Action planning and the timescale of evidence accumulation

Perceptual decisions are based on the temporal integration of sensory evidence for different states of the outside world. The timescale of this integration process varies widely across behavioral contexts and individuals, and it is diagnostic for the underlying neural mechanisms. In many situations, the decision-maker knows the required mapping between perceptual evidence and motor response (henceforth termed “sensory-motor contingency”) before decision formation. Here, the integrated evidence can be directly translated into a motor plan and, indeed, neural signatures of the integration process are evident as build-up activity in premotor brain regions. In other situations, however, the sensory-motor contingencies are unknown at the time of decision formation. We used behavioral psychophysics and computational modeling to test if knowledge about sensory-motor contingencies affects the timescale of perceptual evidence integration. We asked human observers to perform the same motion discrimination task, with or without trial-to-trial variations of the mapping between perceptual choice and motor response. When the mapping varied, it was either instructed before or after the stimulus presentation. We quantified the timescale of evidence integration under these different sensory-motor mapping conditions by means of two approaches. First, we analyzed subjects’ discrimination threshold as a function of stimulus duration. Second, we fitted a dynamical decision-making model to subjects’ choice behavior. The results from both approaches indicated that observers (i) integrated motion information for several hundred ms, (ii) used a shorter than optimal integration timescale, and (iii) used the same integration timescale under all sensory-motor mappings. We conclude that the mechanisms limiting the timescale of perceptual decisions are largely independent from long-term learning (under fixed mapping) or rapid acquisition (under variable mapping) of sensory-motor contingencies. This conclusion has implications for neurophysiological and neuroimaging studies of perceptual decision-making

Evaluating weaknesses of "perceptual-cognitive training" and "brain training" methods in sport: An ecological dynamics critique

The recent upsurge in "brain training and perceptual-cognitive training," proposing to improve isolated processes, such as brain function, visual perception, and decision-making, has created significant interest in elite sports practitioners, seeking to create an "edge" for athletes. The claims of these related "performance-enhancing industries" can be considered together as part of a process training approach proposing enhanced cognitive and perceptual skills and brain capacity to support performance in everyday life activities, including sport. For example, the "process training industry" promotes the idea that playing games not only makes you a better player but also makes you smarter, more alert, and a faster learner. In this position paper, we critically evaluate the effectiveness of both types of process training programmes in generalizing transfer to sport performance. These issues are addressed in three stages. First, we evaluate empirical evidence in support of perceptual-cognitive process training and its application to enhancing sport performance. Second, we critically review putative modularized mechanisms underpinning this kind of training, addressing limitations and subsequent problems. Specifically, we consider merits of this highly specific form of training, which focuses on training of isolated processes such as cognitive processes (attention, memory, thinking) and visual perception processes, separately from performance behaviors and actions. We conclude that these approaches may, at best, provide some "general transfer" of underlying processes to specific sport environments, but lack "specificity of transfer" to contextualize actual performance behaviors. A major weakness of process training methods is their focus on enhancing the performance in body "modules" (e.g., eye, brain, memory, anticipatory sub-systems). What is lacking is evidence on how these isolated components are modified and subsequently interact with other process "modules," which are considered to underlie sport performance. Finally, we propose how an ecological dynamics approach, aligned with an embodied framework of cognition undermines the rationale that modularized processes can enhance performance in competitive sport. An ecological dynamics perspective proposes that the body is a complex adaptive system, interacting with performance environments in a functionally integrated manner, emphasizing that the inter-relation between motor processes, cognitive and perceptual functions, and the constraints of a sport task is best understood at the performer-environment scale of analysis

A Survey of Brain Inspired Technologies for Engineering

Cognitive engineering is a multi-disciplinary field and hence it is difficult to find a review article consolidating the leading developments in the field. The in-credible pace at which technology is advancing pushes the boundaries of what is achievable in cognitive engineering. There are also differing approaches to cognitive engineering brought about from the multi-disciplinary nature of the field and the vastness of possible applications. Thus research communities require more frequent reviews to keep up to date with the latest trends. In this paper we shall dis-cuss some of the approaches to cognitive engineering holistically to clarify the reasoning behind the different approaches and to highlight their strengths and weaknesses. We shall then show how developments from seemingly disjointed views could be integrated to achieve the same goal of creating cognitive machines. By reviewing the major contributions in the different fields and showing the potential for a combined approach, this work intends to assist the research community in devising more unified methods and techniques for developing cognitive machines

Explaining Classifiers using Adversarial Perturbations on the Perceptual Ball

We present a simple regularization of adversarial perturbations based upon the perceptual loss. While the resulting perturbations remain imperceptible to the human eye, they differ from existing adversarial perturbations in that they are semi-sparse alterations that highlight objects and regions of interest while leaving the background unaltered. As a semantically meaningful adverse perturbations, it forms a bridge between counterfactual explanations and adversarial perturbations in the space of images. We evaluate our approach on several standard explainability benchmarks, namely, weak localization, insertion deletion, and the pointing game demonstrating that perceptually regularized counterfactuals are an effective explanation for image-based classifiers.Comment: CVPR 202

Stochastic accumulation of feature information in perception and memory

It is now well established that the time course of perceptual processing influences the first second or so of performance in a wide variety of cognitive tasks. Over the last20 years, there has been a shift from modeling the speed at which a display is processed, to modeling the speed at which different features of the display are perceived and formalizing how this perceptual information is used in decision making. The first of these models(Lamberts, 1995) was implemented to fit the time course of performance in a speeded perceptual categorization task and assumed a simple stochastic accumulation of feature information. Subsequently, similar approaches have been used to model performance in a range of cognitive tasks including identification, absolute identification, perceptual matching, recognition, visual search, and word processing, again assuming a simple stochastic accumulation of feature information from both the stimulus and representations held in memory. These models are typically fit to data from signal-to-respond experiments whereby the effects of stimulus exposure duration on performance are examined, but response times (RTs) and RT distributions have also been modeled. In this article, we review this approach and explore the insights it has provided about the interplay between perceptual processing, memory retrieval, and decision making in a variety of tasks. In so doing, we highlight how such approaches can continue to usefully contribute to our understanding of cognition

Movement Sonification: Effects on Motor Learning beyond Rhythmic Adjustments

Motor learning is based on motor perception and emergent perceptual-motor representations. A lot of behavioral research is related to single perceptual modalities, but during last two decades the contribution of multimodal perception on motor behavior was discovered more and more. A growing number of studies indicate an enhanced impact of multimodal stimuli on motor perception, motor control and motor learning in terms of better precision and higher reliability of the related actions. Behavioral research is supported by neurophysiological data, revealing that multisensory integration supports motor control and learning. But the overwhelming part of both research lines is dedicated to basic research. Besides research in the domains of music, dance and motor rehabilitation there is nearly no evidence about enhanced effectiveness of multisensory information on learning of gross motor skills. To reduce this gap movement sonification is used here in applied research on motor learning in sports.Based on the current knowledge on the multimodal organization of the perceptual system we generate additional real-time movement information being suitable for integration with perceptual feedback streams of visual and proprioceptive modality. With ongoing training synchronously processed auditory information should be initially integrated into the emerging internal models, enhancing the efficacy of motor learning. This is achieved by a direct mapping of kinematic and dynamic motion parameters to electronic sounds, resulting in continuous auditory and convergent audiovisual or audio-proprioceptive stimulus arrays. In sharp contrast to other approaches using acoustic information as error feedback in motor learning settings we try to generate additional movement information suitable for acceleration and enhancement of adequate sensorimotor representations and processible below the level of consciousness. In the experimental setting participants were asked to learn a closed motor skill (technique acquisition of indoor rowing). One group was treated with visual information and two groups with audiovisual information (sonification vs. natural sounds). For all three groups learning became evident and remained stable. Participants treated with additional movement sonification showed better performance compared to both other groups. Results indicate that movement sonification enhances motor learning of a complex gross motor skill – even exceeding usually expected acoustic rhythmical effects on motor learning

An Arakawa and Gins experimental teaching space : a feasibility study

This essay discusses the benefits of Arakawa and Gins procedural architecture for the development of interdisciplinary and transdisciplinary learning environments. the discussion of how the body is engaged in knoelwdge acquisition leads to a feasibility study undertaken at an Australian University to determine how an experimental, sensory and perceptually-based learning space might be built given the T&L priorties and the fiscal climate in which universitioes curently operat

Master of Arts

thesisWhile vocabulary is generally understood to be an obvious part of language learning and instruction, the actual "nuts and bolts" of vocabulary instruction are not fully understood. Though there has been a renewal of interest in research into vocabulary in recent years, in terms of both theoretical motivations and pedagogical applications, many questions remain about the most effective ways of teaching vocabulary and promoting successful vocabulary development among English Language Learners (ELLs). These considerations are particularly important when it comes to the development of academic vocabulary in a higher-educational context. This study reports results from a research experiment conducted at a public research university in the western United States. The study sought to compare two possible approaches to teaching vocabulary within the context of an academic, second language (L2) composition program. Both approaches offered students explicit instruction in academic vocabulary. The two approaches examined were a decontextualized, memorization dependent approach and a contextualized, integrated approach. Because previous research has indicated that integrated approaches to vocabulary instruction can be effective for L2 learners, it is hypothesized that students taught using a contextualized and integrated approach would learn targeted academic vocabulary more effectively than those taught using a decontextualized approach. In addition, because previous research also indicates that success in learning a second language is highly correlated with an individual's attitudes towards their own language learning, this study examined students' perceptions about each of these approaches, as well as how these perceptions appeared to influence their learning. The perceptual data were collected via student responses to a survey that used a Likert scale which was then examined in the context of students' scores on a test of vocabulary administered at the end of the course. Within-group results showed that a semester was not enough time for either group to make significant gains in their vocabulary knowledge and did not confirm the hypothesis that students who were taught vocabulary using a contextualized and integrated approach would learn more target vocabulary in a single semester than those taught using a decontextualized approach, confirming the results of previous research in the field. Students taught using both approaches also seemed to show positive attitudes regarding their own learning. A strong positive correlation was observed between students' attitudes and their performance on a vocabulary posttest