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

Spring 2015 Colloquia

Thursdays, 4:00 - 5:30 pm, Elliott Hall N119

Katie ThomasApril 2
Katie Thomas, Institute for Child Development

 

 

 

Graduate Research Symposium

Keynote speaker
Dr. Steven Schlozman
Harvard Medical School
Friday April 3 2015
9:30am-5:30pm, Walter Library Rm 402

 

 

The Zombie Apocalypse Is ComingAddressing Change: Perceptions of Threat in Today's World
The goal of this symposium is to have University of Minnesota graduate students from a broad range of programs (e.g. Child Psychology, Economics, Business, Neuroscience, etc.) present their work as it pertains to perception of threat in today's changing world. The symposium will be structured in order to present research that considers the causes and/or consequences of new sources of threat, as well as the nature of the responses necessary to preserve the future security of society.

Register for "Addressing Change"

This symposium is fully funded through COGS in association with the Center for Cognitive Sciences.

 

 

Spring Research Day 2015

Richard AslinKeynote speaker

Dr. Richard Aslin
Director of the University of Rochester Center for Brain Imaging.

"Neural correlates of statistical learning in adults and infants"

 

Abstract

Since the initial demonstrations of statistical learning two decades ago, a variety of questions have been raised about the neural mechanism(s) that support these behavioral findings. Studies of statistical learning in adults using fMRI have focused on the outcome of the implicit extraction process -- i.e., differential activation to structured and unstructured test items during a post-learning recognition phase. I will summarize several fMRI studies that focus on the learning phase itself, using both auditory (temporal) stimuli and visual (temporal and spatial) stimuli. Because fMRI is extremely difficult to use with infants, I will also summarize some recent work that uses fNIRS (functional near-infrared spectroscopy) to study basic aspects of learning in 6-month-olds. These findings suggest some fundamental differences between how the infant and adult brain respond to sensory information, as well as some commonalities about how the infant and adult brain respond to violations of learned stimulus co-occurrences.

 

SRD 2015 Speakers

 

Updated March 27, 2015