Title: Cognitive Neuroscience PSYC 768 Introduction
1Cognitive NeurosciencePSYC 768Introduction
2OverviewWhat is Cognitive Neuroscience?Levels
of AnalysisLevels of ExplanationBrief History
of Cognitive NeuroscienceOverview of Topics
3IMPORTANT DATES
- February 19 Take home short paper assigned
- February 26Take home short paper due
- March 25, April 15 Class presentations
- April 22 In-class test
- April 22 Final date for approval of term paper
topic - May 6 Term paper due
4(No Transcript)
5What this course tries to do
- Provide a theoretically compelling account of how
the brain produces the components of mind - In addition, seek a theoretically-based
explanation for the structural and functional
characteristics of cognition, not just
description - why, not just how
6What this course is NOT about
- A basic course in cognitive psychology
- A course in biopsychology or physiological
psychology - A basic course in neuroscience
- A course in neuropsychologyfor those interested
in helping remediate function in people with
brain disorders - A course with other immediate practical
applicationsfor that, see neuroergonomics
7NeuroergonomicsUsing Brain Function to Enhance
Human Performance in Complex Systems
8Neuro-Ergonomics
- The scientific study of brain mechanisms and
psychological and physical functions of humans in
relation to technology, work, and environments
9Why Cognitive Neuroscience?
- Because
- Cognitive psychology has been brainless
- Neuroscience has been mindless
- We need to move beyond a brainless psychology
and a mindless neuroscience to a true
neuropsychology (Mario Bunge, 1980) - Gazzanigas Manhattan taxi ride with George
Miller is fanciful Origins of cognitive
neuroscience precede this by several years - e.g., First International Conference on Cognitive
Neuroscience, 1982
10Cognitive Neuroscience
Stimulus
Response
But not phrenology!
Peering into the Black Box to Understand the
Machinery of the Mind
11Levels of Analysis (Vision Marr, 1982)
1
- Computational theory
- Representation and algorithm
- Hardware implementation
-
2
3
In Marrs view, these levels are hierarchical,
with the computational level being the
highest. Once the computational theory is
determined, the other levels will follow easily.
12Example for Vision (Marr, 1982)
- Computational theory What computations must be
carried out in order to see (e.g., identify
objects)? - Representation and algorithm How are the results
of these computations represented (symbolically),
and what algorithms are used to manipulate these
object representations? - Hardware implementation Which neural (computer)
structures carry out these computations and how? -
13A Revised View of Levels of Analysis
- Computational level
- Psychological level
- Neural level
Levels need not be hierarchical but interactive.
Hardware (neural form) may constrain
computational theory, not follow directly from
it.
14Testing Across Levels of Analysis
- Computational level
- Psychological level
Data from the psychological level (e.g., reaction
time, errors) provide a psychological reality
test of a computational model Example ACT-R
predicts human response times in different
cognitive tasks
15Testing Across Levels of Analysis
- Psychological level
- Neural level
Data from the neural level (e.g., fMRI, ERPs)
provide a neural reality test of a psychological
model Example ERP early-latency component P1
supports early-selection theory of attention
16The Ultimate Test
- Computational level
- Psychological level
- Neural level
A computational model that passes the
psychological reality test and in turn generates
a psychological model that passes the neural
reality test
17One Model That Comes Somewhat Close ..
- Max Colthearts multi-route model of reading
aloud - Symbolic (rule based), not a connectionist, model
(McClelland, Seidenberg, Plaut, Kello, etc.) - Passes psychological reality test because it
predicts specific error types in reading aloud
regular words (e.g., few), exception words
(e.g., sew), and pronounceable non-words (e.g.,
tew) - Passes neural reality test because it predicts
specific effects of brain damage on reading - Phonological dyslexia
- Surface dyslexia
- Deep dyslexia
- etc
18Levels of Explanation
- An integrated understanding across the three
levels of analysis is good, but not sufficient - This is because we have only answered the how
question - Like children, we must continually ask the why
question
19A How and Why Conversation
- Zach How are we able to think?
- Dad Because we have a brain
- Zach How does the brain think?
- Dad A part of the brain called the prefrontal
cortex is active when we think - Zach Why?
- Dad Because it is large and complexly
inter-connected - Zach Why is it large and complexly
inter-connected? - Dad Because it became larger over thousands of
years of life on earth - Zach Why?
The Brain, by Zach, age 4 years
20A How and Why Conversation
- Dad Because a larger prefrontal cortex gave our
ancestors a special advantage over others - Zach Why does this have anything to do with us
today? - Dad Because they passed on their genes to their
offspring and we are descended from them - Zach How does the prefrontal cortex become
complexly inter-connected? - Dad Environmental influences in infancy and
childhood help form greater connections in the
prefrontal cortex - Zach Like if I take music lessons?
- Dad Exactly!
- Zach How does music affect my brain structure?
- Dad We are not sure exactly, but the nerve cells
in parts of your brain become more efficient in
processing musical stimuli as you learn - Zach Why?
- etc
- etc
The Brain, by Zach, age 4 years
21Levels of Explanation (Jared Diamond, Guns,
Germs, Steel, 1996)
- Proximal explanation How something works
- Description across 3 levels of analysis
(computational, psychological, neural) - Ultimate explanation Why something works the way
it does - Explanation in terms of genetics, evolution,
development, environmental influences, etc.
22A How and Why Conversation
- Zach How are we able to think?
- Dad Because we have a brain
- Zach How does the brain think?
- Dad A part of the brain called the prefrontal
cortex is active when we think - Zach Why?
- Dad Because it is large and complexly
inter-connected - Zach Why is it large and complexly
inter-connected? - Dad Because it became larger over thousands of
years of life on earth - Zach Why?
- Dad Because a larger prefrontal cortex gave our
ancestors a special advantage over others - Zach Why does this have anything to do with us
today? - Dad Because they passed on their genes to their
offspring and we are descended from them - Zach How does the prefrontal cortex become
complexly inter-connected? - Dad Environmental influences in infancy and
childhood help form greater connections in the
prefrontal cortex - Zach Like if I take music lessons?
- Dad Exactly!
- Zach How does music affect my brain structure?
- Dad We are not sure exactly, but the nerve cells
in parts of your brain become more efficient in
processing musical stimuli as you learn - Zach Why?
Neuroimaging
Neuroanatomy
Evolution
Genetics
Development
Plasticity
23Integrated Description and Explanation in
Cognitive Neuroscience
EXPLANATION
DESCRIPTION
Computational level
Development
Evolution
Psychological level
Neural level
Genetics
24Origins of Mind A Brief History
- Ancient Egyptians and Greeks Spirits in bodily
organs (heart, liver, etc.), some imbued with
soul - Aristotle Blood essential to life, hence seat of
the soul brain is but a cooling mechanism for
the blood - Plato Highest structure of the body (brain) must
also be the most important for soul
25Origins of Mind A Brief History
- Middle ages Heart produces a vital spirit sent
to the brain where it mixes with air from
nostrils to produce animal spirit stored in the
brains ventricles the source of mnd - 17th Century (Renaissance) Da Vincis dissection
of animal brains disproved ventricle theory, but
theory of brain as the source of mind established
26Origins of Mind A Brief History
- 19th Century Idea of localization of function
- Franz Gall (Phrenology)
- John Hughlings Jackson (Neurological studies of
epilepsy) - Paul Broca (Case studies of speech and language
Brocas area) - Carl Wernicke (Case studies of speech and
language Wernickes area - Korbinian Brodmann (Anatomical studies
Brodmanns area)
27Origins of Mind A Brief History
- 19th-early 20th Centuries Idea of holistic
processing by the brain - Pierre Flourens (Lesion studies in birds)
- Camilio Golgi (The Golgi stain)
- Karl Lashley (Law of Equipotentiality)
28Origins of Mind A Brief History
- Early 20th Century Behaviorism and
Psychoanalysis - Mid 1950s The Cognitive Revolution
- Donald Broadbent
- George Miller
- Noam Chomsky
- 1950s-1980s Cognitive PsychologyUnderstanding
Rules of the Mind - Influence of artificial intelligence
- No consideration of the brain
- Functionalism
29Origins of Mind A Brief History
- 1900-present NeuroscienceUnderstanding the
macroscopic and microscopic structure of the
brain - Enabling technologies
- Microscope
- Staining techniques
- Microelectrode
- Electron microscope
- Neurochemical analytical techniques
- Neuroimaging
- Molecular genetics
30Origins of Mind A Brief History
- 1980s-present Cognitive Neuroscience
- Brain produces mind
- Hence brain structure must be studied together
with functional studies of cognition - Computational theories of cognition
- The rise of brain imaging
- Bandwagon effect of leaders and followers
31Key Historical Figures
Michael Posner, USA 1970s - present
George A. Miller, USA 1950s - 1990s
Donald Broadbent UK, 1950s - 1980s
Michael Gazzinga, USA 1980s - present
Marcus Raichle, USA 1970s - present
Steven Kosslyn, USA 1980s - present
32Professional Societies and Journals
- Society for Neuroscience
- Journal Journal of Neuroscience
- Cognitive Neuroscience Society
- Journal Journal of Cognitive Neuroscience
- Other Journals
- Science
- Nature
- Nature Neuroscience
- Proceedings of the National Academy of Sciences
- Cerebral Cortex
- Neuron
- Human Brain Mapping
- Neuroimage
- Cognitive, Affective, and Behavioral,
Neuroscience - Neuropsychology
- Neuropsychologia
-
-
33Internet Resources
- www.cogneurosociety.org (Cognitive Neuroscience
Society) - www.sfn.org (Society for Neuroscience)
- http//www.humanbrainmapping.org/ (Organization
for Human Brain Mapping) - http//www9.biostr.washington.edu/da.html
(University of Washington Digital Anatomist
Project) - http//www.med.harvard.edu/AANLIB/home.html
(Harvard Brain Anatomy and Pathology Project) - http//www.univie.ac.at/anatomie2/plastinatedbrain
/main.html (The Plastinated Brain) - http//www-medlib.med.utah.edu/kw/sol/sss/subj2.ht
ml University of Utah Medical School) -