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F. Gregory Ashby is a Distinguished Professor Emeritus of Psychological & Brain Sciences at the University of California, Santa Barbara (UCSB). He is known for his work in mathematical psychology, cognitive psychology, and cognitive neuroscience.
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F. Gregory Ashby is a Distinguished Professor Emeritus of Psychological & Brain Sciences at the University of California, Santa Barbara (UCSB). He is known for his work in mathematical psychology, cognitive psychology, and cognitive neuroscience.
Ashby received a B.S. in mathematics and psychology from the University of Puget Sound in Tacoma, Washington, in 1975. In 1976, he began his graduate work under James Townsend at Purdue University. He received an M.S. in Psychology from Purdue in 1976, and a Ph.D. in 1980. In 1980, he was awarded an NSF Postdoctoral Fellowship, which he completed in the lab of William K. Estes at Harvard University during the 1981-1982 academic year. His first academic position was as an assistant professor at Ohio State University. He moved to UCSB in 1986, where he has remained ever since. He was promoted to Full Professor in 1994 and named a Distinguished Professor in 2013.
During his time at UCSB, Ashby served as Chair of the Department of Psychological & Brain Sciences, Chair of the Interdepartmental Graduate Program in Dynamical Neuroscience, and as the inaugural Director of the UCSB Brain Imaging Center. Professionally, he served as President of the Society for Mathematical Psychology (1995-1996), Chair of the National Institutes of Health Cognition and Perception Study Section (2005-2007), and Associate Editor of the Journal of Experimental Psychology: Learning, Memory & Cognition (2000-2002). He is a Fellow of the American Psychological Society, the Psychonomic Society, and the Society for Experimental Psychology. In 2017, he was awarded the Howard Crosby Warren Medal for outstanding achievement in Experimental Psychology in the United States and Canada.
Ashby’s research combines cognitive neuroscience, cognitive psychology, computational modeling, and empirical data collection to study the neural and cognitive mechanisms that mediate human learning, from initial acquisition through automaticity. His work has made a number of seminal contributions. First, he is known for his proposal that environmental events that elicit positive mood (e.g., happiness) cause cortical dopamine levels to rise for 20 – 30 minutes, and that these elevated dopamine levels improve executive function, creative problem solving, and working memory. [1] [2] Second, he was among the first to propose that humans have multiple learning systems, which for the most part, are functionally and anatomically distinct, evolved at different times for different purposes, learn different types of information, and thrive under qualitatively different types of conditions. [3] [4] [5] Third, he was a leader in developing a multidimensional generalization of signal detection theory called general recognition theory. [6] [7] [8] [9]
Cognitive neuroscience is the scientific field that is concerned with the study of the biological processes and aspects that underlie cognition, with a specific focus on the neural connections in the brain which are involved in mental processes. It addresses the questions of how cognitive activities are affected or controlled by neural circuits in the brain. Cognitive neuroscience is a branch of both neuroscience and psychology, overlapping with disciplines such as behavioral neuroscience, cognitive psychology, physiological psychology and affective neuroscience. Cognitive neuroscience relies upon theories in cognitive science coupled with evidence from neurobiology, and computational modeling.
Neuropsychology is a branch of psychology concerned with how a person's cognition and behavior are related to the brain and the rest of the nervous system. Professionals in this branch of psychology focus on how injuries or illnesses of the brain affect cognitive and behavioral functions.
David Cyril Geary is an American cognitive developmental and evolutionary psychologist with interests in mathematical learning and sex differences. He is currently a Curators’ Professor and Thomas Jefferson Fellow in the Department of Psychological Sciences and Interdisciplinary Neuroscience Program at the University of Missouri in Columbia, Missouri.
Mathematical psychology is an approach to psychological research that is based on mathematical modeling of perceptual, thought, cognitive and motor processes, and on the establishment of law-like rules that relate quantifiable stimulus characteristics with quantifiable behavior. The mathematical approach is used with the goal of deriving hypotheses that are more exact and thus yield stricter empirical validations. There are five major research areas in mathematical psychology: learning and memory, perception and psychophysics, choice and decision-making, language and thinking, and measurement and scaling.
The cognitive revolution was an intellectual movement that began in the 1950s as an interdisciplinary study of the mind and its processes, from which emerged a new field known as cognitive science. The preexisting relevant fields were psychology, linguistics, computer science, anthropology, neuroscience, and philosophy. The approaches used were developed within the then-nascent fields of artificial intelligence, computer science, and neuroscience. In the 1960s, the Harvard Center for Cognitive Studies and the Center for Human Information Processing at the University of California, San Diego were influential in developing the academic study of cognitive science. By the early 1970s, the cognitive movement had surpassed behaviorism as a psychological paradigm. Furthermore, by the early 1980s the cognitive approach had become the dominant line of research inquiry across most branches in the field of psychology.
Warren S. Brown is a professor of psychology in the Graduate School of Psychology at Fuller Theological Seminary and the founding director of the Travis Research Institute. Brown received his doctorate in Experimental Physiological Psychology from the University of Southern California (1971). Prior to Fuller, Brown spent 11 years as a research scientist at the UCLA Brain Research Institute. He was a founding member of the National Organization for Disorders of the Corpus Callosum, the International Research Consortium on the Corpus Callosum and Cerebral Connectivity (IRC5), and the International Society for Science and Religion.The "Warren and Janet Brown Scholarship", given at Fuller to support students in neuropsychological research, was created to honor Brown and his late wife.
Trevor William RobbinsCBE FRS FMedSci is a professor of cognitive neuroscience and the former Head of the Department of Psychology at the University of Cambridge. Robbins interests are in the fields of cognitive neuroscience, behavioural neuroscience and psychopharmacology.
Richard Shiffrin is an American psychologist, professor of cognitive science in the Department of Psychological and Brain Sciences at Indiana University, Bloomington. Shiffrin has contributed a number of theories of attention and memory to the field of psychology. He co-authored the Atkinson–Shiffrin model of memory in 1968 with Richard Atkinson, who was his academic adviser at the time. In 1977, he published a theory of attention with Walter Schneider. With Jeroen G.W. Raaijmakers in 1980, Shiffrin published the Search of Associative Memory (SAM) model, which has served as the standard model of recall for cognitive psychologists well into the 2000s. He extended the SAM model with the Retrieving Effectively From Memory (REM) model in 1997 with Mark Steyvers.
Neurodevelopmental framework for learning, like all frameworks, is an organizing structure through which learners and learning can be understood. Intelligence theories and neuropsychology inform many of them. The framework described below is a neurodevelopmental framework for learning. The neurodevelopmental framework was developed by the All Kinds of Minds Institute in collaboration with Dr. Mel Levine and the University of North Carolina's Clinical Center for the Study of Development and Learning. It is similar to other neuropsychological frameworks, including Alexander Luria's cultural-historical psychology and psychological activity theory, but also draws from disciplines such as speech-language pathology, occupational therapy, and physical therapy. It also shares components with other frameworks, some of which are listed below. However, it does not include a general intelligence factor, since the framework is used to describe learners in terms of profiles of strengths and weaknesses, as opposed to using labels, diagnoses, or broad ability levels. This framework was also developed to link with academic skills, such as reading and writing. Implications for education are discussed below as well as the connections to and compatibilities with several major educational policy issues.
Wolfgang Prinz is a German cognitive psychologist. He is the director of the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, Germany, and an internationally recognized expert in experimental psychology, cognitive psychology and philosophy of mind. He is the founder of the common coding theory between perception and action that has a significant impact in cognitive neuroscience and social cognition.
Marcel Just is D. O. Hebb Professor of Psychology at Carnegie Mellon University. His research uses brain imaging (fMRI) in high-level cognitive tasks to study the neuroarchitecture of cognition. Just's areas of expertise include psycholinguistics, object recognition, and autism, with particular attention to cognitive and neural substrates. Just directs the Center for Cognitive Brain Imaging and is a member of the Center for the Neural Basis of Cognition at CMU.
Some of the research that is conducted in the field of psychology is more "fundamental" than the research conducted in the applied psychological disciplines, and does not necessarily have a direct application. The subdisciplines within psychology that can be thought to reflect a basic-science orientation include biological psychology, cognitive psychology, neuropsychology, and so on. Research in these subdisciplines is characterized by methodological rigor. The concern of psychology as a basic science is in understanding the laws and processes that underlie behavior, cognition, and emotion. Psychology as a basic science provides a foundation for applied psychology. Applied psychology, by contrast, involves the application of psychological principles and theories yielded up by the basic psychological sciences; these applications are aimed at overcoming problems or promoting well-being in areas such as mental and physical health and education.
David E. Meyer is an American academic in the field of psychology. He is a professor at the University of Michigan and is Chair of the Cognition and Cognitive Neuroscience area of the Psychology Department. He is director of the university's Brain, Cognition, and Action laboratory.
Embodied cognition is the concept suggesting that many features of cognition are shaped by the state and capacities of the organism. The cognitive features include a wide spectrum of cognitive functions, such as perception biases, memory recall, comprehension and high-level mental constructs and performance on various cognitive tasks. The bodily aspects involve the motor system, the perceptual system, the bodily interactions with the environment (situatedness), and the assumptions about the world built the functional structure of organism's brain and body.
James Tarlton Townsend is a Distinguished Rudy Professor of Psychology at Indiana University, Bloomington. He is known for his work in mathematical psychology, particularly in distinguishing parallel and serial processing and for models of perception.
Gordon Logan is the Centennial Professor of Psychology at Vanderbilt University. A cognitive and mathematical psychologist, Logan is well known for his work on cognitive control and inhibition of cognitive and motor activity, divided attention and the nature of the human brain’s processing limitations, and the fundamental characterization of attention deficit hyperactivity disorder ADHD. He has also done extensive research on the hierarchical control of skilled copytyping, which he views as a useful model for hierarchically organized complex human skills in general. He collaborates on research that applies mathematical models to neural and behavioral data.
The UCL Division of Psychology and Language Sciences is a Division within the Faculty of Brain Sciences of University College London (UCL) and is located in London, United Kingdom. The Division offers teaching and training and undertakes research in psychology and communication and allied clinical and basic science. It is the largest university psychology department in England.
Juan Pascual-Leone is a developmental psychologist and founder of the neo-Piagetian approach to cognitive development. He introduced this term into the literature and put forward key predictions about developmental growth of mental attention and working memory.
Hal Pashler is Distinguished Professor of Psychology at University of California, San Diego. An experimental psychologist and cognitive scientist, Pashler is best known for his studies of human attentional limitations. and for his work on visual attention He has also developed and tested new methods for enhancing learning and reducing forgetting, focusing on the temporal spacing of learning and retrieval practice.
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