Electrophysiological Studies of Visual Attention and of Emotion Regulation

Electrophysiological methods, such as electroencephalography (EEG) and electrocardiography (ECG), measure biological activity that allow us to infer underlying cognitive processes. In the first study, we use EEG to track feature-based attention (FBA), a form of visual attention that helps one detect objects with a particular color, motion, or orientation. We explore the use of SSVEPs, generated by flicker presented peripherally, to track attention in a visual search task presented centrally. Classification results show that one can track an observer’s attended color, which suggests that these methods may provide a viable means for tracking FBA in a real-time task. In the second study, we use cardiovascular measures to examine influences of the emotion regulation strategy of reappraisal. We examine cooperation and cardiovascular responses in individuals that were defected on by their opponent in the first round of an iterated Prisoner’s Dilemma. We find significant differences between the emotion regulation conditions using the biopsychosocial (BPS) model of challenge and threat, where participants primed with the reappraisal strategy were weakly comparable with a threat state of the BPS model and participants without an emotion regulation were weakly comparable with a challenge state of the BPS model. In the third study, we use EEG to study the chromatic sensitivity of FBA for color during a visual search task. We use SSVEP responses evoked through peripheral flicker to measure the spectral tuning of color detection mechanisms and how attentional selection is affected by distractor color. Our results find smaller responses for the distractor colors and suggest that feature-based attention to a particular color involves chromatic mechanisms that both enhance the response to a target and minimize responses to distractors

Proximate and ultimate factors in evolutionary thinking on art

Art is often described as an evolutionary adaptation, but not enough thought has been given to arguments in support of this claim. This can lead to a variety of explanatory issues, such as unjustly describing artmaking as an adaptation, not recognizing its complex nature, and its potentially even more complex evolutionary trajectory. This paper addresses one subject in particular, which is the conceptual distinction between ultimate and proximate levels of explanation. More specifically, this brief analysis investigates to what extent functional, adaptive explanations and proximate mechanisms might be confused, leading to strong adaptationist claims that may not be in accordance with the available evidence. In this paper, two hypotheses are discussed from this perspective, and it is argued that both of them, upon closer and more extensive analysis, might not stand the adaptationist test

Precis of neuroconstructivism: how the brain constructs cognition

Neuroconstructivism: How the Brain Constructs Cognition proposes a unifying framework for the study of cognitive development that brings together (1) constructivism (which views development as the progressive elaboration of increasingly complex structures), (2) cognitive neuroscience (which aims to understand the neural mechanisms underlying behavior), and (3) computational modeling (which proposes formal and explicit specifications of information processing). The guiding principle of our approach is context dependence, within and (in contrast to Marr [1982]) between levels of organization. We propose that three mechanisms guide the emergence of representations: competition, cooperation, and chronotopy; which themselves allow for two central processes: proactivity and progressive specialization. We suggest that the main outcome of development is partial representations, distributed across distinct functional circuits. This framework is derived by examining development at the level of single neurons, brain systems, and whole organisms. We use the terms encellment, embrainment, and embodiment to describe the higher-level contextual influences that act at each of these levels of organization. To illustrate these mechanisms in operation we provide case studies in early visual perception, infant habituation, phonological development, and object representations in infancy. Three further case studies are concerned with interactions between levels of explanation: social development, atypical development and within that, developmental dyslexia. We conclude that cognitive development arises from a dynamic, contextual change in embodied neural structures leading to partial representations across multiple brain regions and timescales, in response to proactively specified physical and social environment

Embodied Artificial Intelligence through Distributed Adaptive Control: An Integrated Framework

In this paper, we argue that the future of Artificial Intelligence research resides in two keywords: integration and embodiment. We support this claim by analyzing the recent advances of the field. Regarding integration, we note that the most impactful recent contributions have been made possible through the integration of recent Machine Learning methods (based in particular on Deep Learning and Recurrent Neural Networks) with more traditional ones (e.g. Monte-Carlo tree search, goal babbling exploration or addressable memory systems). Regarding embodiment, we note that the traditional benchmark tasks (e.g. visual classification or board games) are becoming obsolete as state-of-the-art learning algorithms approach or even surpass human performance in most of them, having recently encouraged the development of first-person 3D game platforms embedding realistic physics. Building upon this analysis, we first propose an embodied cognitive architecture integrating heterogenous sub-fields of Artificial Intelligence into a unified framework. We demonstrate the utility of our approach by showing how major contributions of the field can be expressed within the proposed framework. We then claim that benchmarking environments need to reproduce ecologically-valid conditions for bootstrapping the acquisition of increasingly complex cognitive skills through the concept of a cognitive arms race between embodied agents.Comment: Updated version of the paper accepted to the ICDL-Epirob 2017 conference (Lisbon, Portugal

How getting noticed helps getting on: successful attention capture doubles children's cooperative play

Cooperative social interaction is a complex skill that involves maintaining shared attention and continually negotiating a common frame of reference. Privileged in human evolution, cooperation provides support for the development of social-cognitive skills. We hypothesize that providing audio support for capturing playmates' attention will increase cooperative play in groups of young children. Attention capture was manipulated via an audio-augmented toy to boost children's attention bids. Study 1 (48 6- to 11-year-olds) showed that the augmented toy yielded significantly more cooperative play in triads compared to the same toy without augmentation. In Study 2 (33 7- to 9-year-olds) the augmented toy supported greater success of attention bids, which were associated with longer cooperative play, associated in turn with better group narratives. The results show how cooperation requires moment-by-moment coordination of attention and how we can manipulate environments to reveal and support mechanisms of social interaction. Our findings have implications for understanding the role of joint attention in the development of cooperative action and shared understanding

Fostering shared knowledge with active graphical representation in different collaboration scenarios

This study investigated how two types of graphical representation tools influence the way in which learners use shared and unshared knowledge resources in two different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. Moreover, the relation between the use of knowledge resources, representation, and the transfer of shared knowledge was analyzed. The type of graphical representation (content-specific vs. content-unspecific) and the collaboration scenario (video conferencing vs. face-to-face) were varied. 64 university students participated. Results show that the learning partners converged in their profiles of resource use. With the content-specific graphical representation, learners used more appropriate knowledge resources. Learners in the computer-mediated scenarios showed a greater bandwidth in their profiles of resource use. A relation between discourse and outcomes could be shown for the transfer but not for the knowledge representation aspectIn dieser Studie werden die Wirkungen von verschiedenen Arten graphischer Repräsentation auf die Nutzung geteilter und ungeteilter Wissensressourcen in zwei verschiedenen Kooperationsszenarien untersucht. Des Weiteren wird analysiert, wie Lernende geteiltes und ungeteiltes Wissen unter diesen verschiedenen Bedingungen repräsentieren und transferieren. Schließlich wird die Beziehung zwischen der Nutzung von Wissensressourcen auf der einen Seite sowie der Repräsentation und dem Transfer geteilten Wissens auf der anderen Seite geprüft. Mit der Art der graphischen Repräsentation (inhaltsspezifisch vs. inhaltsunspezifisch) und dem Kooperationsszenario (Videokonferenz vs. face-to-face) werden zwei Faktoren experimentell variiert. 64 Studierende nahmen an der Studie teil. Ergebnisse zeigen, dass die Lernpartner in ihren Profilen der Ressourcennutzung konvergierten. Lernende, die durch die inhaltsspezifische graphische Repräsentation unterstützt wurden, verwendeten angemessenere Wissensressourcen. Lernende in den computervermittelten Szenarien weisen eine größere Bandbreite in ihren Profilen der Ressourcennutzung auf. Eine direkte Wirkung vom Diskurs der Lernenden auf die Entwicklung geteilten Wissens konnte für den Transfer, aber nicht für die Wissensrepräsentation gezeigt werde

Collectivized Intellectualism

We argue that the evolutionary function of reasoning is to allow us to secure more accurate beliefs and more effective intentions through collective deliberation. This sets our view apart both from traditional intellectualist accounts, which take the evolutionary function to be individual deliberation, and from interactionist accounts such as the one proposed by Mercier and Sperber, which agrees that the function of reasoning is collective but holds that it aims to disseminate, rather than come up with, accurate beliefs. We argue that our collectivized intellectualism offers the best explanation of the range of biases that human reasoning is prone to, and that it does better than interactionism at offering a function of reasoning that would have been adaptive for our distant ancestors who first evolved this capacity

Hearing through your eyes: neural basis of audiovisual cross-activation, revealed by transcranial alternating current stimulation

Some people experience auditory sensations when seeing visual flashes or movements. This prevalent synaesthesia-like ‘visual-evoked auditory response’ (vEAR) could result either from over-exuberant cross-activation between brain areas, and/or reduced inhibition of normally-occurring cross-activation. We have used transcranial alternating current stimulation (tACS) to test these theories. We applied tACS at 10Hz (alpha-band frequency) or 40Hz (gamma-band), bilaterally either to temporal or occipital sites, while measuring same/different discrimination of paired auditory (A) versus visual (V) 'Morse code' sequences. At debriefing, participants were classified as vEAR or non-vEAR depending on whether they reported 'hearing' the silent flashes. In non-vEAR participants, temporal 10Hz tACS caused impairment of A performance, which correlated with improved V; conversely under occipital tACS, poorer V performance correlated with improved A. This reciprocal pattern suggests that sensory cortices are normally mutually inhibitory, and that alpha-frequency tACS may bias the balance of competition between them. vEAR participants showed no tACS effects, consistent with reduced inhibition, or enhanced cooperation between modalities. In addition, temporal 40Hz tACS impaired V performance, specifically in individuals who showed a performance advantage for V (relative to A). Gamma-frequency tACS may therefore modulate the ability of these individuals to benefit from recoding flashes into the auditory modality, possibly by disrupting cross-activation of auditory areas by visual stimulation. Our results support both theories, suggesting that vEAR may depend on disinhibition of normally-occurring sensory cross-activation, which may be expressed more strongly in some individuals. Furthermore, endogenous alpha and gamma-frequency oscillations may function respectively to inhibit or promote this cross-activation