Anthony J. Sanford

Abstract: We examined the visual perception of affect from point-light displays of arm movements. Two actors were instructed to perform drinking and knocking movements with ten different affects while the three-dimensional positions of their arms were recorded. Point-light animations of these natural movements and phase-scrambled, upside-down versions of the same knocking movements were shown to participants who were asked to categorize the affect of the display. In both cases the resulting confusion matrices were analyzed using multidimensional scaling. For the natural movements the resulting two-dimensional psychological space was similar to a circumplex with the first dimension appearing as activation and the second dimension as pleasantness. For the scrambled displays the first dimension was similar in structure to that obtained for the natural movements but the second dimension was not. With both natural and scrambled movements Dimension 1 of the psychological space was highly correlated to the kinematics of the movement. These results suggest that the corresponding activation of perceived affect is a formless cue that relates directly to the movement kinematics while the pleasantness of the movement appears to be carried in the phase relations between the different limb segments.

Abstract: The study of processes underlying the interpretation of language often produces evidence that they are complete and occur incrementally. However, computational linguistics has shown that interpretations are often effective even if they are underspecified. We present evidence that similar underspecified representations are used by humans during comprehension, drawing on a scattered and varied literature. We also show how linguistic properties of focus, subordination and focalization can control depth of processing, leading to underspecified representations. Modulation of degrees of specification might provide a way forward in the development of models of the processing underlying language understanding.

Abstract: A simple reaction time task was performed under the classical normal, sensory and motor ‘et’ instructions. Computer averaging of the EEG confirmed that slow potential changes during the foreperiod may be analysed into two components: an orienting response following the warning signal, and an expectancy wave anticipating the reaction signal. The orienting response was not affected by instructions, but the amplitude of the expectancy wave was proportional to changes in the level of preparatory set as inferred from reaction time. Interaction between this effect and the intensity of the reaction signal suggests that the expectancy wave reflects shifts of the criterion governing the intensity required to initiate a response. Some methods of investigating this possibility are suggested.

Abstract: One of the characteristics of connected discourse is that entities introduced are often referred to again at a later point. Such anaphoric reference clearly necessitates a memory representation of ...

Abstract: Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control, and (e) individual differences (including dyslexia). Similar topics are discussed with respect to the other tasks examined. The basic theme of the review is that eye movement data reflect moment-to-moment cognitive processes in the various tasks examined. Theoretical and practical considerations concerning the use of eye movement data are also discussed.

Abstract: A theory of the way working memory capacity constrains comprehension is proposed. The theory proposes that both processing and storage are mediated by activation and that the total amount of activation available in working memory varies among individuals. Individual differences in working memory capacity for language can account for qualitative and quantitative differences among college-age adults in several aspects of language comprehension. One aspect is syntactic modularity: The larger capacity of some individuals permits interaction among syntactic and pragmatic information, so that their syntactic processes are not informationally encapsulated. Another aspect is syntactic ambiguity: The larger capacity of some individuals permits them to maintain multiple interpretations. The theory is instantiated as a production system model in which the amount of activation available to the model affects how it adapts to the transient computational and storage demands that occur in comprehension.

Abstract: The event-related potential (ERP) technique in cognitive neuroscience allows scientists to observe human brain activity that reflects specific cognitive processes. In An Introduction to the Event-Related Potential Technique, Steve Luck offers the first comprehensive guide to the practicalities of conducting ERP experiments in cognitive neuroscience and related fields, including affective neuroscience and experimental psychopathology. The book can serve as a guide for the classroom or the laboratory and as a reference for researchers who do not conduct ERP studies themselves but need to understand and evaluate ERP experiments in the literature. It summarizes the accumulated body of ERP theory and practice, providing detailed, practical advice about how to design, conduct, and interpret ERP experiments, and presents the theoretical background needed to understand why an experiment is carried out in a particular way. Luck focuses on the most fundamental techniques, describing them as they are used in many of the world's leading ERP laboratories. These techniques reflect a long history of electrophysiological recordings and provide an excellent foundation for more advanced approaches. The book also provides advice on the key topic of how to design ERP experiments so that they will be useful in answering questions of broad scientific interest. This reflects the increasing proportion of ERP research that focuses on these broader questions rather than the "ERPology" of early studies, which concentrated primarily on ERP components and methods. Topics covered include the neural origins of ERPs, signal averaging, artifact rejection and correction, filtering, measurement and analysis, localization, and the practicalities of setting up the lab.

Abstract: Publisher Summary This chapter discusses the theoretical and empirical literature that addresses aging and discourse comprehension. A series of five studies guided by a particular working memory viewpoint regarding the formation of inferences during discourse processing is described in the chapter. Compensatory strategies may be used with different degrees of likelihood across the life span largely as a function of efficiency with which inhibitory mechanisms function because these largely determine the facility with which memory can be searched. The consequences for discourse comprehension in particular may be profound because the establishment of a coherent representation of a message hinges on the timely retrieval of information necessary to establish coreference among certain critical ideas. Discourse comprehension is an ideal domain for assessing limited capacity frameworks because most models of discourse processing assume that multiple components, demanding substantially different levels of cognitive resources, are involved. For example, access to a lexical representation from either a visual array or an auditory message is virtually capacity free.

Abstract: The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.