554 research outputs found
Supplemental_Material – Supplemental material for Exploring the potential and limits of a neuroscientific approach to entrepreneurship
No full textSupplemental material, Supplemental_Material for Exploring the potential and limits of a neuroscientific approach to entrepreneurship by Nicos Nicolaou, Andy Lockett, Deniz Ucbasaran and Geraint Rees in International Small Business Journal: Researching Entrepreneurship</p
Adults with autism overestimate the volatility of the sensory environment
Full text linkInsistence on sameness and intolerance of change are among the diagnostic criteria for autism spectrum disorder (ASD), but little research has addressed how people with ASD represent and respond to environmental change. Here, behavioral and pupillometric measurements indicated that adults with ASD are less surprised than neurotypical adults when their expectations are violated, and decreased surprise is predictive of greater symptom severity. A hierarchical Bayesian model of learning suggested that in ASD, a tendency to overlearn about volatility in the face of environmental change drives a corresponding reduction in learning about probabilistically aberrant events, thus putatively rendering these events less surprising. Participant-specific modeled estimates of surprise about environmental conditions were linked to pupil size in the ASD group, thus suggesting heightened noradrenergic responsivity in line with compromised neural gain. This study offers insights into the behavioral, algorithmic and physiological mechanisms underlying responses to environmental volatility in ASD
Individual differences in alpha frequency drive crossmodal illusory perception
No full textPerception routinely integrates inputs from different senses. Stimulus temporal proximity critically determines whether or not these inputs are bound together. Despite the temporal window of integration being a widely accepted notion, its neurophysiological substrate remains unclear. Many types of common audio-visual interactions occur within a time window of ∼100 ms [1-5]. For example, in the sound-induced double-flash illusion, when two beeps are presented within ∼100 ms together with one flash, a second illusory flash is often perceived [2]. Due to their intrinsic rhythmic nature, brain oscillations are one candidate mechanism for gating the temporal window of integration. Interestingly, occipital alpha band oscillations cycle on average every ∼100 ms, with peak frequencies ranging between 8 and 14 Hz (i.e., 120-60 ms cycle). Moreover, presenting a brief tone can phase-reset such oscillations in visual cortex [6, 7]. Based on these observations, we hypothesized that the duration of each alpha cycle might provide the temporal unit to bind audio-visual events. Here, we first recorded EEG while participants performed the sound-induced double-flash illusion task [4] and found positive correlation between individual alpha frequency (IAF) peak and the size of the temporal window of the illusion. Participants then performed the same task while receiving occipital transcranial alternating current stimulation (tACS), to modulate oscillatory activity [8] either at their IAF or at off-peak alpha frequencies (IAF±2 Hz). Compared to IAF tACS, IAF-2 Hz and IAF+2 Hz tACS, respectively, enlarged and shrunk the temporal window of illusion, suggesting that alpha oscillations might represent the temporal unit of visual processing that cyclically gates perception and the neurophysiological substrate promoting audio-visual interactions
Attentional Modulation of Apparent Stimulus Contrast
No full textVoluntary attention modulates sensory processing in the visual system of primates by multiplying the response of neurons to attended/unattended stimuli. This effect resembles the modulation of neuronal responses caused by varying stimulus contrast. Additionally, attentional and contrast modulation of neuronal responses in monkey cortical area MT share a nonlinearity. Neuronal responses are more strongly modulated by attention and contrast changes for intermediate contrast stimuli than for low and high contrast stimuli. These similarities between attention and contrast suggests that they use similar or closely related mechanisms to modulate visual processing in the cortex
The Abject Object
No full textA group exhibition curated by Geraint Evans that explores contemporary painterly representations of objects with reference to the still life tradition and with a particular interest in the notion of thingness and abjection.
The starting point is Norman Bryson’s description of still life as “…an object world that has dispensed with human attention and in a sense makes human attention and the human subject obsolete.” The exhibition is concerned with the ways in which paint’s materiality resonates with meaning and articulates the relationship between subject and object, the observer and the observed.
Artists include: Sophie Birch,
G L Brierley, Simon Callery, Mark Fairnington, Ana Genovés, John Greenwood, Paul Housley, Damien Meade and Donal Moloney.
Panel discussion: was held on Thursday 12 May 4.30-6.30pm in the lecture theatre at Wimbledon College of Arts to discuss and debate the issues raised by the exhibition.
Participants included curator Geraint Evans, Course Leader for MA Painting at Wimbledon; Mark Fairnington, participating artist and Reader in Painting CCW; Frances Woodley, artist, academic and curator of exhibitions ‘All Coherence Gone? Historical currents in contemporary still life’ 2014 and ‘Still Life: Ambiguous Practices’ 2015; Dr Fiona Candlin, Senior Lecturer in Museum Studies at Birkbeck University of London and co-author of ‘The Object Reader’ and painter Damien Meade, recent exhibitor in the London Open, Whitechapel Gallery, London 2015
Data-Driven Learning : feasibility for Young Learners in the Context of ESO
Full text linkData-Driven Learning (DDL) refers to a language approach where the learner is exposed to authentic material from corpus linguistics. DDL has been successfully applied in university levels. This research questions whether this methodology would be feasible in ESO context. This study highlights DDL success and raises awareness about its limitations. A detailed guide about how to adapt DDL to ESO context is offered. One of the main obstacles is that methodologies introducing DDL into ESO classrooms are inappropriate. A solution to this would be blending DDL with another methodology, in this case TBLT. The results of this study conclude that further empirical research has to be done to know if DDL would be feasible in ESO context.Data-Driven Learning (DDL) fa referència a un enfocament lingüístic on l'estudiant està exposat a material autèntic extret d'un corpus lingüístic. DDL ha estat introduït amb èxit a nivell universitari. Aquest treball qüestiona si aquesta metodologia seria factible amb alumnat d'ESO i analitza els seus punts forts però també els seus problemes. Un dels majors obstacles és que les metodologies emprades per aplicar DDL no són apropiades per alumnes de secundària. Una possible solució seria combinar-ho amb una altra metodologia, en aquest cas, TBLT. Els resultats d'aquest estudi demostren que, per poder comprovar si la metodologia DDL seria factible en un context d'ESO, hauria de dur-se a terme més recerca empírica.Data-Driven Learning (DDL) hace referencia a un enfoque lingüístico donde el estudiante está expuesto a material auténtico extraído de un corpus lingüístico. DDL ha sido introducido con éxito a nivel universitario. Este trabajo cuestiona si esta metodología seria factible a nivel de ESO y analiza los puntos fuertes de dicha metodología y además menciona sus limitaciones. Uno de los mayores obstáculos es que las metodologías utilizadas para aplicar DDL no son apropiadas para alumnos de secundaria. Una solución sería combinarla con otra metodología ya usada, en este caso, TBLT. El resultado de este estudio demuestra que, para demostrar si DDL sería factible en un contexto de ESO, tiene que llevarse a cabo más investigación empírica
Computational limits to the legibility of the imaged human brain: model weights
No full text<p>This repository contains all <strong>weights for models</strong> reported within the article:</p>
<p>James K Ruffle, Robert Gray, Samia Mohinta, Guilherme Pombo, Chaitanya Kaul, Harpreet Hyare, Geraint Rees, Parashkev Nachev. Computational limits to the legibility of the human brain. Neuroimage. 2024. DOI: <a href="https://doi.org/10.1016/j.neuroimage.2024.120600">https://doi.org/10.1016/j.neuroimage.2024.120600</a></p>
<p>If using or referencing these works, please cite the above paper.</p>
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<p>For detailed instructions on usage, please refer to <a href="https://github.com/high-dimensional/biobank-megamodeller">https://github.com/high-dimensional/biobank-megamodeller</a>.</p>
<p>The codebase and model weights are licensed under the <a href="https://github.com/high-dimensional/biobank-megamodeller?tab=readme-ov-file#Apache-2.0-1-ov-file"> Apache-2.0 license.</a></p>
<p> </p>
<p>For any usage questions, please address them to [email protected]</p>
Promoting learner generated error repair on preposition and preposition combinations through indirect written feedback and self-directed learning
Full text linkEste estudio es el resultado de una investigación llevada a cabo en 18 semanas de clase con estudiantes de inglés de nivel pre-intermedio en un contexto universitario en la ciudad de Bogotá, Colombia. A través de la instrucción intencionada de preposiciones, estrategias de aprendizaje y la promoción de la independencia y auto-dirección de los estudiantes, el estudio tuvo como intención la medición del aprendizaje de las preposiciones en inglés por parte de los estudiantes a través de los datos recolectados de sus tareas de composición de texto, así como el lograr establecer sus logros en auto-dirección por medio de escalas de medición de conductas precisas y entrevistas semi-estructuradas. El estudio muestra que solamente unos cuantos logros pueden lograrse en auto-dirección y auto-monitoreo a través de la implementación de estrategias, como estrategia aislada en la enseñanza de un segundo idioma, aunque con un consenso amplio en el cuerpo docente, se pueden producir resultados más amplios y expeditos.
Nota: Para consultar la carta de autorización de publicación de este documento por favor copie y pegue el siguiente enlace en su navegador de Internet: http://hdl.handle.net/10818/890
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