University Relations
http://www.umn.edu/urelate
612-624-6868

Director
Apostolos Georgopoulos,
MD, PhD, Regents Professor
Neuroscience

Associate Director
Jeanette Gundel, PhD
Professor, Linguistics

Research Assistant Professor
Trenton Jerde, PhD
Cognitive Science

Thesis Defense

Scott explores spatial processing in children and adults

University of Minnesota Cognitive Science PhD student Nicole Scott successfully defended her doctoral thesis "Cognitive and Neural Correlates of Processing Spatial Relations by Humans" on the morning of August 31st, 2015. In attendance were thesis committee members Maria Sera (adviser), Apostolos Georgopoulos (co-adviser), Matt Chafee and Jeanette Gundel, along with many friends and colleagues.

Abstract

Human cognition has long been thought to exceed that of other animals; however, what it is that makes humans "so smart" continues to be questioned. Gentner argues that language and relational reasoning together elevate human cognition and she takes a developmental approach to support her theory. This project takes a similar approach to Gentner's: I examined the relationship between language and relational reasoning in children, specifically as they are learning the relational terms for right and left as compared to relations for terms that they already know (i.e., above/below). What sets this project apart from Gentner's work is that I also looked at the effect of lateralization on children's performances as well the neural mechanisms underlying these same relational judgments in adults. We know some of the neural mechanisms underlying relational reasoning in humans and monkeys. We do not, however, know whether one set of relations (i.e., above/below) should be advantaged over the other (i.e., right/left) in both verbal and nonverbal modalities. To answer this question, I have developed a set of tasks to examine the following queries: 1) how verbal and nonverbal knowledge of above/below/right/left develops from 5 years to 10 years of age, 2) whether verbal knowledge aids performance on a nonverbal task that requires judgments of these relations, 3) whether strength of handedness promotes either verbal or nonverbal performance, and 4) what the neural correlates of these judgments are.

The chapters are organized to address each question separately. In the first chapter, I give a general overview of the work already done regarding these questions. In Chapter 2, I describe the spatial relational task used to investigate each question. Chapters 3-6 report on the findings from each of my four questions and Chapter 7 provides a general discussion of what this research adds to the current literature.

Overall, my findings suggest that language is not necessary for relational coding to emerge as verbal and nonverbal knowledge of relations follow different developmental trajectories, that lateralization does not aid in learning relations, and that the two sets of spatial relations are represented differently in the brain.

 

 

 

new publications

Christie and Schrater pen Frontiers in Neuroscience paper

An article by CCS members Thomas Christie and Paul Schrater entitled "Cognitive cost as dynamic allocation of energetic resources" appears in the August 24 2015 issue of Frontiers in Neuroscience: Decision Neuroscience.

Abstract

Christie ST and Schrater P (2015) Cognitive cost as dynamic allocation of energetic resources. Front. Neurosci. 9:289. doi: 10.3389/fnins.2015.00289

While it is widely recognized that thinking is somehow costly, involving cognitive effort and producing mental fatigue, these costs have alternatively been assumed to exist, treated as the brain's assessment of lost opportunities, or suggested to be metabolic but with implausible biological bases. We present a model of cognitive cost based on the novel idea that the brain senses and plans for longer-term allocation of metabolic resources by purposively conserving brain activity. We identify several distinct ways the brain might control its metabolic output, and show how a control-theoretic model that models decision-making with an energy budget can explain cognitive effort avoidance in terms of an optimal allocation of limited energetic resources. The model accounts for both subject responsiveness to reward and the detrimental effects of hypoglycemia on cognitive function. A critical component of the model is using astrocytic glycogen as a plausible basis for limited energetic reserves. Glycogen acts as an energy buffer that can temporarily support high neural activity beyond the rate supported by blood glucose supply. The published dynamics of glycogen depletion and repletion are consonant with a broad array of phenomena associated with cognitive cost. Our model thus subsumes both the "cost/benefit" and "limited resource" models of cognitive cost while retaining valuable contributions of each. We discuss how the rational control of metabolic resources could underpin the control of attention, working memory, cognitive look ahead, and model-free vs. model-based policy learning.

 

 

Sakellaridi uses MEG to study neural mechanisms of map reading

CCS Member and recent Cognitve Science PhD graduate Dr. Sofia Sakellaridi has a paper appearing in the August 2015 issue of Experimental Brain Research entitled, "Neural mechanisms underlying the exploration of small city maps using magnetoencephalography". Along with her colleagues Peka Christova, Vassilios Christopoulos, Arthur C. Leuthold, John Peponis and Apostolos P. Georgopoulos, Dr. Sakellaridi "conducted a novel brain imaging experiment to test the hypothesis that a network of cortical regions is involved in the processing of spatial information acquired during exploration to make a decision. We recruited 10 subjects and asked them to explore small city maps exemplifying five different street network types (i.e., regular, colliding, curvilinear, cul-de-sac, and supergrid) to build a hypothetical City Hall, while neuronal activity was recorded continuously by 248 MEG sensors at high temporal resolution."

Abstract

The neural mechanisms underlying spatial cognition in the context of exploring realistic city maps are unknown. We conducted a novel brain imaging study to address the question of whether and how features of special importance for map exploration are encoded in the brain to make a spatial decision. Subjects explored by eyes small city maps exemplifying five different street network types in order to locate a hypothetical City Hall, while neural activity was recorded continuously by 248 magnetoencephalography (MEG) sensors at high temporal resolution. Monitoring subjects' eye positions, we locally characterized the maps by computing three spatial parameters of the areas that were explored. We computed the number of street intersections, the total street length, and the regularity index in the circular areas of 6 degrees of visual angle radius centered on instantaneous eye positions.

We tested the hypothesis that neural activity during exploration is associated with the spatial parameters and modulated by street network type. All time series were rendered stationary and nonautocorrelated by applying an autoregressive integrated moving average model and taking the residuals. We then assessed the associations between the prewhitened time-varying MEG time series from 248 sensors and the prewhitened spatial parameters time series, for each street network type, using multiple linear regression analyses.

In accord with our hypothesis, ongoing neural activity was strongly associated with the spatial parameters through localized and distributed networks, and neural processing of these parameters depended on the type of street network. Overall, processing of the spatial parameters seems to predominantly involve right frontal and prefrontal areas, but not for all street network layouts. These results are in line with findings from a series of previous studies showing that frontal and prefrontal areas are involved in the processing of spatial information and decision making. Modulation of neural processing of the spatial parameters by street network type suggests that some street network layouts may contain other types of spatial information that subjects use to explore maps and make spatial decisions.

 

 

 

CCS Faculty Member Courses - Fall 2015

LING 8920 Topics in Language and Cognition (3 credits)
12:45 to 1:45 Tuesdays & Thursdays
Elliott Hall S204

Jeanette Gundel, Linguistics

Course description

Ling 8920 examines topics in language and cognition from a linguistic perspective. Advances in theoretical linguistics have made important contributions to our understanding of what we know when we know a language; but the precise manner in which linguistic knowledge interacts with other aspects of cognition when it is put to use in communication is still not well understood. The 2015 offering of Ling 8920 will examine this interaction. Questions to be addressed include the following:

  • How is it that we can understand what other people intend to communicate when they use language, given that the intended meaning is almost always grossly underspecified by the linguistic form alone?
  • How does 'context' contribute to the resolution of ambiguities and indeterminacies, and what is context from a cognitive perspective?

In addressing these questions, we will also examine the disruption (and non-disruption) of linguistic communication in individuals diagnosed with autism, Alzheimer's disease and schizophrenia. Other topics may also be covered depending on student interest.The class meets an elective requirement for a degree in Linguistics as well as for the Cognitive Science graduate major or minor. Combined lecture and seminar discussion. Weekly reading assignments and comments on readings; final paper/project. Intended audience: graduate students and advanced undergraduates with an interest in language and cognition.

 

 

 

EPSY 8114 Conceptual Change (3 credits)
2:30 to 5:10 Wednesdays
Peik Hall 28

Panayiota (Pani) Kendeou, Educational Psychology

Course description

Learning often involves the revision of prior knowledge at the level of systems, at the level of individual concepts, and of course at the level of individual beliefs. This type of learning is known as conceptual change. In this seminar, we will focus on the discussion of current research in the area of conceptual change learning with the aim to advance our understanding of the underlying cognitive processes involved in knowledge revision and their implications for pedagogy and assessment.

Main topics include current theories of conceptual change learning, processes and mechanisms of change, conceptual change in different domains (e.g., science, math, physics), influences of learner characteristics (e.g., prior knowledge, epistemological beliefs, motivation, engagement), instructional approaches for conceptual change, and challenges in conceptual change research. Graduate students are invited to register for the course, regardless of disciplinary background.

 

 

SLHS 5900 Language Variation and Change: Applied Issues in Speech-Language Pathology and Audiology (1- 4 credits)
9:00 to 12:00 Wednesdays
Shevlin Hall 125

Benjamin Munson, Speech-Language-Hearing Sciences

Course description

This course will cover three issues in the study of phonological variation and change that are of particular relevance to the disciplines of audiology and speech-language pathology. The course is divided into three modules. In each module, we will read and discuss research articles, then summarize the implications of these findings for speech-language pathology and audiology. The focus of this course is primarily on variation in the sound structure of language, though variation related to other aspects of language will be touched upon where appropriate.

Requirements: Students will be active participants in this seminar-style course. Students will be responsible for taking charge of the discussion of the articles each week, creating a handout that will guide the class's discussion of the article, and assembling the rest of the class's questions and comments beforehand, and summarizing the discussion afterward (20%). There will be a take-home midterm exam (40%). The final project will be to develop a proposal to conduct original research on one of the topics discussed in the course (40%). This course is designed to be information-rich, reading-heavy, and advanced. This means that students should be prepared to spend the necessary time reading each week's articles and preparing for class. The representative readings below should give students a sense of the prior coursework that they will need to have taken to succeed in this class. At a minimum, students should have had classes in articulatory phonetics (SLHS 3304 or the equivalent), experimental phonetics (SLHS 3305 or the equivalent), language acquisition (SLHS 3303 or the equivalent), and some exposure speech, language, and hearing disorders (SLHS 1401 and SLHS 4801 or the equivalent). Students who are unsure about their prior coursework should contact the professor at munso005@umn.edu.

The three topics are as follows:

1. The acquisition of socially meaningful phonological variation in the first decade of life. How and when do children and adolescents begin to use distinctive speech styles that convey social attributes like gender, ethnicity, and social-group membership, among others? How does this interact with other aspects of oral and written language acquisition? Is the ability to convey and perceive social categories through linguistic variation reduced in children with primary speech and language impairments, or with speech and language impairments secondary to other neurodevelopmental disorders (i.e., autism spectrum condition)?

Representative Readings:

  • Bucholtz, M. (1999). "Why be normal?": Language and identity practices in a community of nerd girls.
  • Craig, H. K., Kolenic, G. E., & Hensel, S. L. (2014). African American English-speaking students: A longitudinal examination of style shifting from kindergarten through second grade
  • Drager, K. (2011). Sociophonetic variation and the lemma
  • Horton-Ikard, R., & Miller, J. F. (2004). It's not just the poor kids: The use of AAE forms by African-American school-aged children from middle SES communities
  • Munson, B., Crocker, L., Pierrehumbert, J., Owen-Anderson, A., & Zucker, K. (2015). Gender Typicality in Children's Speech: A comparison of the Speech of Boys with and without Gender Identity Disorder.
  • Nardy, A., Chevrot, J.P., & Barbu, S. (2013). The acquisition of sociolinguistic variation: Looking back and thinking ahead.
  • Roberts, J. (1997). Acquisition of variable rules: A study of (-t, d) deletion in preschool children.

2. Social Influences on Speech Perception. What social attributes can listeners glean from phonetic variation alone? How do listeners' beliefs about social attributes about talkers affect low-level perception of sounds and words? How do these influences affect speech perception in clinical situations (i.e., real-time scoring of word-recognition tests by audiologists, assessments of speech and language by speech-language pathologists). How do these processes differ in individuals with speech, language, and hearing impairment?

Representative readings:

  • Drager, K. (2011) Speaker age and vowel perception
  • Levi, S., & Schwartz, R. (2013). The Development of Language-Specific and Language-Independent Talker Processing
  • McGowan, K. (2015). Social expectation improves speech perception in noise.
  • Munson, B., Ryherd, K., & Kemper, S. (2015). Implicit and Explicit Gender Priming in English Lingual Sibilant Fricative Perception
  • Niedzielski, N. (1999). The effect of social information on the perception of sociolinguistic variables
  • Rubin, D. L. (1992). Nonlanguage factors affecting undergraduates' judgments of nonnative English-speaking teaching assistants

 

3. Cross-dialect language processing. How robustly can individuals perceive linguistic forms when presented with a dialect that they don't speak natively? How robustly can individual learn new linguistic forms in a novel dialect? How might cross-dialect interference affect the assessment of speech, language, and hearing disorders (as in a clinician assessing a client who speaks a different dialect)? How might they affect learning in therapy? A strong focus on this section will be primarily on differences between African-American English and mainstream American English dialects.

Representative readings:

  • Beyer, T., & Hudson Kam, C. (2012). First and second graders' interpretation of Standard American English morphology across varieties of English.
  • Charity, A., Scarborough, H., & Griffin, D. (2004). Familiarity with school English in African American children and its relation to early reading achievement
  • Clopper, C. Sound change in the individual: Effects of exposure on cross-dialect speech processing.
  • Connor, C. M., & Craig, H. K. (2006). African American preschooler's language, emergent literacy skills, and use of African American English: A complex relationship.
  • Edwards, J., et al. (2014). Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English–Speaking Children.
  • Koenig, M., & Woodward, A. (2012). Toddlers learn words in a foreign language: The role of native vocabulary knowledge

 

 

ANTH 8005 Linguistic Anthropology (3 credits)
9:00 to 11:30 Thursdays
Hubert H Humphrey Center 389

William Beeman, Anthropology

Course description
This course will be a seminar providing an introduction to the literature of Anthropological Linguistics for graduate students and qualified upper level undergraduates. The course takes an historical approach starting with the 19th Century antecedents of modern linguistics, and tracing the history of anthropological linguistic thought from Franz Boas to modern linguistic anthropologists. It will also deal briefly with the biology of language and language and cognition. Students wishing a more extensive introduction to the evolution and biology of language should enroll in ANTH5021W "Biology and Evolution of Language"to be offered in Spring, 2016

 

 

EPSY 8114 Advanced Cognitive Psychology (3 credits)
2:30 to 5:15 Tuesdays
Folwell Hall 6

Sashank Varma, Educational Psychology

Course description
This course is an introduction to theories and behavioral data of cognitive psychology. It (1) focuses on higher-level cognition and (2) emphasizes data, theories, and models. The topics covered will include: the cognitive revolution, working memory, executive function and cognitive control, long-term memory, learning and transfer, problem solving, expertise, word and sentence comprehension, discourse comprehension, mathematical thinking, reasoning, and cognitive architecture.

 

 

Tim HunterLING 5001 Introduction to Linguistics (4 credits)
11:15 to 12:30 Tuesdays and Thursdays
Elliott Hall S204

Tim Hunter, Linguistics

Course description

The goal of this course is to provide an introduction to the scientific study of human language. The central question that we aim to address is: what are the mental/biological capacities that enable a person to be a competent language speaker? By the end of the course, students should:

  • (a) be familiar with the foundational techniques of formal analysis that have been developed for describing and studying these mental capacities, and
  • (b) have a basic appreciation for some of the field's open research questions and for the ways in which such questions are approached.

 

 

Maria GiniCSci 5511 Artificial Intelligence I (3 credits)
6:30 to 9:00 Wednesdays
Mechanical Engineering 212

Maria Gini, Computer Science & Engineering

Course description
Introduction to AI. Problem solving, search, inference techniques. Logic/theorem proving. Knowledge representation, rules, frames, semantic networks. Planning/scheduling. Lisp programming language.


 

 

Maria GiniCSci 8551 Intelligent Agents (3 credits)
4:00 to 5:15 Mondays and Wednesdays
Keller Hall 3-125

Maria Gini, Computer Science & Engineering

Course description
Theories of intelligent agents. Agent architectures; knowledge representation, communication, cooperation, and negotiation among multiple agents; planning and learning; issues in designing agents with a physical body; dealing with sensors and actuators; world modeling.


 

 

Bagrat Amirikian NSC 5040 Brain Networks (4 credits)
2:00 to 4:00 Tuesdays and Thursdays
Elliott Hall S204

Bagrat Amirikian, Neuroscience

Course description

 

  • Application of emerging science of complex networks to studies of the brain.
  • Network approaches that provide fundamental insights into the integrative nature of brain function and its relation to the brain structure.
  • Organization of brain networks and dynamics at multiple spatial scales, ranging from the microscale of single neurons and synapses, to mesoscale of anatomical cell groupings and their projections, and to the macroscale of brain regions and pathways.
  • Experimental studies, including electrophysiology, voltage-sensitive dye imaging, electroencephalography, magnetoencephalography, and functional magnetic resonance imaging, that allow mapping network elements and structural/functional connectivity between them at different temporal and spatial scales will be considered.
  • Experimental/theoretical perspectives.

 

 

Updated August 31, 2015->