coggroup February 2016

coggroup@mx1.psych.mcgill.ca

2 participants
4 discussions

[Coggroup] McGill Cognitive Seminar, March 4 2016
by Anna Zamm 29 Feb '16

29 Feb '16

Dear all, You are invited to attend this week's Cognitive Area Seminar (*Friday March 4th, 3:30 - 5 PM; Stewart Biology Building, 1205 Docteur Penfield Ave., Room S3/4*). The talk will be given by* Dominique Vuvan (Post-doc, **International Laboratory for Brain, Music, and Sound Research**),* and is titled "False Feedback Makes Listeners Tone-Deaf." For a full abstract, see below dashed line. If you are unable to attend this week's talk, there will be more opportunities. Please see our full schedule @: http://www.mcgill.ca/ psychology/events-colloquia-0/brownbag-series. If you would like to join the Cognitive Area group mailing list for further notification of our seminars, please go to this link and follow the instructions: http://mx0.psych.mcgill.ca/mailman/listinfo/coggroup. Hope that you are able to attend! Best, Anna -------------------------------- *False Feedback Makes Listeners Tone-Deaf* Dominique Vuvan, Post-doc, International Laboratory for Brain, Music, and Sound Research (BRAMS) The mental representation of pitch structure (tonal knowledge) is a core component of musical experience and can be learned implicitly through exposure to music. One theory of congenital amusia (tone-deafness), posits that conscious access to tonal knowledge is disrupted, leading to a severe deficit of music cognition. We demonstrate this idea by providing random performance feedback to neurotypical listeners while they listened to melodies for tonal incongruities. To assess the impact of the random feedback, we measured performance accuracy and confidence while monitoring electrical brain activity. The false feedback rate was correlated with a reduction of accuracy and confidence, and a suppression of the late positive brain response usually elicited by conscious detection of a tonal violation. The early right anterior negativity, taken to reflect tonal knowledge, was unaffected by false feedback. This successful simulation of amusia in a normal brain highlights the key role of feedback in learning, and thereby provides a new avenue for the rehabilitation of learning disorders.

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[Coggroup] McGill Cognitive Seminar, Feb 26 2016
by Anna Zamm 22 Feb '16

22 Feb '16

Dear all, You are invited to attend this week's Cognitive Area Seminar (*Friday February 26th, 3:30 - 5 PM; Stewart Biology Building, 1205 Docteur Penfield Ave., Room S3/4*). The talk will be given by* Melanie Segado (PhD Candidate, Neuroscience, McGill),* and is titled "fMRI of Performed versus Imagined Sequences: A Multi-Voxel Pattern Analysis Approach." For a full abstract, see below dashed line. If you are unable to attend this week's talk, there will be more opportunities. Please see our full talk schedule @: http://www.mcgill.ca/psychology/events-colloquia-0/brownbag-series. If you would like to join the Cognitive Area group mailing list for further notification of our seminars, please go to this link and follow the instructions: http://mx0.psych.mcgill.ca/mailman/listinfo/coggroup. Hope that you are able to attend! Best, Anna -------------------------------- fMRI of Performed versus Imagined Sequences: A Multi-Voxel Pattern Analysis Approach Melanie Segado, PhD Candidate, Integrated Program in Neuroscience, McGill University, Montreal, QC, CA Characterizing the neural correlates of instrument performance, and their relationship to imagined performance, is essential to understanding how auditory-motor associations are represented in the brain. For this experiment, 14 expert cellists were asked to play, or imagine playing, 4 different 5-note musical sequences on an MRI-Compatible cello interface (Hollinger 2015) while undergoing fMRI. One of the ways to approach the question of performed versus imagined sequences is by using multi-voxel pattern analysis (MVPA). MVPA will be used to test the hypothesis that the 4 performed sequences can be discriminated in auditory, motor, and pre-motor cortex. Furthermore, it will test the hypothesis that a classifier trained on performed motor sequences can be used to discriminate between imagined sequences.

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[Coggroup] RAPPEL : Appel à communications - Colloque « Impacts cognitifs et neurophysiologiques du bilinguisme », le lundi 9 mai 2016, ACFAS.
by Annie Gilbert, Dr 01 Feb '16

01 Feb '16

[Désolée pour les envois dupliqués] Chers collègues, Ceci est pour vous rappeler que nous préparons actuellement un colloque intitulé « Impacts cognitifs et neurophysiologiques du bilinguisme » qui aura lieu dans la cadre du 84e Congrès de l’ACFAS, le lundi 9 mai prochain, à l’Université du Québec à Montréal. Comme vous le savez, la recherche sur les impacts cognitifs et neurophysiologiques du bilinguisme et du multilinguisme a connu un essor spectaculaire au cours des dernières années. Le présent colloque a donc pour but de réunir des chercheurs de divers horizons afin de faire l’état de la recherche dans le domaine et de trouver des façons novatrices de tirer profit de la situation linguistique unique dans laquelle nous vivons. Propositions de communications Le comité scientifique invite donc tous les chercheurs dont les travaux s’inscrivent dans le cadre du colloque à venir partager leurs résultats en français sous forme de présentation orale (20 minutes) ou par affiche. Les chercheurs qui souhaitent participer au colloque (professeurs ou étudiants) sont priés de faire parvenir leur proposition de communication en format .pdf avant le lundi 15 février à l’adresse suivante : colloque.bilinguisme2016(a)gmail.com. Voir l’Appel à communications ci-joint pour le détail des modalités de soumission. Pour toute information, contacter Annie C. Gilbert au colloque.bilinguisme2016(a)gmail.com. Sincères salutations. Annie Gilbert Pour l'Équipe de recherche montréalaise en multilinguisme ------- Annie C. Gilbert Postdoctoral Researcher, McGill Neurolinguistics Laboratory School of Communication Sciences and Disorders www.mcgill.ca/neurolinguistics-lab www.anniegilbert.info

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[Coggroup] McGill Cognitive Seminar, Fri Feb 5 2016 @ 3:30
by Anna Zamm 01 Feb '16

01 Feb '16

Dear all, You are invited to attend this week's Cognitive Area Seminar talk on *Friday Feb 5th, 3:30 - 5 PM *(STBIO, 1205 Dr. Penfield Ave., Room S3/4). The talk will be given by* Laura Cirelli (PhD Candidate, Department of Psychology, Neuroscience, and Behaviour, McMaster University)*, and is titled "Babies bopping to the beat: The social effects of interpersonal synchrony in infancy". For a full abstract, see below dashed line. If you are unable to attend this week's talk, there will be more opportunities. Please see our full talk schedule @: http://www.mcgill.ca/psychology/events-colloquia-0/brownbag-series. Also, there will be a social and post-seminar journal blitz at Thomson House (3650 Rue McTavish) after this week's talk, at 5:15 PM; Students, post-docs, and faculty are welcome to join to describe a research article of interest, and talk at greater length with the speaker. If you would like to join the Cognitive Area group mailing list for further notification of our seminars, please go to this link and follow the instructions: http://mx0.psych.mcgill.ca/mailman/listinfo/coggroup. Hope that you are able to attend! Best, Anna --------------------------------------- *Babies bopping to the beat: The social effects of interpersonal synchrony in infancy* Laura Cirelli, PhD candidate, Department of Psychology, Neuroscience, and Behaviour, McMaster University When we move together in synchrony with others (e.g. by walking in step, rowing, dancing, singing or clapping), affiliative behaviours are encouraged. People are subsequently more cooperative, helpful, and trusting towards people with whom they moved synchronously compared to asynchronously. Musical engagement provides an ideal context for aligning movements in time with others, due to the human propensity to move to the underlying pulse in music. My dissertation work investigates the social effects of interpersonal synchrony in early development. This talk will present the results from a series of studies investigating how interpersonal synchrony influences helping behaviour in 14-month-old infants. The research examines to whom infants direct their increased helpfulness following interpersonal synchrony, and how it influences behaviour in both musical and non-musical contexts. The findings suggest that musical behaviours have important consequences for early social development and suggest that musical engagement is important in early life.

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coggroup February 2016