In tasks with more than one path to succeed, it is possible that participants’ strategies vary and therefore, participants should not be analyzed as a homogeneous group. This thesis investigates individual differences in a two-dimensional categorization task with redundancy (i.e., a task where any of the two dimensions by itself suffices for perfect performance). Individual differences in learned knowledge and used knowledge are considered and studied. Participants first performed a categorization task with redundancy (training phase), and afterward were asked to do categorizations in which the previously redundant knowledge becomes decisive (testing phase). Using the data from the testing phase, dimension(s) learned by each participant were determined and the response patterns of each participant in the training phase was used to determine which dimension(s) were used. The used knowledge was assessed using two separate analyses, both of which look at accuracy and response time patterns, but in different ways. Analysis 1 uses iterative decision bound modeling and RT-distance hypothesis and Analysis 2 uses the stochastic version of general recognition theory. In Analysis 1, more errors and slower response times close to a decision bound perpendicular to a dimension indicate that a participant is using that dimension. Analysis 2 goes a step further and in addition to determining which dimension(s) are used, specifies in what way they were used (i.e., identifying the strategy of each participant). Possible strategies are described heuristically (unidimensional, time efficient and conservative) and then each heuristic is translated into a drift diffusion model by the unique way that strategy is assumed to affect trial-by-trial difficulty of the task. Finally, a model selection criterion is used to pick the strategy that is used by each participant.

Although in conventional models of visual information processing, object identity and spatial information are processed separately and independently in ventral and dorsal cortical visual pathways respectively, some recent studies have shown that information about both object’s identity (of shape) and space are present in both visual pathways. However, it is still unclear whether the presence of identity and spatial information in both pathways have functional roles or not. In a recent study (Han & Sereno, in press), we have tried to answer this question through computational modeling. Our simulation results suggested that two separate cortical visual pathways for identity and space (1) actively retain information about both identity and space; (2) retain information about identity and space differently; (3) that this differently retained information about identity and space in the two pathways may be necessary to accurately and optimally recognize and localize objects. However, in these simulations, there was only one object in each image. In reality, there may be more than one object in an image. In this master’s thesis, I have tried to run visual recognition simulations with two objects in each image. My two object simulations suggest that (1) the two separate cortical visual pathways for identity and space (orientation) still retain information about both identity and space (orientation) when there are two objects in each image; (2) the retained information about identity and space (orientation) in the two pathways may be necessary to accurately and optimally recognize objects’ identity and orientation. These results agree with our one object simulation results.

abstract: A literature search revealed that previous research on the Attentional Blink (AB) has not examined the role of salience in AB results. I examined how salience affects the AB through multiple forms and degrees of salience in target 1 (T1) and target 2 (T2) stimuli. When examining increased size as a form of salience, results showed a more salient T2 increased recall, attenuating the AB. A more salient T1 did not differ from the control, suggesting the salience (increased size) of T2 is an important factor in the AB, while salience (increased size) of T1 does not affect the AB. Additionally, the differences in target size (50% or 100% larger) were not significantly different, showing size differences at these intervals do not affect AB results. To further explore the lack of difference in results when T1 is larger in size, I examined dynamic stimuli used as T1. T1 stimuli were presented as looming or receding. When T1 was presented as looming or receding, the AB was attenuated (T2 recall at lag 2 was significantly greater). Additionally, T2 recall was significantly worse at lags three and four (showing a larger decrease directly following the attenuated AB). When comparing looming and receding against each other, at lag 2 (when recall accuracy at its lowest) looming increased recall significantly more than receding stimuli. This is expected to be due to the immediate attentional needs related to looming stimuli. Overall, the results showed T2 salience in the form of size significantly increases recall accuracy while T1 size salience does not affect the AB results. With that, dynamic T1 stimuli increase recall accuracy at early lags (lag 2) while it decreases recall accuracy at later lags (lags 3 and 4). This result is found when the stimuli are presented at a larger size (stimuli appearing closer), suggesting the more eminent need for attention results in greater effects on the AB. / Dissertation/Thesis / Doctoral Dissertation Human Systems Engineering 2019

<p>One of the most important aspects of visual perception is inference of 3D shape from a 2D retinal image of the real world. The existence of several valid mapping functions from object to data makes this inverse problem ill-posed and therefore computationally difficult. In human vision, the retinal image is a 2D projection of the 3D real world. The visual system imposes certain constraints on the family of solutions in order to efficiently solve this inverse problem. This project specifically focuses on the aspect of minimization of standard deviation of all 3D angles (MSDA) for 3D perception. Our goal is to use a Deep Convolutional Neural Network based on biological principles derived from visual area V4 to solve 3D reconstruction using constrained minimization of MSDA. We conduct an experiment with novel shapes with human participants to collect data to test our model.</p>

<p>This dissertation defends the <i>microrrelato</i>, an extremely brief work of narrative fiction, as the “fourth narrative genre,” as informed by research in embodied cognitive science, often referred to as the field of “neurohumanities.” The hallmark brevity of the <i>microrrelato </i>means that the literary perception of the text—and the creation of an imagined story world—is highly influenceable by its context, though the traditional literary criticism often published regarding the <i>microrrelato </i>does not seem to defend its distinction. I offer a reexamination of the <i>microrrelato </i>by defining it using a radial-structure conceptualization as informed by research from cognitive science on prototypes to inform a more comprehensive approach to defining the <i>microrrelato </i>and its relationship to other narrative, fictional, and literary forms. By looking at the prototypical conceptualization of the <i>microrrelato </i>through the lens of the neurohumanities, its distinction as its own category of narrative prose becomes clearer. Whereas the vast majority of research in the neurohumanities uses larger works of literature as summative case studies, very little has yet been applied to such short, “sudden” pieces of narrative fiction. It is through this examination that I demonstrate that fictional texts do not need to be extensive in order to afford the realization of cognitive processes in readers that construct imagined story worlds or afford them enriched narrative experience. The brevity or “suddenness” of the <i>microrrelato </i>is precisely what affords the reader the opportunity to do so. Furthermore, by applying empirical research from the field of neurohumanities, including data that I have collected, to the <i>microrrelato</i>, this dissertation also provides insight into the nature of fiction and the act of reading itself. </p>

This diploma thesis is about audience of theatre performance. It focuses on specificity of individual perception but also on perception of the audience as a unit and it examines relations between them. The thesis is based on interdisciplinary cooperation of theatre studies, cognitive science, neuroscience and psychology. It finds its goal at the topic analysis based on approach of theatre and cognitive studies. It offers a few ways, that is possible to use during the perception analysis and its specificity. In the final part it offers several ways of experimental research of the topic and its risks. Key words: theatre, spectator, perception, memory, cognitive science, psychology

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Die Theorien, die in dieser Arbeit verglichen werden sollen, stammen von exponierten Vordenkern der CSR. Sowohl Thomas E. Lawson und Robert N. McCauley als auch Harvey Whitehouse stellen eine stark um das Thema Ritual kursierende Religionstheorie vor, deren Fundamente von kognitionswissenschaftlichen und evolutionären Prämissen geprägt sind.:1. Einleitung 04 2. Die Ritualtheorie von R. N. McCauley und E. Thomas Lawson 05 2.1 Ziele der Theorie 06 2.2 Die Theorie der Kompetenz religiöser Rituale 07 2.3 Das System zur Repräsentation von Handlungen 10 2.4 Religiöse Rituale vs. religiöse Aktivitäten 11 2.4.1 Akteure, Handlungen und Objekte 12 2.4.2 Die zwei Profile von Ritualen 13 2.5 Wiederholbarkeit, Reversibilität und Variabilität 15 2.6 Strukturelle Tiefe und Zentralität 16 2.7 Epidemiologie 17 2.8 Stimulation und Frequenz 18 3. Die Religions-Theorie von Harvey Whitehouse 19 3.1 Erinnerung und Motivation 21 3.2 Der doktrinale Religionsmodus 22 3.2.1 Semantisches Wissen, religiöse Führer und Orthodoxie 22 3.2.2 Repitition, implizites Gedächtnis und Rituale 23 3.2.3 Anonymität und Verbreitung 24 3.3 Der imagistische Religionsmodus 25 3.3.1 Erregung, episodisches Gedächtnis und Reflexion 25 3.3.2 Diversität und Führungslosigkeit 26 3.3.3 Kohäsion und Verbreitung 27 3.4 Identity Fusion und Group Identification 29 3.4.1 Psychologische Mechanismen bei Identity Fusion 30 3.4.2 Psychologische Mechanismen bei Group Identification 31 3.5 Empirische Einordnung und Ursprünge 31 4. Interner Vergleich der beiden Theorien 33 4.1 Lawson/McCauley: Kritik an der Ritual Frequency Hypothesis 34 4.1.1 Lawson/McCauley: Beobachtung vs. Teilnahme 35 4.1.2 Definition: Teilnahme 35 4.1.3 Lawson/McCauley: Keine Frequency Hypothesis ohne Ritual Form 36 4.2 Whitehouse: Form und Frequenz 37 4.2.1 Whitehouse: Ritual Form als Hybrid 37 4.2.2 Whitehouse: Erinnerung und Motivation 38 4.2.3 Whitehouse: Semantisches Wissen vs. kognitive Prozesse 39 3 5. Anwendung der beiden Theorien 40 5.1 Die Lawson/McCauley-Theorie am Beispiel jüdischer Rituale 41 5.1.1 Beschneidung 42 5.1.2 Konversion 43 5.1.3 Kommentar zu Tamás Biró 45 5.2 Die Lawson/McCauley-Theorie am Beispiel von Nonnen im Theravada Buddhismus 46 5.2.1 Buddha als CPS-Akteur 48 5.2.2 Die Ordinierung als special agent-Ritual 48 5.2.3 Kommentar zu Slone und Mort 50 5.3 Religiöse Modi am Beispiel der Nazareth Baptist Church 51 5.3.1 Der sakrale Tanz 51 5.3.2 Heilungsgeschichten 52 5.3.3 Die Kirchenspaltung 53 5.3.4 Kommentar zu Echtler 54 5.4 Frequenzen und Profile bei Ritualen der Qumran-Bewegung 55 5.4.1 Rituelle Reinigung 56 5.4.2 Sabbat 58 5.4.3 Mahl und Studium 59 5.4.4 Kommentar zu Jokiranta 60 6. Die Methoden der Cognitive Science of Religion 61 6.1 Die Lawson/McCauley-Theorie im experimentellen Versuch 63 6.1.1 Die Variablen 63 6.1.2 Die Durchführung 64 6.1.3 Vorhersagen 66 6.1.4 Diskussion 66 6.2 Die Theorie religiöser Modi am Beispiel von eHRAF-Daten 69 6.2.1 Das Erstellen einer Datenbank für die modes-Theorie 70 6.2.2 Die Methode 71 6.2.3 Diskussion 72 7. Religionswissenschaftliche Reflexion 73 7.1 Alternative kognitive Modelle 74 7.2 Kritikpunkt: tedium-Effekt 76 7.3 Mentale Repräsentationen 78 8. Schlussbetrachtung 80 Literatur Quellen

The study describes educators´ perceptions of reading comprehension for students with intellectual disabilities and neuropsychiatric disabilities in compulsory special school grades 7–9 for students who read the subject Swedish. The study also sheds light on the strategies educators´ use to make texts comprehensible and provide support in reading comprehension. Based on the educators´ descriptions, the opportunities and challenges the educators face are highlighted.    The study is based on eight qualitative semi-structured interviews with educators active in upper secondary school. All informants teach the subject Swedish. The theoretical framework for the study consists of the socio-cultural perspective and a cognitive science perspective. The result is analyzed on the basis of concepts taken from the two theoretical starting points.   Based on the educators' descriptions, it appears that reading comprehension teaching takes place as a group activity, couple activity but also as an individual work. The educators attach great importance to getting the students involved in conversations to guide the students through the text. In teaching, the educators work to create a background knowledge of the text and to explain words and concepts. The strategies described are based on the educators modeling and thinking aloud about how the student can find answers in a text and make inferences. A large part of the teaching is based on finding texts and working methods that motivate and make the text comprehensible. In their work, the educators use creative methods with theatrical working methods and a personal commitment to get students' attention and create motivation. An important basis is to get to know the student, starting from a survey of the student's level and then find adapted material. The results also show that a large part of the student group has difficulty with decoding and language / listening comprehension, which are important factors for reading comprehension.   The study shows that reading comprehension is not only a cognitive ability, but motivation and how one sees oneself as a reader is of crucial importance.   The study's special pedagogical relevance shows that educators need to be active in text conversations and strategies to engage students in reading comprehension teaching.

<p>The active learning literature lacks systematic investigations into whether the amount of active learning implemented in class and the ordering of lecture and active learning make a difference in how much students learn in STEM disciplines. Therefore, I investigated how the dosage amount and schedule of lecture and active learning affect student learning of science content. The first experiment involved 146 subjects who learned about biological taxonomies through either a lecture (100% lecture/0% active learning) or an active learning activity (0% lecture/100% active learning). Results indicated that subjects in the pure lecture condition scored 20.27 percentage points higher on the posttest as compared to the pure active learning condition; these results held across different question types. Further, the pure lecture condition did not significantly differ from the pure active learning condition on subjects’ judgements of learning and their satisfaction with the instructional mode they received. The second experiment involved 219 subjects who learned about biological taxonomies through a lecture, a lecture and active learning activity that were interspersed (alternation between lecture and the active learning activity), or a lecture and active learning activity that were blocked (all lecture done before the active learning activity). Results indicated that subjects in the interspersed condition scored significantly higher than subjects in the blocked and pure lecture conditions (by 10.96 and 13.95 percentage points, respectively); these results generally held across different question types. Further, the pure lecture condition was significantly lower than the interspersed and blocked conditions on subjects’ judgements of learning and their satisfaction with the lecture. Based on these two experiments, it may not be a question of whether to choose lecture or active learning but rather a question of how to integrate them to maximize their benefits.</p>