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How and where memory occurs in the brain, particularly memory acquired through practice
How experience shapes action, perception and thought through pervasive mechanisms of plasticity throughout the human brain
Implicit and explicit memory contributions to perceptual-motor skill learning
Implicit and explicit memory in visual category learning
How general cognitive ability can be improved through cognitive practice
Repetitive training of working memory span to improve cognition
For both younger adults and to remediate age-related cognitive decline
Current Projects
Perceptual-motor skill learning using the SISL task
Working memory training using the SeVi-WM task
Using computational modeling and functional neuroimaging to study interactions among the brain s memory systems
Investigating memory system interactions and intuitive decision making using visual category learning.
Check the Presentations link on the right side bar to see the most recent ideas and reports as presented as posters and talks at recent conferences.
Interested in Participating in Research.
Job Openings
The following ad should appear in the Cognitive Neuroscience Newsletter soon:
Postdoctoral Positions at Northwestern University
Memory Systems, Intuition and Modeling
Department of Psychology
Laboratories of Paul Reber Ken Paller
Multiple postdoctoral openings currently available on two new projects aimed at accelerating expertise development from training using memory systems theory. One project will develop methods to improve the use of intuition in decision making. The second project will use targeted memory reactivation to enhance consolidation processes and speed learning. Both projects reflect collaborative research between the laboratories of Professor Paul Reber and Professor Ken Paller Also see for further information on the local cognitive neuroscience environment.
We are searching for postdoctoral candidates with a strong interest in human memory research and with expertise in some of the following areas: memory systems research, experimental behavioral methods, computational simulation modeling, multivariate pattern analysis, EEG recording and analysis.
Interested candidates can send inquiries and application materials to Susan Florczak. Applications will be evaluated when received and hiring decisions made on a rolling basis. Multiple two-year appointments are currently available. Applications should include a cover letter, CV, and names of at least three references.
We are also looking to hire a new Research Assistant for the lab. Applications for the RA position should go through NU Human Resources.
Does technology make you smarter or dumber.
I got another request to comment on yet another media claim that technology is bad for our brains. It s actually also a good example of really poor science reporting in the media, so I won t link it, but the topic seems generally of interest and it appears to be based on a curious underlying folk model of cognition worth thinking about.
How would this work. How could technology make us less smart. The core idea is that be looking things up, we memorize less and therefore we are less smart than we could be otherwise. But this misses the issue of substitution. If you aren t memorizing something you can look up, do you learn something else instead.
To me, the interesting underlying idea is: Memory doesn t have an off switch
We are constantly recording experiences from our environment. Of course, not everything gets remembered, so maybe we focus too much on the memory failures. But we aren t consciously turning our memories on and off through the day. So if we are trying to memorize arbitrary facts that we could look up on google instead, during that time we aren t doing something else that could have left a useful memory trace. Note that I m describing this as an attention/perception bottleneck, but it could be a memory consolidation level bottleneck as well which is probably the actual constraint that keeps us from remembering everything we experience.
The only way for this argument to really make sense is to have a strong theory that everything we would have memorized instead of relying on google is more valuable to our internal knowledge state than everything we learn instead. I think that is going to be a hard case to make. And it won t really be about technology.
There s another way to make a possible technology hurts the brain case based on skill learning/strengthening. If memory is a skill that can be improved by intensive practice, then concentrated attempts to memorize arbitrary information could theoretically make you better at remembering and over time, you d just get smarter. But there is no evidence anywhere that long-term memory can be strengthened this way and many people have tried to do this.
Working memory looks to be trainable, but if anything, technology that makes you hold a question in mind while putting in the search terms to look it up is going to expand your WM rather than causing it to atrophy.
So no, technology is not going to make us less smart. It s almost certain to be overwhelmingly in the other direction the access provided by the internet to incredibly rich and diverse kinds of information means the average knowledge content of the average human brain in the 21st century is a lot more than the 20th or any other prior time.
Questions from a middle schooler about videogames
I was asked to answer some questions from a middle school student doing a research project on video games. Since I am interested in the topic generally, I should probably figure out how to answer these kinds of questions at an age-appropriate level. My attempt:
Jose asks:
1. Do video games affect the human brain. Do video games affect the way of thinking. Do video games damage the thinking part of the brain.
Yes, video games can affect your brain, like anything else that you do a lot of. However, these changes can sometimes be for the better. There is recent evidence of improvements in visuospatial attention how you see the world following video game play. There may also be changes for the worse, like increasing aggression, but these are not yet well understood.
2. Can video games improve people s knowledge. Can they help people s grades get better in school. Or can the y get bad grades.
Video games probably won t help you in school very much. They can cause problems in schoolwork when kids play too many games and don t keep up with homework and assignments. If you are getting your homework done, playing games won t hurt and may actually help a little bit.
3. Can video games make people lose time. With friends and family. Time outside.
If you spend too much time on games and do not make time for friends, family, proper exercise and sleep, then that will very likely cause problems.
4. Can video games make people sick. Gain weight. Headaches or a tumor.
Some people report dizziness and nausea upset stomach from games that give you first person perspective. This is very likely related to the kind of motion sickness you can get when riding in a car. In rare cases, some people may react badly to flashing lights/sounds in video games. In general, games won t make you sick. If you eat in an unhealthy way when playing videogames, that can lead to weight gain and other health problems.
5. Can video games make people addicted to what their mainly about. How do they do this. Why do people get addicted.
Gaming addiction is not well understood. Games aren t addictive the way other things are like cigarettes. However, there are certainly some people who have problems like in 2 and 3 above. They seem to play so much that it messes up a lot of other things in their life. That looks a lot like being addicted. It also can look like a lot of other problems that teenagers often run into mood swings, depression, difficulty in relating to others. I do not think it is well known whether games can cause those problems or whether kids having those kinds of problems for another reason sometimes like to play a lot of videogames.
Thank you very much for your help.
You are welcome, Jose.
Today s thought exercise
This is a very interesting piece on the philosophy of science and popular understandings of science:
How our botched understanding of science ruins everything
As an exercise to the reader, explain what is wrong with his complaint that what most people think of science is actually the opposite of science.
Some helpful ideas for this might be found here Noah Opinion and here Crooked Timber, where I first found the links.
Seems like a topic we should be discussing in 205. I think it s the right level of meta for a class on experimental design.
Forgetting names
For some reason, I ve been getting a lot of requests lately to explain why we are bad at remembering people s names lately. An email exchange on this with an Atlantic reporter got summarized online here:
Curiously, it then also got picked up on another site, Lifehacker:
And then I was contacted earlier this week and did a short conversation on the phone with a radio show, Newstalk, in Ireland with host Sean Moncrieff.
All the conversations went well, although I m not sure I had much to say beyond the basics that names are hard and arbitrary, unlike other facts you tend to learn about people you meet.
A more interesting idea is that I suspect there is a reverse Dunning-Kruger effect for name memory. Dunning-Kruger effects are cases where everybody thinks they are above average. For names, my sense is that most people think they are below average. I would guess they aren t, but just that most of us are bad at names. In theory, it wouldn t be very hard to test this, but I don t think anybody has even run a real experiment.
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