2003 P. Johnson-Laird

2002: R. Jackendoff

2001: T. Deacon

2000: S. Palmer

1999: M. Posner

1998: M. Bowerman

1997: R. Schank

1996: J. Bruner

1995: D. Dennett

1994: N. Chomski

• April 1, 1999: Educating the Human Brain: A View from the Inside
  
  and
   
• April 2, 1999:Development of Attentional Networks for Regulating Thought, Feeling and Behavior

"Educating the Human Brain: A View from Inside"

The methods of neuroimaging allow examination of the normal human brain in the process of acquiring and executing such high level skills as reading calculating and retrieving facts. By combining use of high density electrical recording and changes in cerebral blood flow we can examine the anatomy of these skills in real time. Some skills are acquired very slowly. The area of the brain that synthesizes visual letters into a unified word develops very slows over years of acquiring the skill of reading. Once developed it is resistant to change. On the other hand, semantic information about words is acquired rapidly and is easily automated. Surprisingly, access to the number line in mental calculation appears similar in five year olds and adults. Acquisition of new information can influence performance either implicitly, without awareness of the subject, or explicitly through deliberate reference to past experience. In our studies we observe the tie course of the operation of these conscious and unconscious learning mechanisms.

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Evening Gathering/Informal Talk

Time: TBA
Place: TBA

"Cognitive Neuroscience and Brain Plasticity"

Cognitive neuroscience has uncovered a vast array of brain mechanisms related to such psychological phenomenon as strategies, priming, item learning, concept learning and development. Research will undoubtedly refine and enlarge our current views We can discuss possible research strategies we are taking in our Institute. We can consider how these findings might influence cognitive science and the strategies to to use these new finding for teaching, rehabilitation, and therapy.

"Development of Attentional Networks for Regulating Thought, Feeling and Behavior"

A major goal of cognitive neuroscience is to link behavior to neural systems. M uch of our behavior depends upon the direction of attention. In laboratory task s when we choose among conflicting stimuli, monitor and correct errors or respond to novel events there is activity in the frontal midline (anterior cingulate) that appears to serve the function of regulating information flow. This same general area responds both to the subjective experience of pain and to individual differences in emotional awareness. In early infancy a major behavior problem is the control of distress which we believe involves the anterior cingulate. Three to five year olds, learning to regulate information flow in cognitive tasks, may activate areas of the cingulate because parts of this brain area are already involved in self regulation. Congruent with this view tasks involving the control of conflict are correlated with the ability to inhibit responses and with parental reports of attentional control and self regulation.

with the Co-sponsorship of the
Department of Linguistics
Department of Philosophy
Department of Psychology
English Language Institute
School of Information and Library Sciences

Michael Posner, (mip2003@mail.med.cornell.edu) is Founding Director of the Sacker Institute of Human Brain Development at the Cornell Medical College in New York.

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