Neural synchrony in stochastic resonance, attention, and consciousness.

We describe briefly three of our lab's ongoing projects studying the role of neural synchrony in human perception and cognition. These projects arise from two main interests: the role of noise both in human perception and in neural synchrony, and neural synchrony as a basis for integration of functional modules in the brain. Our experimental work on these topics began with a study of the possibility that noise-influenced neural synchrony might be responsible for the fact that small amounts of noise added to weak signals can enhance their detectability (stochastic resonance). We are also studying the role of neural synchrony in attention and consciousness in several paradigms. On the basis of our own and related work by others, we conclude that (1) neural synchrony plays an important role in the integration of functional modules in the brain and (2) neural synchrony is profoundly affected and possibly regulated, in part, by the "noisiness" of the brain.     

Freud and Jung: an incomplete encounter

The author discusses the bases of the close, personal and professional relationship between Freud and Jung, and conjectures that the eventual schism between them was the result of the different profound psychological needs that each had for the other. Because of his identification with the psychoanalytic enquiry, particularly as it was based in large measure on his own self analysis, Freud looked to Jung as a collaborator who would not deviate from the principles at the basis of psychoanalysis, seeking psychoanalysis' acceptance within the established scientific community. From Jung's point of view, Freud fulfilled the role of a respected father figure who, Jung hoped, would grant him the autonomy and freedom to pursue his own scientific enquiry, based on Freud's ideas, but which he would revise according to his own researches. These led Jung to certain revisions and additions, such as the nature and function of the libido, the broadening of the idea of the complex (as in the Oedipus complex) to include a number of universal, archetypal themes, and the elaboration of the concept of the self. During the years of their relationship, they shared a mutual psychological support which was deeply important to each, based on reciprocal love and respect but also on a fantasy that each would be able to supply to the other a key capacity that the other lacked. Jung was able to offer important scientific verifications of a number of psychoanalytic notions via the Word Association Test, such as the concept of repression, of the complex, including the Oedipus complex, and the proof of the existence of the unconscious. However, neither could supply to the other what each looked for in the other at the psychological level. The final breakdown and rupture in their relationship was caused by their theoretical differences and by the fact that they became bitter competitors in a race to publish treatises on the nature and origins of spirituality and religion. It has left in its wake the implicit traces of discord and misapprehension which have characterized much of subsequent professional relationships between the two traditions.     

Accuracy in scientific discourse

Response to Rudmin, F. W. & Ahmadzadeh, V. (2001). Psychometric critique of acculturation psychology: The case of Iranian migrants in Norway.     

Historical misrepresentation in science: The case of fetal alcohol syndrome

The history of the fetal alcohol syndrome (FAS) provides a microcosm in which to explore the larger ramifications of historical citations in biomedical publications. Though some historical references such as Biblical writings may hint at a rudimentary understanding of the relationship between maternal drinking and fetal development, no definitive case can be made for an understanding of FAS dating back hundreds of years. Authors who claim an impressive history for FAS misrepresent that history. The modern history of FAS raises a question concerning citations of original discoveries. The first paper describing ethanol-induced damage to the fetus appeared in 1968 yet most researchers cite one of two papers from 1973. Both ancient citations and modern references to original discoveries pose difficult questions for the scientist. Both dilemmas may be solved by a better reading of the literature and a more judicious wording when writing about history. This work was supported in part by Grant # AA10681 to SNP.     

Process and detection in fraud and deceit

There has been considerable interest recently in scientific misconduct. Although much has been written and discussed about specific cases, very little, if any, research has been carried out on the process of fraud. An understanding of this aspect can contribute much to methods of detection and lead to recommendations for preventing misconduct and for implementation of appropriate sanctions where fraud has been detected and proved. In this article I initiate a study of the process of fraud using a series of case studies. Hypotheses are generated by methods pioneered by Peirce and most recently developed and thoroughly discussed by Glaser and Strauss under the name of grounded theory. Some illustrations of what can be learned from such studies are included.     

Direct and collateral effects of positive reinforcement,response cost,and mixed contingencies for academic performance

The relative effects of positive reinforcement, response cost, and the two contingencies combined when used as contingencies for correct academic responses were compared on the dependent measures of accuracy of academic performance and level of on-task behavior. Thirty-three fourth- and fifth-grade pupils served as subjects. A combination of between-group and within-group comparisons indicated that all three contingency systems increased academic performance and on-task behavior (even though on-task behavior was never directly reinforced), but differences in effectiveness between the systems were insignificant. Most importantly, treatment effects on academic performance and on-task behavior persisted following abrupt withrawal of treatments for all three contingency systems. These results confirm earlier speculations that the reinforcement of academic behavior is (a) more likely to positively influene both academic and on-task behavior than in reinforcement of on-task behavior, and (b) is much more resistant to extinction following abrupt termination of the program.