PubMed · 3671761
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N Morris. 1987. Exploring the visuo-spatial scratch pad.. https://doi.org/10.1080/14640748708401796
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A consistent analysis of a visual scene requires the recognition of different objects. In vertebrate brains this could be achieved by synchronization of the activity of disjunct nerve cell assemblies. During such a process cross-talk between spatially adjacent image parts occurs, preventing efficient synchronization. Temporal differences, naturally introduced by stimulus latencies in every sensory system, were utilized in this study to counteract this effect and strongly improve network performance. To this end in our model the image is 'spread out' in time as a function of contrast-dependent visual latencies, and synchronization of cell assemblies occurs without mutual disturbance. The network model requires a direct link between visual latencies and the onset of synchronous oscillations in cortical cells. This was confirmed experimentally.
This paper describes the processes used by students to learn from worked-out examples and by working through problems. Evidence is derived from protocols of students learning secondary school mathematics and physics. The students acquired knowledge from the examples in the form of productions (condition-->action): first discovering conditions under which the actions are appropriate and then elaborating the conditions to enhance efficiency. Students devoted most of their attention to the condition side of the productions. Subsequently, they generalized the productions for broader application and acquired specialized productions for special problem classes.
Three experiments were conducted to investigate the relative timing of syntactic and pragmatic anomaly detection during sentence processing. Experiment 1 was an eye movement study. Experiment 2 employed a dual-task paradigm with compressed speech input, to put the processing routines under time pressure. Experiment 3 used compressed speech input in an anomaly monitoring task. The outcomes of these experiments suggest that there is little or no delay in pragmatic processing relative to syntactic processing in the comprehension of unambiguous sentences. This narrows the possible explanations for any delays that are observed in the use of pragmatic information for ambiguity resolution.