ORCID Profile
0000-0002-2810-7550
Current Organisation
Syracuse University
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Psychology | Learning, Memory, Cognition And Language | Cognitive Science not elsewhere classified | Psychology not elsewhere classified | Psychological Methodology, Design and Analysis | Neurocognitive Patterns And Neural Networks
Behavioural and cognitive sciences | Education and training not elsewhere classified | Expanding Knowledge in the Information and Computing Sciences | Expanding Knowledge in Psychology and Cognitive Sciences | Expanding Knowledge in the Mathematical Sciences |
Publisher: WORLD SCIENTIFIC
Date: 02-2008
Publisher: Royal College of Psychiatrists
Date: 10-2015
DOI: 10.1192/BJPO.BP.115.001339
Abstract: Recent evidence suggests that exercise plays a role in cognition and that the posterior cingulate cortex (PCC) can be ided into dorsal and ventral subregions based on distinct connectivity patterns. To examine the effect of physical activity and ision of the PCC on brain functional connectivity measures in subjective memory complainers (SMC) carrying the epsilon 4 allele of apolipoprotein E (APOE 4) allele. Participants were 22 SMC carrying the APOE ɛ4 allele (ɛ4+ mean age 72.18 years) and 58 SMC non-carriers (ɛ4– mean age 72.79 years). Connectivity of four dorsal and ventral seeds was examined. Relationships between PCC connectivity and physical activity measures were explored. ɛ4+ in iduals showed increased connectivity between the dorsal PCC and dorsolateral prefrontal cortex, and the ventral PCC and supplementary motor area (SMA). Greater levels of physical activity correlated with the magnitude of ventral PCC–SMA connectivity. The results provide the first evidence that ɛ4+ in iduals at increased risk of cognitive decline show distinct alterations in dorsal and ventral PCC functional connectivity.
Publisher: Springer Science and Business Media LLC
Date: 04-2007
DOI: 10.3758/BF03194066
Abstract: Cultural transmission of information plays a central role in shaping human knowledge. Some of the most complex knowledge that people acquire, such as languages or cultural norms, can only be learned from other people, who themselves learned from previous generations. The prevalence of this process of "iterated learning" as a mode of cultural transmission raises the question of how it affects the information being transmitted. Analyses of iterated learning utilizing the assumption that the learners are Bayesian agents predict that this process should converge to an equilibrium that reflects the inductive biases of the learners. An experiment in iterated function learning with human participants confirmed this prediction, providing insight into the consequences of intergenerational knowledge transmission and a method for discovering the inductive biases that guide human inferences.
Publisher: Wiley
Date: 24-05-2013
DOI: 10.1111/COGS.12045
Abstract: Information changes as it is passed from person to person, with this process of cultural transmission allowing the minds of in iduals to shape the information that they transmit. We present mathematical models of cultural transmission which predict that the amount of information passed from person to person should affect the rate at which that information changes. We tested this prediction using a function-learning task, in which people learn a functional relationship between two variables by observing the values of those variables. We varied the total number of observations and the number of those observations that take unique values. We found an effect of the number of observations, with functions transmitted using fewer observations changing form more quickly. We did not find an effect of the number of unique observations, suggesting that noise in perception or memory may have affected learning.
Publisher: American Psychological Association (APA)
Date: 2015
DOI: 10.1037/XLM0000083
Abstract: The strength of conclusions about the adoption of different categorization strategies-and their implications for theories about the cognitive and neural bases of category learning-depend heavily on the techniques for identifying strategy use. We examine performance in an often-used "information-integration" category structure and demonstrate that strategy identification is affected markedly by the range of models under consideration, the type of data collected, and model-selection techniques. We use a set of 27 potential models that represent alternative rule-based and information-integration categorization strategies. Our experimental paradigm includes the presentation of nonreinforced transfer stimuli that improve one's ability to discriminate among the predictions of alternative models. Our model-selection techniques incorporate uncertainty in the identification of in iduals as either rule-based or information-integration strategy users. Based on this analysis we identify 48% of participants as unequivocally using an information-integration strategy. However, adopting the standard practice of using a restricted set of models, restricted data, and ignoring the degree of support for a particular strategy, we would typically conclude that 89% of participants used an information-integration strategy. We discuss the implications of potentially erroneous strategy identification for the security of conclusions about the categorization capabilities of various participant and patient groups.
Publisher: American Psychological Association (APA)
Date: 2012
DOI: 10.1037/A0027298
Abstract: Working memory is crucial for many higher level cognitive functions, ranging from mental arithmetic to reasoning and problem solving. Likewise, the ability to learn and categorize novel concepts forms an indispensable part of human cognition. However, very little is known about the relationship between working memory and categorization. This article reports 2 studies that related people's working memory capacity (WMC) to their learning performance on multiple rule-based and information-integration perceptual categorization tasks. In both studies, structural equation modeling revealed a strong relationship between WMC and category learning irrespective of the requirement to integrate information across multiple perceptual dimensions. WMC was also uniformly related to people's ability to focus on the most task-appropriate strategy, regardless of whether or not that strategy involved information integration. Contrary to the predictions of the multiple systems view of categorization, working memory thus appears to underpin performance in both major classes of perceptual category-learning tasks.
Publisher: Springer Science and Business Media LLC
Date: 07-2010
DOI: 10.3758/MC.38.5.563
Publisher: No publisher found
Date: 1997
Publisher: Springer Science and Business Media LLC
Date: 07-01-2014
Publisher: No publisher found
Date: 2000
Publisher: Wiley
Date: 04-2011
Publisher: American Psychological Association (APA)
Date: 2005
DOI: 10.1037/0278-7393.31.5.846
Abstract: Knowledge restructuring occurs when people shift to a new strategy or representation during learning. Although knowledge restructuring can frequently be experimentally encouraged, there are instances in which people resist restructuring and continue to use an expedient but imperfect initial strategy. The authors report 3 category learning experiments that reconciled those conflicting outcomes by postulating that, for restructuring to occur, learners must be dissatisfied with their knowledge and a usable alternative must be available. In line with expectation, restructuring was elicited only when an alternative strategy was pointed out and when people's initial expedient strategy entailed performance error. Neither error nor information about the alternative strategy by itself was sufficient to induce restructuring.
Publisher: Elsevier BV
Date: 05-2020
DOI: 10.1016/J.NEUROBIOLAGING.2019.02.030
Abstract: White matter hyperintensities (WMHs) are a risk factor for cognitive decline. Physical activity (PA) is associated with lower WMH. Whether long-term exposure to PA programs has beneficial effects on WMH progression in older adults with memory complaints and comorbid conditions has had limited exploration. This study explored whether a 24-month moderate-intensity PA intervention can delay the progression of WMH and hippoc us loss in older adults at risk for cognitive decline. Data acquired on magnetic resonance imaging were used to measure the progression of WMH and hippoc us loss. The results of this study showed no effect of intervention on either the primary outcome measure "WMH" or the secondary outcome measure "hippoc al volume." In addition, neither beta amyloid status nor the adherence to the intervention had any effect on the outcome. In this cohort of subjective memory complaints and mild cognitive impairment participants with vascular risk factors, there was no effect of long-term moderate-intensity PA on WMH or hippoc al loss.
Publisher: Frontiers Media SA
Date: 29-04-2020
Publisher: Wiley
Date: 23-07-2009
DOI: 10.1111/J.1551-6709.2009.01045.X
Abstract: Determining the knowledge that guides human judgments is fundamental to understanding how people reason, make decisions, and form predictions. We use an experimental procedure called ''iterated learning,'' in which the responses that people give on one trial are used to generate the data they see on the next, to pinpoint the knowledge that informs people's predictions about everyday events (e.g., predicting the total box office gross of a movie from its current take). In particular, we use this method to discriminate between two models of human judgments: a simple Bayesian model (Griffiths & Tenenbaum, 2006) and a recently proposed alternative model that assumes people store only a few instances of each type of event in memory (MinK Mozer, Pashler, & Homaei, 2008). Although testing these models using standard experimental procedures is difficult due to differences in the number of free parameters and the need to make assumptions about the knowledge of in idual learners, we show that the two models make very different predictions about the outcome of iterated learning. The results of an experiment using this methodology provide a rich picture of how much people know about the distributions of everyday quantities, and they are inconsistent with the predictions of the MinK model. The results suggest that accurate predictions about everyday events reflect relatively sophisticated knowledge on the part of in iduals.
Publisher: Informa UK Limited
Date: 03-2011
Publisher: American Psychological Association (APA)
Date: 1988
Publisher: Springer Science and Business Media LLC
Date: 09-03-2013
Publisher: Cambridge University Press (CUP)
Date: 06-1999
DOI: 10.1017/S0140525X99492027
Abstract: How can the impenetrability hypothesis be empirically tested? We comment on the role of signal detection measures, suggesting that context effects on discriminations for which post-perceptual cues are irrelevant, or on neural activity associated with early vision, would challenge impenetrability. We also note the great computational power of the proposed pre-perceptual attention processes and consider the implications for testability of the theory.
Publisher: Cambridge University Press (CUP)
Date: 06-1992
Publisher: Springer Science and Business Media LLC
Date: 06-1999
DOI: 10.3758/BF03207719
Abstract: Numerically small disciplines can be jeopardized by geographic difficulties, if student populations at universities are small and distances between them large. This problem could be addressed, if teaching resources could be shared among several universities and students in several locations could be taught simultaneously. We present the results of a trial in simultaneous Internet and videoconferencing delivery of an introductory cognitive science laboratory. The trial relied on off-the-shelf software and hardware. Students found the delivery nearly as effective as a locally run laboratory, despite a noticeable difference in the level of interactivity between the remote and other, local laboratory classes. We discuss possible further improvements in teaching efficiency and efficacy.
Publisher: American Psychological Association (APA)
Date: 2000
Publisher: American Psychological Association (APA)
Date: 1997
Publisher: Elsevier BV
Date: 04-1999
Publisher: Springer Science and Business Media LLC
Date: 11-02-2020
Publisher: Wiley
Date: 03-07-2015
DOI: 10.1002/JMRI.24966
Abstract: To evaluate a new semi-automated segmentation method for calculating hippoc al volumes and to compare results with standard software tools in a cohort of people with subjective memory complaints (SMC) and mild cognitive impairment (MCI). Data from 58 participants, 39 with SMC (17 male, 22 female, mean age 72.6) and 19 with MCI (6 male, 13 female, mean age 74.3), were analyzed. For each participant, T1-weighted images were acquired using an MPRAGE sequence on a 3 Tesla MRI system. Hippoc al volumes (left, right, and total) were calculated with a new, age appropriate registration template, based on older people and using the advanced software tool ANTs (Advanced Normalization Tools). The results were compared with manual tracing (seen as the reference standard) and two widely accepted automated software tools (FSL, FreeSurfer). The hippoc al volumes, calculated by using the age appropriate registration template were significantly (P < 0.05) more accurate (mean volume accuracy more than 90%) than those obtained with FreeSurfer and FSL (both less than 70%). Dice coefficients for the hippoc al segmentations with the new template method (75.3%) were slightly, but significantly (P < 0.05) higher than those from FreeSurfer (72.4%). These results suggest that an age appropriate registration template might be a more accurate alternative to calculate hippoc al volumes when manual segmentation is not feasible.
Publisher: Springer Science and Business Media LLC
Date: 05-2014
DOI: 10.3758/S13423-014-0637-Y
Abstract: Ashby (2014) has argued that state-trace analysis (STA) is not an appropriate tool for assessing the number of cognitive systems, because it fails in its primary goal of distinguishing single-parameter and multiple-parameter models. We show that this is based on a misunderstanding of the logic of STA, which depends solely on nearly universal assumptions about psychological measurement and clearly supersedes inferences based on functional dissociation and the analysis of interactions in analyses of variance. We demonstrate that STA can be used to draw inferences concerning the number of latent variables mediating the effects of a set of independent variables on a set of dependent variables. We suggest that STA is an appropriate tool to use when making arguments about the number of cognitive systems that must be posited to explain behavior. However, no statistical or inferential procedure is able to provide definitive answers to questions about the number of cognitive systems, simply because the concept of a "system" is not defined in an appropriate way.
Publisher: Springer Science and Business Media LLC
Date: 06-2001
DOI: 10.3758/BF03200460
Publisher: Elsevier BV
Date: 02-2016
Publisher: Elsevier
Date: 2011
Publisher: Acoustical Society of America (ASA)
Date: 05-1994
DOI: 10.1121/1.409445
Publisher: Springer Science and Business Media LLC
Date: 14-12-2000
Publisher: Springer Science and Business Media LLC
Date: 2002
DOI: 10.3758/BF03195269
Publisher: American Psychological Association (APA)
Date: 2004
Publisher: Wiley
Date: 06-05-2007
Publisher: Informa UK Limited
Date: 09-1994
Publisher: Springer Science and Business Media LLC
Date: 03-03-2015
Publisher: American Psychological Association (APA)
Date: 06-2012
DOI: 10.1037/A0026639
Publisher: Wiley
Date: 02-01-2008
Publisher: Cambridge University Press (CUP)
Date: 02-1999
Publisher: American Psychological Association (APA)
Date: 2012
DOI: 10.1037/A0027867
Abstract: Evidence that learning rule-based (RB) and information-integration (II) category structures can be dissociated across different experimental variables has been used to support the view that such learning is supported by multiple learning systems. Across 4 experiments, we examined the effects of 2 variables, the delay between response and feedback and the informativeness of feedback, which had previously been shown to dissociate learning of the 2 types of category structure. Our aim was twofold: first, to determine whether these dissociations meet the more stringent inferential criteria of state-trace analysis and, second, to determine the conditions under which they can be observed. Experiment 1 confirmed that a mask-filled feedback delay dissociated the learning of RB and II category structures with minimally informative (yes/no) feedback and also met the state-trace criteria for the involvement of multiple latent variables. Experiment 2 showed that this effect is eliminated when a less similar, fixed pattern mask is presented in the interval between response and feedback. Experiment 3 showed that the selective effect of feedback delay on II learning is reduced with fully informative feedback (in which the correct category is specified after an incorrect response) and that feedback type did not dissociate RB and II learning. Experiment 4 extended the results of Experiment 2, showing that the differential effect of feedback delay is eliminated when a fixed pattern mask is used. These results pose important challenges to models of category learning, and we discuss their implications for multiple learning system models and their alternatives.
Publisher: No publisher found
Date: 1988
Location: United States of America
Location: United States of America
Start Date: 06-2002
End Date: 12-2005
Amount: $150,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 03-2013
End Date: 03-2019
Amount: $293,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2008
End Date: 03-2012
Amount: $165,000.00
Funder: Australian Research Council
View Funded Activity