1) The document discusses recent evidence that attention and consciousness are dissociable and may have separate neural mechanisms. Studies using dual-task paradigms have shown consciousness can occur without attention.
2) Steady state visual evoked potentials (SSVEPs) have been used to track attention and consciousness during binocular rivalry. However, SSVEPs track attention but not necessarily consciousness.
3) Going forward, researchers aim to characterize the structures of qualia and brain information to better understand the relationship between consciousness and neural activity, with attention seen as a way to perturb these structures.
Богдан Лепкий: «Колисав мою колиску вітер рідного Поділля» : бібліографічний ...Дарницька Книгиня
Богдан Лепкий – видатна постать української літератури. Доля дарувала йому надзвичайний талант. Тонкий і ніжний лірик, талановитий оповідач-прозаїк, критик і літературознавець, читець-декламатор художніх творів, талановитий маляр Богдан Лепкий залишив багату творчу спадщину, яка складає більше 80 томів.
Богдан Лепкий: «Колисав мою колиску вітер рідного Поділля» : бібліографічний ...Дарницька Книгиня
Богдан Лепкий – видатна постать української літератури. Доля дарувала йому надзвичайний талант. Тонкий і ніжний лірик, талановитий оповідач-прозаїк, критик і літературознавець, читець-декламатор художніх творів, талановитий маляр Богдан Лепкий залишив багату творчу спадщину, яка складає більше 80 томів.
Week 9 the neural basis of consciousness : dissociation of consciousness &...Nao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) What are the logic and evidence of experiments which demonstrate dissociation between attention and consciousness?
2) How do they manipulate & assess consciousness?
3) How do they manipulate & assess attention?
Week 2 neural basis of consciousness: introduction to the research methods ts...Nao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) How can we characterize our phenomenology
- Introduction to psychophysical methods
2) How can we measure neural activity in the brain?
- What is the source of the neural activity?
The Science of Attention and Engagement for LearningJulie Dirksen
A number of myths persist about people’s allegedly ever-shortening attention spans—but what does the science say? Neuroscience, behavioral economics, and consumer psychology all offer insights into how we manage and allocate attention.
PSY 1010, General Psychology 1 Course Learning Outajoy21
PSY 1010, General Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
7. Identify biopsychology contributors to perception, motivation, and consciousness.
7.1 Indicate the structures of the brain that are involved in emotion, learning, memory, and
motivation.
7.2 Describe how the brain perceives information from the outside world.
Course/Unit
Learning Outcomes
Learning Activity
7.1
Unit Lesson
Chapter 2
Video: Biological Psychology Basics: How the Brain Works, Part 1
Video: Biological Psychology Basics: How the Brain Works, Part 2
Unit II Homework
7.2
Unit Lesson
Chapter 2
Video: Biological Psychology The Big Picture: My Brain Made Me Do It
Unit II Homework
Reading Assignment
Chapter 2: The Biological Perspective
A link to Chapter 2 of the eTextbook is provided in the Required Reading area of Unit II in Blackboard.
View the following three videos in MyPsychLab. You can access the videos by clicking the links provided in
the Required Reading area of Unit II in Blackboard. (You must be logged into Blackboard in order to access
any MyPsychLab features.)
Biological Psychology Basics: How the Brain Works, Part 1
Biological Psychology Basics: How the Brain Works, Part 2
Biological Psychology The Big Picture: My Brain Made Me Do It
Unit Lesson
As the most complex organ in your body, the brain regulates not only life functions but also cognitive and
emotional functions, including behavior. Have you ever considered what role your brain plays in your behavior
and reactions?
If you have not already viewed the video The Big Picture: My Brain Made Me Do It in MyPsychLab, do so now
by visiting the link provided in the Required Reading area of Unit II in Blackboard. This will help begin this
unit’s discussion about the biological perspective of behavior and the brain.
So what do you think? Think of a time you felt a rush and perhaps felt as though you could conquer the world.
Did you know that was a result of a surge of dopamine? On the other hand, what happens when there is a
deficit in certain hormones in our bodies? Can that impact our behaviors?
Here in Unit II, you will learn about the nervous system and how this complex structure works to influence our
behaviors and thoughts. Most psychology students are aware that the human body is comprised of cells.
UNIT II STUDY GUIDE
The Biological Perspective of Psychology
PSY 1010, General Psychology 2
UNIT x STUDY GUIDE
Title
However, each kind of cell has a major function (Ciccarelli & White, 2017). As you explore this unit, pay close
attention to the various parts of the neuron, the cell that sends messages throughout our bodies, and its
functions. It is really quite complex. For instance, did you know that the axon, the portion that carries
information to other cells, can actually be several feet in length?
Neurons
Although neurons c ...
PSY 1010, General Psychology 1 Course Learning Out.docxShiraPrater50
PSY 1010, General Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
7. Identify biopsychology contributors to perception, motivation, and consciousness.
7.1 Indicate the structures of the brain that are involved in emotion, learning, memory, and
motivation.
7.2 Describe how the brain perceives information from the outside world.
Course/Unit
Learning Outcomes
Learning Activity
7.1
Unit Lesson
Chapter 2
Video: Biological Psychology Basics: How the Brain Works, Part 1
Video: Biological Psychology Basics: How the Brain Works, Part 2
Unit II Homework
7.2
Unit Lesson
Chapter 2
Video: Biological Psychology The Big Picture: My Brain Made Me Do It
Unit II Homework
Reading Assignment
Chapter 2: The Biological Perspective
A link to Chapter 2 of the eTextbook is provided in the Required Reading area of Unit II in Blackboard.
View the following three videos in MyPsychLab. You can access the videos by clicking the links provided in
the Required Reading area of Unit II in Blackboard. (You must be logged into Blackboard in order to access
any MyPsychLab features.)
Biological Psychology Basics: How the Brain Works, Part 1
Biological Psychology Basics: How the Brain Works, Part 2
Biological Psychology The Big Picture: My Brain Made Me Do It
Unit Lesson
As the most complex organ in your body, the brain regulates not only life functions but also cognitive and
emotional functions, including behavior. Have you ever considered what role your brain plays in your behavior
and reactions?
If you have not already viewed the video The Big Picture: My Brain Made Me Do It in MyPsychLab, do so now
by visiting the link provided in the Required Reading area of Unit II in Blackboard. This will help begin this
unit’s discussion about the biological perspective of behavior and the brain.
So what do you think? Think of a time you felt a rush and perhaps felt as though you could conquer the world.
Did you know that was a result of a surge of dopamine? On the other hand, what happens when there is a
deficit in certain hormones in our bodies? Can that impact our behaviors?
Here in Unit II, you will learn about the nervous system and how this complex structure works to influence our
behaviors and thoughts. Most psychology students are aware that the human body is comprised of cells.
UNIT II STUDY GUIDE
The Biological Perspective of Psychology
PSY 1010, General Psychology 2
UNIT x STUDY GUIDE
Title
However, each kind of cell has a major function (Ciccarelli & White, 2017). As you explore this unit, pay close
attention to the various parts of the neuron, the cell that sends messages throughout our bodies, and its
functions. It is really quite complex. For instance, did you know that the axon, the portion that carries
information to other cells, can actually be several feet in length?
Neurons
Although neurons c ...
Let’s master the digital toolkit to harness lifelong neuroplasticitySharpBrains
Four leading pioneers of applied neuroplasticity helped us navigate best practices to harness most promising non-invasive neurotechnologies, such as cognitive training, mindfulness apps, EEG and virtual/ augmented reality.
--Chair: Linda Raines, CEO of the Mental Health Association of Maryland
--Dr. Michael Merzenich, winner of the 2016 Kavli Prize in Neuroscience
--Dr. Judson Brewer, Founder & Research Lead of Claritas Mindsciences
--Tan Le, CEO of Emotiv
--Dr. Andrea Serino, Head of Neuroscience at MindMaze
Learn more at sharpbrains.com
Brain-Computer Interface and States of VigilanceStephen Larroque
WARNING: some images and videos might be emotionally difficult to bear (e.g., children with disabilities). Please proceed at your own discretion.
How to communicate with patients who cannot communicate?
This is the seemingly paradoxical problem researchers are currently trying to solve, using various approaches, from clinical diagnosis with tailored scales to brain-computer interfaces to directly communicate with the brain of patients who cannot express by themselves.
Initially presented at University Descartes Paris 5 for the Master BIN, using previous works from Quentin Noirhomme and Georgios Antonopoulos.
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
a. Why are we interested in consciousness?
b. What do we mean by consciousness?
c. How can we study consciousness?
d. What are the potential problems when one wants to
understand and test a possibility of consciousness in animals, plants and robots?
O R I G I N A L A R T I C L EUnconscious emotions quantif.docxhopeaustin33688
O R I G I N A L A R T I C L E
Unconscious emotions: quantifying and logging something
we are not aware of
Leonid Ivonin • Huang-Ming Chang •
Wei Chen • Matthias Rauterberg
Received: 30 September 2011 / Accepted: 1 February 2012 / Published online: 5 April 2012
� The Author(s) 2012. This article is published with open access at Springerlink.com
Abstract Lifelogging tools aim to precisely capture daily
experiences of people from the first-person perspective.
Although there have been numerous lifelogging tools
developed for users to record the external environment
around them, the internal part of experience characterized
by emotions seems to be neglected in the lifelogging field.
However, the internal experiences of people are important
and, therefore, lifelogging tools should be able to capture
not only the environmental data, but also emotional expe-
riences, thereby providing a more complete archive of past
events. Moreover, there are implicit emotions that cannot
be consciously experienced, but still influence human
behaviors and memories. It has been proven that conscious
emotions can be recognized from physiological signals of
the human body. This fact may be used to enhance life-logs
with information about unconscious emotions, which
otherwise would remain hidden. On the other hand, it is not
clear if unconscious emotions can be recognized from
physiological signals and differentiated from conscious
emotions. Therefore, an experiment was designed to elicit
emotions (both conscious and unconscious) with visual and
auditory stimuli and to record cardiovascular responses of
34 participants. The experimental results showed that heart
rate responses to the presentation of the stimuli are unique
for every category of the emotional stimuli and allow dif-
ferentiation between various emotional experiences of the
participants.
Keywords Emotions � Unconscious � Heart rate �
Archetypal symbols � Lifelogging
1 Introduction
Keeping a diary is a very traditional way of lifelogging.
Some people tend to write down in their diaries all the
details of what they saw and did, while others like to note
moods and emotions they had during a day. Presently, there
are various kinds of lifelogging tools (e.g., [1–3]) that have
been developed to assist people with recording their life
experiences. However, these tools can only record the
surrounding environment of people, which ultimately
includes everything that they encounter, but not the internal
world, which comprises moods, thoughts and emotions.
Therefore, current lifelogging tools do not provide people
with a possibility to keep records of their mental life, which
is crucial for some people who keep diaries [4, 5].
To offer capabilities that are superior to diaries, life-
logging applications should try to capture the complete
experiences of people including data from both their
external and internal worlds. Since mental experiences of
people are too broad.
Week 12 neural basis of consciousness : frontiers in consciousness researchNao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) What does IIT propose about qualia?
2) How can we characterize qualia structures?
3) What are the possible empirical experiments that can be used to reveal the relationship between qualia and brain?
4) What are societal impacts of consciousness research?
Week 11 neural basis of consciousness : consciousness and integration (1)Nao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) How can we compute integrated information?
2) How we can estimate the proposed boundary of consciousness?
3) What are the reported phenomenology / behaviors of split brain patients?
4) How does IIT explain various known facts about consciousness, such as split brain patients?
More Related Content
Similar to Growing evidence for separate neural mechanisms for attention and consciousness (2021 Apr 12 @ recent advancements in attention and cognition)
Week 9 the neural basis of consciousness : dissociation of consciousness &...Nao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) What are the logic and evidence of experiments which demonstrate dissociation between attention and consciousness?
2) How do they manipulate & assess consciousness?
3) How do they manipulate & assess attention?
Week 2 neural basis of consciousness: introduction to the research methods ts...Nao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) How can we characterize our phenomenology
- Introduction to psychophysical methods
2) How can we measure neural activity in the brain?
- What is the source of the neural activity?
The Science of Attention and Engagement for LearningJulie Dirksen
A number of myths persist about people’s allegedly ever-shortening attention spans—but what does the science say? Neuroscience, behavioral economics, and consumer psychology all offer insights into how we manage and allocate attention.
PSY 1010, General Psychology 1 Course Learning Outajoy21
PSY 1010, General Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
7. Identify biopsychology contributors to perception, motivation, and consciousness.
7.1 Indicate the structures of the brain that are involved in emotion, learning, memory, and
motivation.
7.2 Describe how the brain perceives information from the outside world.
Course/Unit
Learning Outcomes
Learning Activity
7.1
Unit Lesson
Chapter 2
Video: Biological Psychology Basics: How the Brain Works, Part 1
Video: Biological Psychology Basics: How the Brain Works, Part 2
Unit II Homework
7.2
Unit Lesson
Chapter 2
Video: Biological Psychology The Big Picture: My Brain Made Me Do It
Unit II Homework
Reading Assignment
Chapter 2: The Biological Perspective
A link to Chapter 2 of the eTextbook is provided in the Required Reading area of Unit II in Blackboard.
View the following three videos in MyPsychLab. You can access the videos by clicking the links provided in
the Required Reading area of Unit II in Blackboard. (You must be logged into Blackboard in order to access
any MyPsychLab features.)
Biological Psychology Basics: How the Brain Works, Part 1
Biological Psychology Basics: How the Brain Works, Part 2
Biological Psychology The Big Picture: My Brain Made Me Do It
Unit Lesson
As the most complex organ in your body, the brain regulates not only life functions but also cognitive and
emotional functions, including behavior. Have you ever considered what role your brain plays in your behavior
and reactions?
If you have not already viewed the video The Big Picture: My Brain Made Me Do It in MyPsychLab, do so now
by visiting the link provided in the Required Reading area of Unit II in Blackboard. This will help begin this
unit’s discussion about the biological perspective of behavior and the brain.
So what do you think? Think of a time you felt a rush and perhaps felt as though you could conquer the world.
Did you know that was a result of a surge of dopamine? On the other hand, what happens when there is a
deficit in certain hormones in our bodies? Can that impact our behaviors?
Here in Unit II, you will learn about the nervous system and how this complex structure works to influence our
behaviors and thoughts. Most psychology students are aware that the human body is comprised of cells.
UNIT II STUDY GUIDE
The Biological Perspective of Psychology
PSY 1010, General Psychology 2
UNIT x STUDY GUIDE
Title
However, each kind of cell has a major function (Ciccarelli & White, 2017). As you explore this unit, pay close
attention to the various parts of the neuron, the cell that sends messages throughout our bodies, and its
functions. It is really quite complex. For instance, did you know that the axon, the portion that carries
information to other cells, can actually be several feet in length?
Neurons
Although neurons c ...
PSY 1010, General Psychology 1 Course Learning Out.docxShiraPrater50
PSY 1010, General Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
7. Identify biopsychology contributors to perception, motivation, and consciousness.
7.1 Indicate the structures of the brain that are involved in emotion, learning, memory, and
motivation.
7.2 Describe how the brain perceives information from the outside world.
Course/Unit
Learning Outcomes
Learning Activity
7.1
Unit Lesson
Chapter 2
Video: Biological Psychology Basics: How the Brain Works, Part 1
Video: Biological Psychology Basics: How the Brain Works, Part 2
Unit II Homework
7.2
Unit Lesson
Chapter 2
Video: Biological Psychology The Big Picture: My Brain Made Me Do It
Unit II Homework
Reading Assignment
Chapter 2: The Biological Perspective
A link to Chapter 2 of the eTextbook is provided in the Required Reading area of Unit II in Blackboard.
View the following three videos in MyPsychLab. You can access the videos by clicking the links provided in
the Required Reading area of Unit II in Blackboard. (You must be logged into Blackboard in order to access
any MyPsychLab features.)
Biological Psychology Basics: How the Brain Works, Part 1
Biological Psychology Basics: How the Brain Works, Part 2
Biological Psychology The Big Picture: My Brain Made Me Do It
Unit Lesson
As the most complex organ in your body, the brain regulates not only life functions but also cognitive and
emotional functions, including behavior. Have you ever considered what role your brain plays in your behavior
and reactions?
If you have not already viewed the video The Big Picture: My Brain Made Me Do It in MyPsychLab, do so now
by visiting the link provided in the Required Reading area of Unit II in Blackboard. This will help begin this
unit’s discussion about the biological perspective of behavior and the brain.
So what do you think? Think of a time you felt a rush and perhaps felt as though you could conquer the world.
Did you know that was a result of a surge of dopamine? On the other hand, what happens when there is a
deficit in certain hormones in our bodies? Can that impact our behaviors?
Here in Unit II, you will learn about the nervous system and how this complex structure works to influence our
behaviors and thoughts. Most psychology students are aware that the human body is comprised of cells.
UNIT II STUDY GUIDE
The Biological Perspective of Psychology
PSY 1010, General Psychology 2
UNIT x STUDY GUIDE
Title
However, each kind of cell has a major function (Ciccarelli & White, 2017). As you explore this unit, pay close
attention to the various parts of the neuron, the cell that sends messages throughout our bodies, and its
functions. It is really quite complex. For instance, did you know that the axon, the portion that carries
information to other cells, can actually be several feet in length?
Neurons
Although neurons c ...
Let’s master the digital toolkit to harness lifelong neuroplasticitySharpBrains
Four leading pioneers of applied neuroplasticity helped us navigate best practices to harness most promising non-invasive neurotechnologies, such as cognitive training, mindfulness apps, EEG and virtual/ augmented reality.
--Chair: Linda Raines, CEO of the Mental Health Association of Maryland
--Dr. Michael Merzenich, winner of the 2016 Kavli Prize in Neuroscience
--Dr. Judson Brewer, Founder & Research Lead of Claritas Mindsciences
--Tan Le, CEO of Emotiv
--Dr. Andrea Serino, Head of Neuroscience at MindMaze
Learn more at sharpbrains.com
Brain-Computer Interface and States of VigilanceStephen Larroque
WARNING: some images and videos might be emotionally difficult to bear (e.g., children with disabilities). Please proceed at your own discretion.
How to communicate with patients who cannot communicate?
This is the seemingly paradoxical problem researchers are currently trying to solve, using various approaches, from clinical diagnosis with tailored scales to brain-computer interfaces to directly communicate with the brain of patients who cannot express by themselves.
Initially presented at University Descartes Paris 5 for the Master BIN, using previous works from Quentin Noirhomme and Georgios Antonopoulos.
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
a. Why are we interested in consciousness?
b. What do we mean by consciousness?
c. How can we study consciousness?
d. What are the potential problems when one wants to
understand and test a possibility of consciousness in animals, plants and robots?
O R I G I N A L A R T I C L EUnconscious emotions quantif.docxhopeaustin33688
O R I G I N A L A R T I C L E
Unconscious emotions: quantifying and logging something
we are not aware of
Leonid Ivonin • Huang-Ming Chang •
Wei Chen • Matthias Rauterberg
Received: 30 September 2011 / Accepted: 1 February 2012 / Published online: 5 April 2012
� The Author(s) 2012. This article is published with open access at Springerlink.com
Abstract Lifelogging tools aim to precisely capture daily
experiences of people from the first-person perspective.
Although there have been numerous lifelogging tools
developed for users to record the external environment
around them, the internal part of experience characterized
by emotions seems to be neglected in the lifelogging field.
However, the internal experiences of people are important
and, therefore, lifelogging tools should be able to capture
not only the environmental data, but also emotional expe-
riences, thereby providing a more complete archive of past
events. Moreover, there are implicit emotions that cannot
be consciously experienced, but still influence human
behaviors and memories. It has been proven that conscious
emotions can be recognized from physiological signals of
the human body. This fact may be used to enhance life-logs
with information about unconscious emotions, which
otherwise would remain hidden. On the other hand, it is not
clear if unconscious emotions can be recognized from
physiological signals and differentiated from conscious
emotions. Therefore, an experiment was designed to elicit
emotions (both conscious and unconscious) with visual and
auditory stimuli and to record cardiovascular responses of
34 participants. The experimental results showed that heart
rate responses to the presentation of the stimuli are unique
for every category of the emotional stimuli and allow dif-
ferentiation between various emotional experiences of the
participants.
Keywords Emotions � Unconscious � Heart rate �
Archetypal symbols � Lifelogging
1 Introduction
Keeping a diary is a very traditional way of lifelogging.
Some people tend to write down in their diaries all the
details of what they saw and did, while others like to note
moods and emotions they had during a day. Presently, there
are various kinds of lifelogging tools (e.g., [1–3]) that have
been developed to assist people with recording their life
experiences. However, these tools can only record the
surrounding environment of people, which ultimately
includes everything that they encounter, but not the internal
world, which comprises moods, thoughts and emotions.
Therefore, current lifelogging tools do not provide people
with a possibility to keep records of their mental life, which
is crucial for some people who keep diaries [4, 5].
To offer capabilities that are superior to diaries, life-
logging applications should try to capture the complete
experiences of people including data from both their
external and internal worlds. Since mental experiences of
people are too broad.
Similar to Growing evidence for separate neural mechanisms for attention and consciousness (2021 Apr 12 @ recent advancements in attention and cognition) (20)
Week 12 neural basis of consciousness : frontiers in consciousness researchNao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) What does IIT propose about qualia?
2) How can we characterize qualia structures?
3) What are the possible empirical experiments that can be used to reveal the relationship between qualia and brain?
4) What are societal impacts of consciousness research?
Week 11 neural basis of consciousness : consciousness and integration (1)Nao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) How can we compute integrated information?
2) How we can estimate the proposed boundary of consciousness?
3) What are the reported phenomenology / behaviors of split brain patients?
4) How does IIT explain various known facts about consciousness, such as split brain patients?
Week 10 neural basis of consciousness integrated information theory of consc...Nao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) What is IIT?
2) Where does IIT start to construct the theory?
3) What are the five core properties of every phenomenology that IIT considers important?
4) What is the neuronal measure that was inspired by the IIT?
Week 8 : The neural basis of consciousness : consciousness vs. attention Nao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) How can we define “attention”?
2) What are the paradigms to manipulate attention?
3) What are the neuronal mechanisms of attention?
4) How can we explain the relationship between attention and consciousness?
Week 7 the neural basis of consciousness: higher visual areas and the nccNao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) What are the evidence supporting the claim that higher visual areas are the NCC?
2) What are the phenomenological and behavioral characteristics of binocular rivalry?
3) How did the researchers establish the binocular rivalry paradigm with monkeys as participants?
4) What are the implications of the NCC studies using binocular rivalry?
Week 6 neural basis of consciousness neural correlates of consciousnessNao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) What are the neural correlates of consciousness (NCC)?
2) What are positive and negative evidence for V1 as the NCC?
3) What are the properties of neurons in higher visual areas?
Week 5 neural basis of consciousness eyes, early visual system and conscious...Nao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) What is our peripheral experience?
- A closer look with color, motion, and metacognition
2) What neural mechanisms underlie the transmission of visual input from the eyes to the brain?
3) What is a receptive field of a neuron?
4) What are the key properties of V1 (the primary visual cortex)?
5) What are the implications of the properties of V1 for conscious phenomenology?
6) What are the visual pathways from the eyes to the brain, and its implication for blindsight?
Week 3 the neural basis of consciousness overview of important clinical cas...Nao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) Why are the studies of brain lesioned patients important?
2) What are reported phenomenology by patients?
3) How can we assess / validate their phenomenology?
- Behavioral & Neuronal studies of patients
Week 4 the neural basis of consciousness introduction to the visual systemNao (Naotsugu) Tsuchiya
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
1) What are behavioral and neural signatures of nonconscious processing?
2) Can blindsight-like behavior induced in monkeys? What are the evidence?
3) How can we discriminate nonconscious from conscious behaviors using a concept of metacognition?
4) What is the structure of eye and how does it shape our conscious vision?
Structure of information to understand the physical basis of consciousness
One of the biggest mysteries in science is the origin of subjective conscious experience. In modern investigation on consciousness, researchers distinguish level and contents of consciousness. The former is about the global state of conscious creatures, which goes from very low in coma, vegetitative states, deep dreamless sleep, and deep general anesthesia to high in fully wakeful state. The latter is about the contents that one experiences at a given moment of high level of consciousness, sometimes called qualia, covering all sensory and any other experiences.
In both meanings, consciousness has been difficult to relate to electrochemical physical interactions in the brain. Meanwhile, informational structure, which is derived from these neural activity and connectivity, is more promising as a possible candidate that is isomorphic to consciousness.
In this talk, I will explain three approaches that try to characterize 1) structures of information, 2) structures of consciousness, and 3) relationship between these two structures, primarily drawing on the approach with Integrated Information Theory [Tononi 2004 BMC, Tononi 2016 Nat Rev Neuro, Oizumi 2016 PNAS, Haun 2018, Leung 2020 bioRxiv] and Category Theory [Spivak 2011, Tsuchiya 2016 Neurosci Res, Tsuchiya 2020 OSF].
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Growing evidence for separate neural mechanisms for attention and consciousness (2021 Apr 12 @ recent advancements in attention and cognition)
1. 2021 Apr 12 @ Recent Advancements in Attention and Cognition,
Nao Tsuchiya 土谷尚嗣
School of Psychological Sciences, Monash University/Monash Institute of Cognitive and Clinical Neuroscience
Growing evidence for separate neural mechanisms for
attention and consciousness
1
2. Outline
1. Definitions of the terms
a. Attention & Consciousness
2. Dissociation of conscoiusness and attention
a. Some reviews
b. Consciousness without attention
i. dual-task, similarity rating, topological data analysis
c. Neuronal correlates of consciousness and/or attention
i. SSVEP tracks attention, but not consciousness
3. Future outlook
a. Information structure of consciousness and brain
i. Attention as a perturbation of the structure of qualia and neural
activity
2
3. Why are do we care about relationships
between consciousness and attention?
• Attention may be a key to understand consciousness (e.g., Posner
1994 PNAS)
• Attention may be a confounding factor, which needs to be carefully
controlled to study consciousness (e.g., Tse et al 2005 PNAS)
3
4. How can we address if attention is similar to
consciousness?
Without consciousness of something, can we attend to it?
Without attention, can we see? (Part 2-1)
For a given percept or behavior, are the effects of attention
the same as the effects of being conscious of? (Part 2-2)
Koch & Tsuchiya 2007 TICS (updated in Tsuchiya & Koch 2015 Neurology of Consciousness)
Maier & Tsuchiya 2020 APP or PsyArxiv
4
7. Naive intuition?
Some types of the neural mechanisms of
attention is likely to be explained by this
“amplification”. But there are many more
components in attention (e.g., inhibition) that
may be even more important.
The neural basis of consciousness cannot be
explained by this kind of threshold model.
Maier & Tsuchiya APP or PsyArxiv
7
9. • consciousness
• (level of consciousness)
• (a single moment of unified experience)
• contents of consciousness
• =raw feeling, qualia
• phenomenal, not access, consciousness
What is consciousness?
9
12. How can we address if attention is similar to
consciousness?
Without consciousness of something, can we attend to it?
Without attention, can we see? (Part 2-1)
For a given percept or behavior, are the effects of attention
the same as the effects of being conscious of? (Part 2-2)
Koch & Tsuchiya 2007 TICS (updated in Tsuchiya & Koch 2015 Neurology of Consciousness)
Maier & Tsuchiya 2020 APP or PsyArxiv
12
13. Not necessarily give rise to
consciousness
Gives rise to
consciousness
can occur without
top-down
attention
Afterimages
Rapid vision (<120ms)
Zombie behaviors
Storage of premitive information
Local, weak integration
requires
top-down
attention
Pop-out
Priming
Adaptation
Object processing
Visual search
Thoughts
Eye-of-origin
Storage in working memory
Detection & discrimination of
unexpected or unfamiliar stimuli
Full reportability
Global, strong integration
Koch & Tsuchiya 2007 TICS (updated in Tsuchiya & Koch 2015 Neurology of Consciousness)
Dissociation between consciousness and top-down attention 16
14. McCormick 97
Kentridge et al 99a, 99b, 04, 08
Naccache et al 02
Rajimehr 04
Montaser-Kouhsari & Rajimehr 05
Kanai et al 06
Sumner et al 06
Melcher et al 06
Jiang et al 06
Sato et al 07
Bahrami et al 08
Lin et al 08 PsychSci
Lin et al 09 Curr Bio
Tapia et al 09 JExpPsy
Shin 09 AP&P
Finkbeiner 09 PsychSci
Bauer et al 09 PNAS
Hsieh, 2011 Psych Sci
Faivre and Kouider 2011 JOV
Kaunitz, Fracasso et al. 2011 JOV
Norman, Heywood et al. 2013
Tapia, Breitmeyer et al. 2012
Attention without consciousness
Mostly settled. Reviewed by Deheane et al 2006, Koch & Tsuchiya 2007, van Boxtel,
Tsuchiya, Koch 2011, Cohen et al 2012. But also see Mole 2008 and a short talk on
“Consciousness Talks” on Youtube Apr 23 by Egor Ananyev & Brown Hsieh
17
15. Not necessarily give rise to
consciousness
Gives rise to
consciousness
can occur
without
top-down
attention
Afterimages
Rapid vision (<120ms)
Zombie behaviors
Storage of premitive information
Local, weak integration
Iconic & fragile memory
Partial reportability
Gist, animal and face gender
perception in dual tasks
requires
top-down
attention
Pop-out
Priming
Adaptation
Object processing
Visual search
Thoughts
Eye-of-origin
Storage in working memory
Detection & discrimination of
unexpected or unfamiliar stimuli
Full reportability
Global, strong integration
Koch & Tsuchiya 2007 TICS (updated in Tsuchiya & Koch 2015 Neurology of Consciousness)
Dissociation between consciousness and top-down attention 18
16. Not necessarily give rise to
consciousness
Gives rise to
consciousness
can occur
without
top-down
attention
Afterimages
Rapid vision (<120ms)
Zombie behaviors
Storage of premitive information
Local, weak integration
Iconic & fragile memory
Partial reportability
Gist, animal and face gender
perception in dual tasks
requires top-down
attention
Pop-out
Priming
Adaptation
Object processing
Visual search
Thoughts
Eye-of-origin
Storage in working memory
Detection & discrimination of
unexpected or unfamiliar stimuli
Full reportability
Global, strong integration
Koch & Tsuchiya 2007 TICS (updated in Tsuchiya & Koch 2015 Neurology of Consciousness)
Dissociation between consciousness and top-down attention
Most contentious!
Dehaene et al 2006, Kouider et al 2010, Lau & Rosenthal 2011 Cohen & Dennett 2011, Cohen et
al 2012, 2016,
Koch & Tsuchiya 2007, Block 2005, 2011, Lamme 2003, Tsuchiya, Wilke, Frassle, Lamme 2015,
Haun, Koch, Tononi, Tsuchiya 2016 Neuroscience of Consciousness, Maier & Tsuchiya 2020
19
18. How can we address if attention is similar to
consciousness?
Without consciousness of something, can we attend to it?
Without attention, can we see? (Part 2-1)
For a given percept or behavior, are the effects of attention
the same as the effects of being conscious of? (Part 2-2)
Koch & Tsuchiya 2007 TICS (updated in Tsuchiya & Koch 2015 Neurology of Consciousness)
Maier & Tsuchiya 2020 APP or PsyArxiv
22
20. THE DUAL TASK:
Discriminations with/without attention
Top-down attentional
amplification
not required
Top-down attentional
amplificaiton
required
Tsuchiya & Koch 2015 Neurology of Consciousness
25
21. • Advantages
• Can manipulate stimuli and tasks with minimal confounds (e.g.,
crowding, saliency, cortical magnitifcation factors)
• Can be combined with metacognitive measures
• Disadvantages
• (Used to require substantial training) but staircase methods can
shorten it substantially
26
Dualtask advantages and disadvantages
Matthews, et al 2017 Phil Trans
22. METHODS: Dual-Task
Matthews, Schroeder, Kaunitz, van Boxtel, Tsuchiya 2017 Phil Trans
Manipulate SOA such that single-task performance
remains at ~75% accuracy
27
23. Is face discrimination possible
because it attracts bottom-up spatial attention?
Matthews, Schroeder, Kaunitz, van Boxtel, Tsuchiya 2017 Phil Trans
28
25. Does seeing an object and attending to an object
result in a similar increase in “neural activity”?
Let’s consider the case of Steady State Visual Evoked Potentials (SSVEP).
SSVEP has been used extensively in Binocular Rivalry:
Brown & Norcia 1997 Vision Res, Tononi et al 1998 PNAS, … Zhang
et al 2011 Neuron, Davidson 2018 eLife
31
27. Visualizing your conscious content in each moment
Log SNR (for power) of
low frequency flicker
stimulus (4.5 Hz )
Davidson 2018 eLife
Time from button press [sec]
33
28. Visualizing your conscious content in each moment
Log SNR (for power) of
low frequency flicker
stimulus (4.5 Hz )
Davidson 2018 eLife
Time from button press [sec]
34
29. Visualizing your conscious content in each moment
Log SNR (for power) of
low frequency flicker
stimulus (4.5 Hz )
Davidson 2018 eLife
Time from button press [sec]
35
30. Button press reports confound seeing and attending.
> resulted in the development of .
Wilke et al 2009 PNAS, Frassle et al 2014 JNsci, Tsuchiya et al 2015 TICS
36
31. How can we disentangle seeing & attending?
Perceptual filling in (=disappearance) is known to increase when we pay
attention to stimuli. Similar effects reported for other phenomena, e.g.,
afterimage, after effects, motion induced blindness
A question:
Does SSVEP increase with SEEING or ATTENDING?
Weil et al 2007 PNAS, Davidson et al 2020 Neurosci Con & Davidson
2020 eLife
37
35. How can we address if attention is similar to
consciousness?
Without attention, can we see? (Part 2-1)
Yes, some stimuli, like faces, can be consciously seen
without attentional amplification under the dual task
For a given percept or behavior, are the effects of attention the
same as the effects of being conscious of? (Part 2-2)
No, SSVEP tracks attention, but not consciousness
Koch & Tsuchiya 2007 TICS (updated in Tsuchiya & Koch 2015 Neurology of Consciousness)
Maier & Tsuchiya 2020 APP or PsyArxiv
41
37. A promising way to study the physical basis of consciousness
1. Characterize the
structure of qualia
2. Characterize the structure of
information derived from the brain
3. Characterize the
relationship between
these structures
Tsuchiya et al 2016 Neurosci Res, Maier & Tsuchiya 2020 APP, Tsuchiya 2020 MCS talk
Attentional manipulation as
an effective way to perturb
the structures of qualia and
brain activity!
43