•  145
    The link between brain learning, attention, and consciousness
    Consciousness and Cognition 8 (1): 1-44. 1999.
    The processes whereby our brains continue to learn about a changing world in a stable fashion throughout life are proposed to lead to conscious experiences. These processes include the learning of top-down expectations, the matching of these expectations against bottom-up data, the focusing of attention upon the expected clusters of information, and the development of resonant states between bottom-up and top-down processes as they reach an attentive consensus between what is expected and what i…Read more
  •  9
    How does your mind work? How does your brain give rise to your mind? These are questions that all of us have wondered about at some point in our lives, if only because everything that we know is experienced in our minds. They are also very hard questions to answer. After all, how can a mind understand itself? How can you understand something as complex as the tool that is being used to understand it? This book provides an introductory and self-contained description of some of the exciting answer…Read more
  •  132
    The thresholds of human observers detecting line targets improve significantly when the targets are presented in a spatial context of collinear inducing stimuli. This phenomenon is referred to as spatial facilitation, and may reflect the output of long-range interactions between cortical feature detectors. Spatial facilitation has thus far been observed with luminance-defined, achromatic stimuli on achromatic backgrounds. This study compares spatial facilitation with line targets and collinear, …Read more
  •  138
    This article introduces an experimental paradigm to selectively probe the multiple levels of visual processing that influence the formation of object contours, perceptual boundaries, and illusory contours. The experiments test the assumption that, to integrate contour information across space and contrast sign, a spatially short-range filtering process that is sensitive to contrast polarity inputs to a spatially long-range grouping process that pools signals from opposite contrast polarities. Th…Read more
  •  158
    The segregation of image parts into foreground and background is an important aspect of the neural computation of 3D scene perception. To achieve such segregation, the brain needs information about border ownership; that is, the belongingness of a contour to a specific surface represented in the image. This article presents psychophysical data derived from 3D percepts of figure and ground that were generated by presenting 2D images composed of spatially disjoint shapes that pointed inward o…Read more
  •  826
    Depth perception from pairs of overlapping cues in pictorial displays
    with Birgitta Dresp and Severine Durand
    Spatial Vision 15 255-276. 2002.
    The experiments reported herein probe the visual cortical mechanisms that control near–far percepts in response to two-dimensional stimuli. Figural contrast is found to be a principal factor for the emergence of percepts of near versus far in pictorial stimuli, especially when stimulus duration is brief. Pictorial factors such as interposition (Experiment 1) and partial occlusion Experiments 2 and 3) may cooperate, as generally predicted by cue combination models, or compete with contrast factor…Read more
  •  39
    Localist but distributed representations
    Behavioral and Brain Sciences 23 (4): 478-479. 2000.
    A number of examples are given of how localist models may incorporate distributed representations, without the types of nonlocal interactions that often render distributed models implausible. The need to analyze the information that is encoded by these representations is also emphasized as a metatheoretical constraint on model plausibility.
  •  28
    Four frames do not suffice
    Behavioral and Brain Sciences 8 (2): 294-295. 1985.
  •  16
    Self-organizing features and categories through attentive resonance
    Behavioral 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
  •  49
    Adaptive timing, attention, and movement control
    Behavioral 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.
  •  39
    Neural models of development and learning
    Behavioral 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
  •  39
    Unattended exposure to components of speech sounds yields same benefits as explicit auditory training
    with Aaron R. Seitz, Athanassios Protopapas, Yoshiaki Tsushima, Eleni L. Vlahou, Simone Gori, and Takeo Watanabe
    Cognition 115 (3): 435-443. 2010.
  •  19
  •  14
    Brain metaphors, theories, and facts
    Behavioral and Brain Sciences 9 (1): 97-98. 1986.
  •  16
    Realistic constraints on brain color perception and category learning
    Behavioral and Brain Sciences 28 (4): 495-496. 2005.
    Steels & Belpaeme (S&B) ask how autonomous agents can derive perceptually grounded categories for successful communication, using color categorization as an example. Their comparison of nativism, empiricism, and culturalism, although interesting, does not include key biological and technological constraints for seeing color or learning color categories in realistic environments. Other neural models have successfully included these constraints.
  •  7
    Neural dynamics of autistic behaviors: Cognitive, emotional, and timing substrates
    with Don Seidman
    Psychological Review 113 (3): 483-525. 2006.
  •  24
    Linking brain to mind in normal behavior and schizophrenia
    Behavioral and Brain Sciences 26 (1): 90-90. 2003.
    To understand schizophrenia, a linking hypothesis is needed that shows how brain mechanisms lead to behavioral functions in normals, and also how breakdowns in these mechanisms lead to behavioral symptoms of schizophrenia. Such a linking hypothesis is now available that complements the discussion offered by Phillips & Silverstein (P&S).
  •  27
    Filling-in the forms
    Behavioral and Brain Sciences 21 (6): 758-759. 1998.
    Boundary completion and surface filling-in are computationally complementary processes whose multiple processing stages form processing streams that realize a hierarchical resolution of uncertainty. Such complementarity and uncertainty principles provide a new foundation for philosophical discussions about visual perception, and lead to neural explanations of difficult perceptual data.