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This page describes three academic projects I have completed in fullfillment of my Msc (`doctorandus') degree in Psychology and MA (`doctorandus') degree in Philosophy at the University of Amsterdam in the Netherlands (1999-2006).
This project addresses the ability of an ART (Carpenter and Grossberg, 1987) based neural network to model human quantitative performance and qualitative aspects of the learning process on a discrimination learning task. These qualitative aspects of learning were recently studied by Schmittmann et al. (2005). An analysis of a data set of human subjects aged 4 to 20 revealed two distinct learning modes in the learning process: (1) a sudden rational learning process by means of hypothesis testing; and (2) a slower but also sudden learning process and not an incremental learning process as has been previously suggested (see Kendler, 1979). The present study uses an adapted version of an ART network as employed by Levine and Prueitt (1989) in their study of a task related to discrimination learning, the Wisconsin Card Sorting task. Learning in the network is guided by an attentional mechanism which selectively affects current sensory processing based on previous reinforcement. The network is able to model developmental differences through separate adjustment of the valuation of positive and negative reinforcement. Results show that although this network is able to model quantitative human performance through a rather sophisticated learning process, two distinct learning modes cannot be distinguished in its learning behavior. Two structural limitations related to this finding are discussed and possible modifications are suggested to further expand and utilize this network's promising structure.
Carpenter, G.A., & Grossberg, S. (1987). A
massively parallel
architecture for a self-organizing neural pattern recognition machine.
Computer, Vision, Graphics and Image Processing, 37,
54-115.
Levine, D.S., & Prueitt, P.S. (1989). Modeling some
effects of frontal lobe damage-Novelty and perseveration. Neural
networks, 2, 103-116.
Schmittmann, V.D., Visser, I.,
& Raijmakers, M.E.J. (2005).
Multiple learning modes in the development of performance on a
rule-based category-learning task. Submitted to Elsevier Science.
This study discusses the merits of theories of Attention-Deficit/Hyperactivity Disorder (ADHD) in which executive control plays a central role. Such theories emphasize the involvement of deficits in executive functions, such as directing and maintaining attention, and appropriate behavioral/response inhibition, in the symptoms associated with ADHD (e.g. Pennington and Ozonoff, 1996; Barkley, 1997a,b). In recent years however, a number of researches have questioned the proposed central role of disorders of executive functioning in ADHD (e.g. Sergeant, Geurts, Huijbregts, Scheres, and Oosterlaan, 2002; Boonstra, Oosterlaan, and Buitelaar, 2005; Willcutt, Doyle, Nigg, Faraone, and Pennington, 2005).
Barkley, R.A. (1997a).
ADHD and the Nature of Self-Control.
The Guilford press, New York, NY.
Barkley, R.A. (1997b).
Behavioral Inhibition, Sustained Attention, and Executive Function:
Constructing a Unified Theory of ADHD.
Psychological Bulletin, 121:0 65-94.
Boonstra, A.M., Oosterlaan, J., & Buitelaar, J.K. (2005).
Executive Functioning in Adult ADHD: A Meta-Analytic Review.
Psychological Medicine, 35:0 1097-1108.
Pennington, B.F., & Ozonoff, S. (1996).
Executive Functions and Developmental Psychopathology.
Journal of Child Psychology and Psychiatry,
37:0 51-87.
Sergeant, J.A., Geurts, H., & Oosterlaan, J. (2002).
How Specific is a Deficit of Executive Functioning for
Attention-Deficit/Hyperactivity Disorder?
Behavioural Brain Research, 1300 (3-28).
Willcutt, E.G., Doyle, A.E., Nigg, J.T., Faraone, S.T., & Pennington,
B.F. (2005).
Validity of the Executive Function Theory of
Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review.
Biological Psychiatry, 570 (11):0
1336-1346.
Results are reported of an experiment in which children have to make inferences after being presented with one or more conditional (if,...then) sentences and a categorical sentence. For example (due to Byrne, 1989):
If she has an essay to write then she will study late in the library.
She has an essay to write.
Will she study late in the library?
The results will be interpreted in a framework of non-monotonic logic due to Stenning and Van Lambalgen (2005). Non-monotonic logic is a much richer logic than classical logic which has been used so far to explain how people reason. Using non-monotonic logic a more accurate and meaningful explanation of how people reason can be given.
Byrne, R.M.J (1989). Suppressing valid inferences
with conditionals. Cognition, 31, 61-83.
Stenning, K., and Van Lambalgen, M. (2003). A
Working memory model of relations between interpretation and reasoning.
Submitted to Cognitive Science.
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