bases of Language LEXICAL ENTRY LEXICAL ENTRY The connection between sound and meaning LEXICAL ENTRY The connection between sound and meaning /kæt/ LEXICAL
Dagmar (Dasa) Zeithamova-Demircan, Ph.D. Department of Psychology University of Oregon Eugene OR 97403-1227 Phone: (541) 346-6731 firstname.lastname@example.org EDUCATION 8/2008 Ph.D. Neuroscience University of Texas
CURRICULUM VITAE Stefanie E. Kuchinsky, Ph.D. University of Maryland Phone: 301-226-8814 7005 52 nd Avenue Fax: 301-226-8811 College Park, MD 20742 email@example.com ACADEMIC POSITIONS 2014 Present Research
General Summary: - Marijuana use appears to have a significant effect on adolescents brain structure and development. In particular, heavy marijuana use is associated with attention, memory, and planning