Cognition seminars

Repetitive spatiotemporal patterns in resting-state brain activities have been widely observed in various species and regions, such as rat and cat visual cortices. Since they resemble the preceding brain activities during tasks, they are assumed to reflect past experiences embedded in neuronal circuits. Moreover, spatiotemporal patterns involving whole-brain activities may also reflect a process that integrates information distributed over the entire brain, such as motor and visual information. Therefore, revealing such patterns may elucidate how the information is integrated to generate consciousness. In this talk, I will introduce our proposed method to estimate repetitive spatiotemporal patterns from resting-state brain activity data and show the spatiotemporal patterns estimated from human resting-state magnetoencephalography (MEG) and electroencephalography (EEG) data. Our analyses suggest that the patterns involved whole-brain propagating activities that reflected a process to integrate the information distributed over frequencies and networks. I will also introduce our current attempt to reveal signal flows and their roles in the spatiotemporal patterns using a big dataset. - Takeda et al., Estimating repetitive spatiotemporal patterns from resting-state brain activity data. NeuroImage (2016); 133:251-65. - Takeda et al., Whole-brain propagating patterns in human resting-state brain activities. NeuroImage (2021); 245:118711.

Any sensory experience of the world, from the touch of a caress to the smile on our friend’s face, is embedded in time and it is often associated with the perception of the flow of it. The perception of time is therefore a peculiar sensory experience built without dedicated sensors. How the perception of time and the content of a sensory experience interact to give rise to this unique percept is unclear. A few empirical evidences show the existence of this interaction, for example the speed of a moving object or the number of items displayed on a computer screen can bias the perceived duration of those objects. However, to what extent the coding of time is embedded within the coding of the stimulus itself, is sustained by the activity of the same or distinct neural populations and subserved by similar or distinct neural mechanisms is far from clear. Addressing these puzzles represents a way to gain insight on the mechanism(s) through which the brain represents the passage of time. In my talk I will present behavioral and neuroimaging studies to show how concurrent changes of visual stimulus duration, speed, visual contrast and numerosity, shape and modulate brain’s and pupil’s responses and, in case of numerosity and time, influence the topographic organization of these features along the cortical visual hierarchy.

The sense of agency refers to the subjective feeling of controlling one's own behavior and, through them, external events. Why is this subjective feeling important for humans? Is it just a by-product of our actions? Previous studies have shown that the sense of agency can affect the intensity of sensory input because we predict the input from our motor intention. However, my research has found that the sense of agency plays more roles than just predictions. It enhances perceptual processes of sensory input and potentially helps to harvest more information about the link between the external world and the self. Furthermore, our recent research found both indirect and direct evidence that the sense of agency is important for people's exploratory behaviors, and this may be linked to proximal exploitations of one's control in the environment. In this talk, I will also introduce the paradigms we use to study the sense of agency as a result of perceptual processes, and our findings of individual differences in this sense and the implications.

Humans are natural teachers; learning through instruction is one of the most fundamental ways that we learn. Interactive Task Learning (ITL) is an emerging research agenda that studies the design of complex intelligent robots that can acquire new knowledge through natural human teacher-robot learner interactions. ITL methods are particularly useful for designing intelligent robots whose behavior can be adapted by humans collaborating with them. In this talk, I will summarize our recent findings on the structure that human instruction naturally has and motivate an intelligent system design that can exploit their structure. The system – AILEEN – is being developed using the common model of cognition. Architectures that implement the Common Model of Cognition - Soar, ACT-R, and Sigma - have a prominent place in research on cognitive modeling as well as on designing complex intelligent agents. However, they miss a critical piece of intelligent behavior – analogical reasoning and generalization. I will introduce a new memory – concept memory – that integrates with a common model of cognition architecture and supports ITL.

Metacognition has long been defined as “cognition about cognition”. One of its aspects is the error monitoring ability, which includes being aware of one’s own errors without external feedback. This ability is mostly investigated in two-alternative forced choice tasks, where the performance has all or none nature in terms of accuracy. The previous literature documents the effect of different influences on the error monitoring ability, such as working memory, feedback and sensorimotor involvement. However, these demonstrations fall short of generalizing to the real life scenarios where the errors often have a magnitude and a direction. To bridge this gap, recent studies showed that humans could keep track of the magnitude and the direction of their errors in temporal, spatial and numerical domains in two metrics: confidence and short-long/few-more judgements. This talk will cover how the documented effects that are obtained in the two alternative forced choices tasks apply to the temporal error monitoring ability. Finally, how magnitude and direction monitoring (i.e., confidence and short-long judgements) can be differentiated as the two indices of temporal error monitoring ability will be discussed.

Precisely estimating event timing is essential for survival, yet temporal distortions are ubiquitous in our daily sensory experience. Here, we tested whether the relative position, duration, and distance in time of two sequentially-organized events—standard S, with constant duration, and comparison C, with duration varying trial-by-trial—are causal factors in generating temporal distortions. We found that temporal distortions emerge when the first event is shorter than the second event. Importantly, a significant interaction suggests that a longer inter-stimulus interval (ISI) helps to counteract such serial distortion effect only when the constant S is in the first position, but not if the unpredictable C is in the first position. These results imply the existence of a perceptual bias in perceiving ordered event durations, mechanistically contributing to distortion in time perception. Our results clarify the mechanisms generating time distortions by identifying a hitherto unknown duration-dependent encoding inefficiency in human serial temporal perception, something akin to a strong prior that can be overridden for highly predictable sensory events but unfolds for unpredictable ones.

Neurons in the rodent hippocampus appear to encode the position of the animal in physical space during movement. Individual ``place cells'' fire in restricted sub-regions of an environment, a feature often taken as evidence that the hippocampus encodes a map of space that subserves navigation. But these same neurons exhibit complex responses to many other variables that defy explanation by position alone, and the hippocampus is known to be more broadly critical for memory formation. Here we elaborate and test a theory of hippocampal coding which produces place cells as a general consequence of efficient memory coding. We constructed neural networks that actively exploit the correlations between memories in order to learn compressed representations of experience. Place cells readily emerged in the trained model, due to the correlations in sensory input between experiences at nearby locations. Notably, these properties were highly sensitive to the compressibility of the sensory environment, with place field size and population coding level in dynamic opposition to optimally encode the correlations between experiences. The effects of learning were also strongly biphasic: nearby locations are represented more similarly following training, while locations with intermediate similarity become increasingly decorrelated, both distance-dependent effects that scaled with the compressibility of the input features. Using virtual reality and 2-photon functional calcium imaging in head-fixed mice, we recorded the simultaneous activity of thousands of hippocampal neurons during virtual exploration to test these predictions. Varying the compressibility of sensory information in the environment produced systematic changes in place cell properties that reflected the changing input statistics, consistent with the theory. We similarly identified representational plasticity during learning, which produced a distance-dependent exchange between compression and pattern separation. These results motivate a more domain-general interpretation of hippocampal computation, one that is naturally compatible with earlier theories on the circuit's importance for episodic memory formation. Work done in collaboration with James Priestley, Lorenzo Posani, Marcus Benna, Attila Losonczy.

Enaction plays a central role in the broader fabric of so-called 4E (embodied, embedded, extended, enactive) cognition. Although the origin of the enactive approach is widely dated to the 1991 publication of the book "The Embodied Mind" by Varela, Thompson and Rosch, many of the central ideas trace to much earlier work. Over 40 years ago, the Chilean biologists Humberto Maturana and Francisco Varela put forward the notion of autopoiesis as a way to understand living systems and the phenomena that they generate, including cognition. Varela and others subsequently extended this framework to an enactive approach that places biological autonomy at the foundation of situated and embodied behavior and cognition. I will describe an attempt to place Maturana and Varela's original ideas on a firmer foundation by studying them within the context of a toy model universe, John Conway's Game of Life (GoL) cellular automata. This work has both pedagogical and theoretical goals. Simple concrete models provide an excellent vehicle for introducing some of the core concepts of autopoiesis and enaction and explaining how these concepts fit together into a broader whole. In addition, a careful analysis of such toy models can hone our intuitions about these concepts, probe their strengths and weaknesses, and move the entire enterprise in the direction of a more mathematically rigorous theory. In particular, I will identify the primitive processes that can occur in GoL, show how these can be linked together into mutually-supporting networks that underlie persistent bounded entities, map the responses of such entities to environmental perturbations, and investigate the paths of mutual perturbation that these entities and their environments can undergo.

Analogical reasoning is a common reasoning tool for learning and problem-solving. Existing research has extensively studied children’s reasoning when comparing, or choosing from ready-made analogies. Relatively less is known about how children come up with analogies in authentic learning environments. Design education provides a suitable context to investigate how children generate analogies for creative learning purposes. Meanwhile, the frequent use of visual analogies in design provides an additional opportunity to understand the role of spatial reasoning in design-by-analogy. Spatial reasoning is one of the most studied human cognitive factors and is critical to the learning of science, technology, engineering, arts, and mathematics (STEAM). There is growing interest in exploring the interplay between analogical reasoning and spatial reasoning. In this talk, I will share qualitative findings from a case study, where a class of 11-to-12-year-olds in the Netherlands participated in a biomimicry design project. These findings illustrate (1) practical ways to support children’s analogical reasoning in the ideation process and (2) the potential role of spatial reasoning as seen in children mapping form-function relationships in nature analogically and adaptively to those in human designs.

Many insect species maintain a nest around which their foraging behaviour is centered, and can use path integration to maintain an accurate estimate of their distance and direction (a vector) to their nest. Some species, such as bees and ants, can also store the vector information for multiple salient locations in the world, such as food sources, in a common coordinate system. They can also use remembered views of the terrain around salient locations or along travelled routes to guide return. Recent modelling of these abilities shows convergence on a small set of algorithms and assumptions that appear sufficient to account for a wide range of behavioural data, and which can be mapped to specific insect brain circuits. Notably, this does not include any significant topological knowledge: the insect does not need to recover the information (implicit in their vector memory) about the relationships between salient places; nor to maintain any connectedness or ordering information between view memories; nor to form any associations between views and vectors. However, there remains some experimental evidence not fully explained by these algorithms that may point towards the existence of a more complex or integrated mental map in insects.

Metaphor is a pervasive phenomenon in language and cognition. To date, the vast majority of psycholinguistic research on metaphor has focused on noun-noun metaphors of the form An X is a Y (e.g., My job is a jail). Yet there is evidence that verb metaphor (e.g., I sailed through my exams) is more common. Despite this, comparatively little work has examined how verb metaphors are processed. In this talk, I will propose a novel account for verb metaphor comprehension: verb metaphors are understood in the same way that analogies are—as comparisons processed via structure-mapping. I will discuss the predictions that arise from applying the analogical framework to verb metaphor and present a series of experiments showing that verb metaphoric extension is consistent with those predictions.

Why do we make decisions impulsively blinded in an emotionally rash moment? Or caught in the same repetitive suboptimal loop, avoiding fears or rushing headlong towards illusory rewards? These cognitive constructs underlying self-control and compulsive behaviours and their influence by emotion or incentives are relevant dimensionally across healthy individuals and hijacked across disorders of addiction, compulsivity and mood. My lab focuses on identifying theory-driven modifiable biomarkers focusing on these cognitive constructs with the ultimate goal to optimize and develop novel means of neuromodulation. Here I will provide a few examples of my group’s recent work to illustrate this approach. I describe a series of recent studies on intracranial physiology and acute stimulation focusing on risk taking and emotional processing. This talk highlights the subthalamic nucleus, a common target for deep brain stimulation for Parkinson’s disease and obsessive-compulsive disorder. I further describe recent translational work in non-invasive neuromodulation. Together these examples illustrate the approach of the lab highlighting modifiable biomarkers and optimizing neuromodulation.

In cognitive development, learning more than the input provides is a central challenge. This challenge is especially evident in learning the meaning of numbers. Integers – and the quantities they denote – are potentially infinite, as are the fractional values between every integer. Yet children’s experiences of numbers are necessarily finite. Analogy is a powerful learning mechanism for children to learn novel, abstract concepts from only limited input. However, retrieving proper analogy requires cognitive supports. In this talk, I seek to propose and examine number lines as a mathematical schema of the number system to facilitate both the development of rational number understanding and analogical reasoning. To examine these hypotheses, I will present a series of educational intervention studies with third-to-fifth graders. Results showed that a short, unsupervised intervention of spatial alignment between integers and fractions on number lines produced broad and durable gains in fractional magnitudes. Additionally, training on conceptual knowledge of fractions – that fractions denote magnitude and can be placed on number lines – facilitates explicit analogical reasoning. Together, these studies indicate that analogies can play an important role in rational number learning with the help of number lines as schemas. These studies shed light on helpful practices in STEM education curricula and instructions.

Cognitive science and cognitive neuroscience researchers have agreed that the replication of findings is important for establishing which ideas (or theories) are integral to the study of cognition across the lifespan. Recently, high-profile papers have called into question findings that were once thought to be unassailable. Much attention has been paid to how p-hacking, publication bias, and sample size are responsible for failed replications. However, much less attention has been paid to the fidelity by which researchers enact study protocols. Researchers conducting education or clinical trials are aware of the importance in fidelity – or the extent to which the protocols are delivered in the same way across participants. Nevertheless, this idea has not been applied to cognitive contexts. This seminar discusses factors that impact the replicability of findings alongside recent models suggesting that even small fidelity deviations have real impacts on the data collected.

In this talk, I’ll consider how new ideas emerge from old ones via the process of conceptual blending. I’ll start by considering analogical reasoning in problem solving and the role conceptual blending plays in these problem-solving contexts. Then I’ll consider blending in multi-modal contexts, including timelines, memes (viz. image macros), and, if time allows, zoom meetings. I suggest mappings analogy researchers have traditionally considered superficial are often important for the development of novel abstractions. Likewise, the analogue portion of multimodal blends anchors their generative capacity. Overall, these observations underscore the extent to which meaning is a socially distributed process whose intermediate products are stored in cognitive artifacts such as text and digital images.

Learning verbs is difficult and critical to learning one's native language. Children appear to benefit from seeing multiple events and comparing them to each other, and structural alignment theory provides a good theoretical framework to guide research into how preschool children may be comparing events as they learn new verbs. The talk will include 6 studies of early verb learning that make use of eye-tracking procedures as well as other behavioral (pointing) procedures, and that test key predictions from SA theory including the prediction that seeing similar examples before more varied examples helps observers learn how to compare (progressive alignment) and the prediction that when events have very low alignability with other events, that is one cue that the events should be ignored. Whether or how statistical learning may also be at work will be considered.