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88Self-organizing features and categories through attentive resonanceBehavioral and Brain Sciences 21 (1): 27-28. 1998.Because “people create features to subserve the representation and categorization of objects” (abstract) Schyns et al. “provide an account of feature learning in which the components of a representation have close ties to the categorization history of the organism” (sect. 1.1). This commentary surveys self-organizing neural models that clarify this process. These models suggest how “top-down information should constrain the search for relevant dimensions/features of categorization” (sect. 3.4.2)…Read more
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54Cortical dynamics of visual motion perception: Short-range and long-range apparent motionPsychological Review 99 (1): 78-121. 1992.
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119Neural models of development and learningBehavioral and Brain Sciences 20 (4): 566-566. 1997.I agree with Quartz & Sejnowski's points, which are familiar to many scientists. A number of models with the sought-after properties, however, are overlooked, while models without them are highlighted. I will review nonstationary learning, links between development and learning, locality, stability, learning throughout life, hypothesis testing that models the learner's problem domain, and active dendritic processes
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189Adaptive timing, attention, and movement controlBehavioral and Brain Sciences 20 (4): 619-619. 1997.Examples of how LTP and LTD can control adaptively-timed learning that modulates attention and motor control are given. It is also suggested that LTP/LTD can play a role in storing memories. The distinction between match-based and mismatch-based learning may help to clarify the difference.
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43Neural dynamics of planned arm movements: Emergent invariants and speed-accuracy properties during trajectory formationPsychological Review 95 (1): 49-90. 1988.
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Boston UniversityRegular Faculty
Boston, Massachusetts, United States of America
Areas of Interest
| Philosophy of Mind |
| Philosophy of Cognitive Science |